Lower School
Third Grade Curriculum

LANGUAGE ARTS

As students reach more sophisticated levels of comprehension in language arts, they begin to focus on analyzing and interpreting a greater variety of literature. The third grade language arts program continues to foster a love of reading and an appreciation of literature while strengthening and developing skills.

Readers’ Workshop

Children learn to make inferences and predictions, draw conclusions, identify main ideas and make sophisticated connections, which make them active readers and deepen their comprehension all within the context of beautiful age appropriate literature, such as The Trumpet and the Swan and Cricket in Times Square. Children delight in the learning of homophones, sophisticated vocabulary and other essential third grade language arts skills, which are joyfully, skillfully and simultaneously taught to our third grade students. Through this literature-based approach, students are taught spelling strategies, word structures, phonics and syllabication. The Language Arts program includes a selection of fiction and biographies, as well as books relevant to social studies.

Reading Goals:

• Begin to recognize elements of plot and character development, main idea and supporting details.
  
• Begin to pay attention to text organization—introductions, paragraphs, chapters, headings.
  
• Continue to develop the capacity for making inferences, and for applying deductive reasoning skills to reading experiences and book discussions.
  
• Demonstrate the development of personal viewpoints.
  
• Continue to learn about a broad range of literary genres.
  
• Demonstrate an ability to explore preferences in reading from a variety of genres.
  
• Locate books or other “information texts” in the school library using data base classification systems when pursuing a line of inquiry or answering specific questions.

Speaking and Listening Goals:

• Give a detailed oral account of an event from home or school.
  
• Explain with reasons why a particular course of action has been taken.
  
• Express an opinion.
  
• Ask and respond to a range of questions.
  
• Take part as a speaker and listener in a group discussion or activity, commenting constructively on what is being discussed or experienced.
  
• Take part in a presentation.

Writers’ Workshop

The writing program concentrates on creative and formal aspects of writing. Non-fiction, poetry and discursive reports are also written. Grammar and spelling are included as part of editing and proofreading. Peer collaboration further enhances their ability to respect different learning styles and opinions. Writing mechanics are systematically taught and expected to be integrated more carefully into their writing. Students begin learning to write in cursive form.

Writing Goals (including handwriting and spelling):

• Structure independent writing to clarify meaning for the reader, using sentence punctuation and organization of ideas.
  
• Write more complex chronological stories which have well-defined characters, openings, settings, series of events and resolutions.
  
• Organize other non-chronological writing for different purposes in orderly ways (reports).
  
• Begin to use sentence structure that is different from speech.
  
• Discuss, organize, revise and edit own writing with more independence.
  
• Develop more mastery of a range of forms including narratives, recounts, poetry and research reports.
  
• Begin to learn and use cursive writing.
  
• Spell correctly with more consistency words which display general spelling patterns.

MATHEMATICS

Third grade builds a foundation for understanding mathematics by using models and pictures to connect the concrete to the symbolic. The third grade curriculum focuses on the development of estimation strategies, subtraction and multiplication with regrouping, and introduces division. Algebraic thinking continues to be developed through the understanding of number patterns and relationships, such as finding missing digits, informally writing equations, and introducing properties. Number comprehension is extended to include concepts and relationships of fractions and decimals. The formal five-step model for problem solving is introduced and problem-solving strategies and problem formulation skills are expanded. The children are introduced to model building, and geometric construction with compass and ruler.

During the course of the year, students will be introduced to a number of new topics, will continue to develop and apply some topics, and are expected to extend and master others. Third year mathematics focuses on the following areas:

Numeration

• Understand numbers, odds and evens with larger numbers.
  
• Recognize place value with seven digits.
  
• Understand addition and subtraction with regrouping.
  
• Identify decimals with money.
  
• Explore our money system.
  
• Show the value of a number in many different forms (e.g. expanded form, table form).
  
• Compare and order numbers with the use of inequality symbols.
  

Operations and Computation

• Compute mental math facts with addition and subtraction.
  
• Add and subtract with regrouping.
  
• Recognize when estimation is appropriate.
  
• Form sets for multiplication and division to demonstrate their unique properties.
  
• Show and solve division problems with remainders.
  
• Model, explain and develop reasonable proficiency with standard and non-standard algorithms.
  
• Identify, name and show fractional parts.
  
• Work with equivalent fractions for comparisons.
  
• Show symbolic representations for denominations of money.
  
