Grade 3

List of 9 items.

• Art

  Collage, Drawing, Installation, Painting, Sculpting, Sketchbook, Video

  LEARNING GOALS FOR ART:

  • Study classical and contemporary artists
  • Creatively respond to the study of historical and cultural traditions of the world
  • Demonstrate problem-solving skills within the working span of an art project (knowing how to finish a piece)
  • Draw from imagination and observation
  • Begin to understand how to refine art projects
  • Embrace mistakes and create something new from them
  • Understand and explore composition within an image
  • Strengthen papier-mâché skills
  • Study and understand proportions and one point perspective

• Health and Wellness

  BODY HEALTH
  

  • Make colorful choices at lunch and try something new
  • Manage and understand the importance of self-care routines, hand washing, and bathing
  • Understand the importance of movement

  
  SOCIAL HEALTH
  

  • Develop the 12 Toolbox Project Tools
  • Develop language for creating positive friendships and healthy conflict resolution
  • Develop self-advocacy skills such as asking for help and requesting personal space

  
  EMOTIONAL HEALTH
  

  • Develop the concept of personal Identity
  • Name and share feelings
  • Name and understand values of the Hamlin Creed
  • Develop skills to manage uncomfortable feelings

• Language Arts

  CORE RESOURCES:

  Teachers College Reading & Writing Project by Lucy Calkins

  Units of Study for Teaching Writing, Grades 3-5 by Lucy Calkins and Marjorie Martinelli

  Guided Reading by Irene C. Fountas & Gay Su Pinnell
  Variety of spelling resources

  Literature

  LEARNING GOALS FOR READING:

  • Read from a variety of genres
  • Ask generative questions and maintain curiosity and stamina during independent reading
  • Employ strategies to decode accurately
  • Actively make meaning through connections
  • Use context clues to infer, comprehend, and predict
  • Recognize characteristics of characters and understand how they contribute to story and plot
  • Envision clear images based on content and descriptions of the setting
  • Retell stories in written and oral form
  • Infer meaning from dialog
  • Use figurative language, dialect, wording, and author’s voice to infer deeper meaning
  • Develop empathy for characters
  • Engage in class discussions which allow students to deepen their understanding (e.g., articulate clear meaning, state opinions, interject, build on one another’s ideas, justify a disagreement, ask provoking questions)
  • Build and develop vocabulary

  LEARNING GOALS FOR WRITING:

  FORMS OF WRITING: Fiction; Narrative; Non-Fiction; Poetry

  • Use writing process: plan; write; revise; edit; publish
  • Begin to write paragraphs
  • Use indentations, quotation marks, commas, and ending punctuation to give meaning to dialogue

  • Write with a beginning, middle, and end and construct effective leads and conclusions

  • Distill a memorable life experience down to a short poem
  • Play with syllable and word order to achieve desired effect
  • Use rhyme, rhythm, repetition, alliteration, and figurative language for a desired effect
  • Use stanzas and line breaks with a purpose
  • Paraphrase information
  • Sequence ideas in a meaningful order
  • Choose appropriate words and phrases to convey correct meaning
  • Create believable main characters
  • Give characters motivations and struggles whose issues and interactions drive the plot
  • Create and use settings that compliment the plot
  • Give and receive constructive feedback with a partner
  • Apply conventions of spelling, mechanics, and grammar

  LEARNING GOALS FOR HANDWRITING:

  CORE RESOURCE: Zaner-Bloser Handwriting, Zaner-Bloser, Inc.

  • Write in manuscript throughout the year
  • Continue practice and use of lower case cursive alphabet
  • Compose a few end-of-year assignments in cursive

  LEARNING GOALS FOR LISTENING AND SPEAKING:

  • Follow multi-step directions
  • Actively participate in class discussions
  • Speak clearly and with confidence
  • Articulate ideas effectively
  • Respond to questions with a complete thought
  • Explain thinking
  • Deliver oral presentations

   

   

• Library & Information Literacy

  CORE RESOURCES:
  Standards for the 21st century Learner AASL
  Adaptation of California School Library Recommended Library Skills
  
  

  • Begin to understand and demonstrate how to use online resources
  • Identify, locate, and evaluate a book that fullfills their informational needs
  • Understand the concept of Digital Citizenship
  • Understand how to cite resources

• Music

  Philosophy of Zoltán Kodály and Carl Orff

  LEARNING GOALS FOR MUSIC:

  • Gain an appreciation of classical music, world music, and composers through Composition of the Week (COW) program
  • Learn more complex repertoire of folk songs and singing games
  • Continue to explore use of voice and body as musical instrument
  • Read and write musical notes including rhythmic and melodic dictation
  • Start to understand diatonic scale (fa and ti)
  • Learn extended pentatonic scale (includes high do)
  • Continue to play Orff instruments with more complex mallet work (crossover pattern)
  • Experiment with interpretive dance
  • Continue to develop and practice performance skills (e.g., entering stage, singing with expressivefaces, following a conductor, following visual cues, engaging the audience)
  • Improvise 4-beat melodic rhythmic ostinatos to known songs
  • Increase awareness of music terminology (e.g., dynamics, DaCapo, 1st and 2nd endings, rehearsal numbers)
  • Increase facility with absolute names on staff
  • Continue rhythmic work to include identifying “off beats” (syncopation)

• Physical Education

  LEARNING GOALS FOR PHYSICAL EDUCATION:

  • Demonstrate sportsmanship
  • Develop locomotor skills (e.g., running, hopping, sliding)
  • Develop non-locomotor skills (e.g., bending, twisting, stretching)
  • Develop body awareness
  • Develop hand/eye coordination
  • Develop foot/eye coordination
  • Develop balance
  • Engage in fitness activities
  • Develop ball skills
  • Participate in cooperative games
  • Develop skills for individual and team sports
  • Use pedometer for goal setting
  • Engage in team building activities and challenges

