Unit One
In this unit,
students will explore what it takes to start and run a business. They will
complete a business plan and apply knowledge gained from The Lemonade War and The
Piggy Bank Primer to a more advanced concept.
Standards
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. 3.2
Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text.
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.
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.3.3
Describe the relationship between a series of historical events, scientific
ideas or concepts, or steps in technical procedures in a text, using language
that pertains to time, sequence, and cause/effect.
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.3.9 Compare and contrast the most important
points and key details presented in two texts on the same topic.Writing
CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and
create an organizational structure that lists reasons.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example)
to connect opinion and reasons.
Provide a concluding statement or section.
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
Provide a concluding statement or section.
Social Studies
3.7.1
Identify various ways that people earn income and how earning income
contributes to the economic well-being of their community and state.
3.7.3
Explain the benefits of comparative shopping when making economic decisions.
3.8.1
Investigate the economic concepts of opportunity cost, scarcity, and
surplus/shortage and give examples of each based on needs and wants.
3.8.3
Describe the basic concepts of supply and demand and explain how competition affects
the prices of goods and services.
3.8.4
Explain how producers and consumers affect prices.
3.9.1
Explain the concepts of specialization and interdependence in the production of
goods and services.
3.9.2
Investigate the responsibilities and characteristics of various jobs.
3.10.2 Distinguish between the use of money and
barter.Unit Two
Students will participate in a computer science unit. The lessons and standard alignment are available here:
Unit Three
Students will explore how geography is interconnected to adaptation, researching an animal native to Louisiana and focusing on how it is particularly suited to our environment. They will read Pond Scum to further explore the idea.
CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.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
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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).
CCSS.ELA-LITERACY.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).
W.3.2.A Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2.B Develop the topic with facts, definitions, and details.
W.3.2.C Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2.D Provide a concluding statement or section.
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
SL.3.1A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.3.1B Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.3.1C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1D Explain their own ideas and understanding in light of the discussion.
SL.3.2 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.
SL.3.4 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
1. Describe characteristics and uses of various maps (e.g., physical, political, topographical, population) (G-1A-E1)
4. Use a compass rose and cardinal directions to locate and interpret a map of the community and Louisiana (G-1A-E2)
5. Locate major geographic features of Louisiana on a map (G-1A-E2)
9. Describe and compare the physical characteristics of various regions of Louisiana (G-1B-E1)
6 Use the five senses to describe observations (SI-E-A3)
9 Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate.
10 Combine information, data, and knowledge from one or more of the science content areas to reach a conclusion or make a prediction (SI-E-A5)
13 Identify questions that need to be explained through further inquiry (SI-E-B1)
38 Classify groups of organisms based on common characteristics (LS-E-A4)
39 Compare organisms from different groups (e.g., birds with mammals, terrestrial plants with aquatic plants) (LS-E-A4)
Unit Four
Students will study the genre of science fiction by reading The Iron Giant and creating their own science fiction stories.
Standards and GLEs:
CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.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
CCSS.ELA-LITERACY.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.3.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-LITERACY.W.3.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
CCSS.ELA-LITERACY.W.3.3.C Use temporal words and phrases to signal event order.
CCSS.ELA-LITERACY.W.3.3.D Provide a sense of closure.
CCSS.ELA-LITERACY.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.)
CCSS.ELA-LITERACY.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 here.)
CCSS.ELA-LITERACY.SL.3.2 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.
CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
4. Predict and anticipate possible outcomes (SI-E-A2)
13. Identify questions that need to be explained through further inquiry (SI-E-B1)
14. Distinguish between what is known and what is unknown in scientific investigations (SI-E-B1)
Unit Five -- Invitation to Invent
As a base, they will study simple machines.Then they will build wacky contraptions that will complete a job, basically Rube Goldberg devices.
No comments:
Post a Comment