• Use money with the four basic operations.

Patterns, Functions and Algebra

• Recognize, describe, extend and create patterns.
  
• Describe and represent mathematical relationships.
  
• Identify and complete functions in four basic operations.
  
• Explore the use of variables and open sentences to express relationships.
  
• Use the language of mathematics to communicate one’s understanding orally and in writing. 

Measurement, Reference Frames and Geometry

• Name, label and show attributes of 2-dimensional and 3-dimensional shapes.
  
• Predict and use the results of combining, subdividing and changing shapes.
  
• Recognize and draw parallel, intersecting and perpendicular lines.
  
• Recognize and construct different angles.
  
• Identify multiple lines of symmetry.
  
• Calculate area and perimeter.
  
• Explore with different units of measurement.
  
• Read, record and show equivalencies for linear, dry and liquid measurements.
  
• Show and calculate elapsed time.

Data and Chance 

• Collect, organize and describe data.
  
• Construct, read and interpret charts, Venn diagrams, pictographs, bar, coordinate and line graphs.
  
• Make decisions and predictions based on data.
  
• Understand that the recording of information can be symbolic and the unit of measurement can be a variable.
  
• Understand probability as it affects outcomes.
  
• Explore concepts of chance.
  
• Use fractions that relate to probability and statistics.

SCIENCE

Children continue to use the scientific process of study as they observe, hypothesize, test and form their own conclusions about plants, animals and simple machines.

Structures of Life

The Structures of Life module consists of four sequential investigations dealing with observable characteristics of organisms. Students observe, compare, categorize, and care for a selection of organisms, and in so doing they learn to identify properties of plants and animals and to sort and group organisms on the basis of observable properties. Students investigate structures of the organisms and learn how some of the structures function in growth and survival. During the course of the year, students will develop the following skills:

• Develop an attitude of respect for life.
  
• Gain experience with organisms, both plants and animals.
  
• Observe and compare properties of seeds and fruits.
  
• Investigate the effect of water on seeds.
  
• Observe, describe, and record properties of germinated seeds.
  
• Compare different kinds of germinated seeds.
  
• Grow plants hydroponically and observe the life cycle of a bean plant.
  
• Observe and record crayfish and land snail structures and behavior.
  
• Use knowledge of crayfish and snail life requirements to maintain the organisms in the classroom.
  
• Organize data about crayfish territorial behavior.
  
• Develop responsibility for the care of organisms.
  
• Exercise language, art, social studies, and math skills in the context of life science.
  
• Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, and organizing.

Physics of Sound

The Physics of Sound module consists of four sequential investigations, each designed to expose a specific set of concepts. Students learn to discriminate between sounds generated by dropped objects, how sounds can be made louder or softer and higher or lower, how sounds travel through a variety of materials, and how sounds get from a source to a receiver. The investigations provide opportunities for students to explore the natural and human made worlds by observing and manipulating materials in focused settings using simple tools. During the course of the year, students will develop the following skills:

• Observe and compare sounds to develop discrimination ability.
  
• Communicate with others using a drop code.
  
• Learn that sound originates from a source that is vibrating and is detected at a receiver such as the human ear.
  
• Compare methods to amplify sound at the source and at the receiver.
  
• Understand the relationship between the pitch of a sound and the physical properties of the sound source (i.e. length of vibrating object, frequency of vibrations, and tension of vibrating string).
  
• Observe and compare how sound travels through solids, liquids, and air.
  
• Use knowledge of the physics of sound to solve simple sound challenges.
  
• Acquire vocabulary associated with the physics of sound.
  
• Exercise language, social studies, and math skills in the context of the physics of sound.
  
• Develop and refine the manipulative skills required for investigating sound.
  
• Use scientific thinking processesto conduct investigations and build explanations: observing, communicating, comparing, and organizing.

Earth Materials

The Earth Materials module consists of four sequential investigations dealing with observable characteristics of solid materials from the earth—rocks and minerals. The focus is on taking materials apart to find what they are made of and putting materials together to better understand their properties. The module introduces fundamental concepts in earth science and takes advantage of the students’ intrinsic interest in the subject matter and in the physical world around them. During the course of the year, students will develop the following skills:

• Develop an interest in earth materials.
  
• Gain experiences with rocks and minerals.
  
• Understand the processes of taking apart and putting together to find out about materials.
  
• Use measuring tools to gather data about rocks.
  