• Science and Engineering/Computer Science

  THEME: Energy Transformations
  
  UNITS:
  Ecosystems Electricity - atoms
  Solar Energy - weather and alternative energies
  Nutrition
  
  LEARNING GOALS FOR SCIENCE:
  

  • Maintain an organized lab notebook
  • Write independent, open-ended questions/reflections
  • Write more questions after completing experiments
  • Take notes in lab notebooks
  • Deliver oral presentations
  • Practice steps of Engineering Design Process

  -    Identify challenge, brainstorm, design, build, test, evaluate, redesign, share solution

  • Practice Scientific Method

  -    ORHECK (observation, research, question, hypothesis, experiment, conclusion, knowledge)

  • Begin to connect experiments and content
  • Read scientific literature
  • Ask scientific questions
  • Sort scientific questions in curiosity box and understand the difference between “what?” and “why?” questions
  • Discuss “what happened” in experiments and theorize “why”
  • Use and apply technology

  TECHNOLOGY
  
  EQUIPMENT TYPICALLY USED: 1:1 iPads ; camcorders; desktops; digital cameras; document cameras; headphones; iPods; USB microphones
  
  APPLICATIONS TYPICALLY USED: Animation software; book publishing applications; Dreambox; graphics editing software; iLife® Suite; Internet browsers; iWork Suite; IXL; Microsoft® Office Suite; typing applications; screencasting applications; RAZ Kids
  
  
  CORE RESOURCES: LEGO® WeDo and LEGO® Mindstorms®, LEGO® Education; Hopscotch, Hopscotch Technologies; Scratch, MIT Media Lab
  
  LEARNING GOALS FOR PROGRAMMING
  

  • Motion (move, rotate/turn, change x,y, point in direction)
  • Lines (leave a trail, set line width, set line color, clear)
  • Looks (scale by, change costume, show/hide)
  • Sound (play sound, change volume, change tempo)
  • Controls (repeat, wait, forever)
  • Develop understanding of positive/negative numbers, relational symbols, measurement, four quadrants, x,y coordinates, regular polygons

  
  LEARNING GOALS FOR ROBOTICS
  

  • Movement (moving straight, turning)
  • Move until (sensors)

  MATHEMATICS
  
  CORE RESOURCE: Bridges in Mathematics, Math Learning Center
  Context for Learning Mathematics, Catherine Twomey Fosnot
  
  LEARNING GOALS FOR MATHEMATICS:
  
  NUMBER SENSE AND OPERATIONS
  

  • Solve addition and subtraction problems to the ten thousands place using regrouping strategies
  • Understand place value to 100,000 and can conceptualize the value of 10,000
  • Round numbers to the nearest 1,000 to estimate and compare
  • Memorize to automaticity the single digit addition and subtraction facts
  • Understand that multiplication means times and makes the connection between multiplication, arrays, and area
  • Memorize to automaticity the multiplication facts (1-6)
  • Apply multiplication facts beyond the sixes in problem solving
  • Understand and use the inverse relationship between multiplication and division
  • Use estimation strategies to compute, solve, and check problems
  • Develop understanding of fractions as parts of a whole, as parts of a group, as locations on number lines, as divisions of whole numbers, and to represent probability
  • Understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is 1/2 of dollar, 75 cents is 3/4 of a dollar)

  
  ALGEBRA AND FUNCTIONS
  

  • Understand and use relational symbols and parentheses in number sentences (<, >, =)
  • Solve open sentences that use addition, subtraction, multiplication, and division
  • Write number sentences to represent story problems

  GEOMETRY AND MEASUREMENT
  

  • Describe and sort two and three dimensional shapes according to properties
  • Identify different types of angles and understand lines, line segments, and rays
  • Use U.S. customary units to conceptualize and measure length (inches, feet, and yards)
  • Determine the perimeter and area of polygons
  • Tell time to the nearest minute on an analog clock

  STATISTICS, DATA ANALYSIS, AND PROBABILITY
  

  • Read, interpret, and analyze data and create charts or graphs
  • Experiment with materials to design and build a beam, arch, or suspension bridge model

  PROBLEM SOLVING
  

  • Determine the approach, materials, and strategies to be used
  • Use tools, such as manipulatives or sketches, to model problems
  • Represent solutions in alternative ways (e.g., charts, graphs, pictures, arrays)
  • Explain and justify math thinking in oral and written form

• Social Studies

  TOPIC:
  History and Geography of California
  
  UNITS:
  

  Land and Geographic Regions
  Native People and Geographic Adaptations
  Exploration & Colonization
  Newcomers Arrive in California
  The Fight for Independence & the Forming of Government CA’s Growth through the 20th Century and Contemporary 

  LEARNING GOALS FOR SOCIAL STUDIES:
  
  

  • Understand how gradual geologic changes have formed the continents and oceans as we know them.
  • Demonstrate an understanding of the physical and human geographic features that define places and regions in California.
  • Describe the American Indian nations in their local region long ago and in the recent past.
  • Draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.
  • Explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.
  • Understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
  • Explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. 

• World Language: Spanish

  CULTURAL CONTENT: Spanish Across the Globe

  LEARNING GOALS FOR SPANISH:

  • Geography
  • Traditions
  • Develop global awareness
  • Develop an “ear” for the language
  • Develop sound recognition and pronunciation skills
  • Develop and strengthen listening comprehension
  • Develop speaking skills
  • Understand and use vocabulary words in oral communication
  • Practice reading and writing