• Collect and organize data about rocks.
  
• Observe, describe, and record properties of minerals.
  
• Organize minerals on the basis of the property of hardness.Investigate the effect of vinegar (acid) on a specific mineral, calcite.
  
• Use evaporation to investigate rock composition.
  
• Learn that rocks are composed of minerals and that minerals cannot be physically separated into other materials.
  
• Compare their activities to the work of a geologist.
  
• Acquire vocabulary used in earth science.
  
• Exercise language and math skills in the context of science.
  
• Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, and organizing.

Measurement

Measurement, the process of quantifying observations, is one of the cornerstones of science. Measurement compares nature—the unknown—to a standard unit—the known. Through such comparison, the organization of the world becomes more comprehensive. The FOSS Measurement module consists of four investigations, each designed to emphasize a particular type of metric measurement—length, mass, temperature, and volume. During the course of the year, students will develop the following skills:

• Understand the necessity for standard units of measurement.
  
• Develop an understanding and familiarity for the metric system.
  
• Measure length and distance in meters and centimeters with a meter tape.
  
• Measure mass in grams with a balance and mass pieces.
  
• Measure liquid volume and capacity of containers in liters and milliliters with 50-ml syringes and graduated cylinders.
  
• Measure temperature of liquids and air in degrees Celsius with a thermometer.
  
• Acquire the vocabulary associated with metric measurement.
  
• Exercise language and math skills in the context of metric measurement.
  
• Apply appropriate measuring skills in everyday situations.
  
• Develop and refine the manipulative skills required for making and using measuring tools.
  
• Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing, and organizing.

SOCIAL STUDIES

Local History Study
•      Comparing and Contrasting Local Communities
With Communities Around the World
•      Civil War


Content Understandings – Comparing and Contrasting Local Communities With Communities Around the World

Students Will:

•    Define culture and civilization.
•    Explore how and why cultures change.
•    Compare and contrast communities in the United States with each world community studied.
•    Identify social, political, economic, and cultural similarities and differences among world communities.
•    Examine educational structures, family life, calendar time, beliefs, customs, and traditions among differing world communities.
•    Locate several different world communities on maps and globes (by latitude and longitude).
•    Understand the spatial relationships of world communities described by using direction, location, distance, and scale.
•    Understand that regions represent areas of the Earth’s surface with unifying geographic     characteristics.
•    Locate world communities in relation to each other and to principle parallels and meridians.
•    Name Earth’s continents and oceans and fill them in on a map.
•    Identify that the physical, human and cultural characteristics of different regions and people throughout the world are different.
•    Discuss how the causes and effects of human migration vary in different world regions.
•    Explore how lifestyles in the world communities are influenced by environmental and geographic factors.
•    Explore how people living in world communities depend on and modify their physical environments in different ways.
•    Explore the challenge of meeting needs and wants in world communities
-Human needs and wants differ from place to place.
-People in world communities make choices due to unlimited needs and wants, and limited resources.
-People in world communities locate, develop, and make use of natural resources.
-Resources are important to economic growth in world communities.


Content Understanding – Civil War

Students Will:

•    Understand a simple overview of the Civil War.
•    Identify key battles that helped shape the war.
•    Identify key figures that helped shape the war’s outcome.
•    Complete an in-depth study of Abraham Lincoln.


Assessment

Upon entering Grade 4 students will be able to answer the following questions

•    What is culture?
•    What is civilization?
•    Discuss several world communities and how they compare with communities within the United States.
•    Discuss a world community.  Talk about the kinds of schools, beliefs, customs, traditions, family structure, and calendar within the world community.
•    How do you locate world communities in relation to each other and to principle parallels and meridians?
•    Name the earth’s continents and oceans.  Fill them in on a map.
•    How does human migration affect different world communities?
•    How are lifestyles in world communities influenced by environmental and geographic factors?
•    How do people in different world communities modify their physical environments?
•    Explain how human needs and wants differ from place to place?
•    Describe how people in world communities make choices due to unlimited needs and wants and limited resources.


Local History Project

Student will be constructing a world history book throughout the year-long project.  The books should contain writings, pictures, maps, etc. encompassing all they have learned throughout their country study.  The books should be bound and highly presentable.


World History Study
Ireland

Content Understandings

Students Will:

•    Read historical Irish narratives, myths, legends, biographies, and autobiographies to learn about how historical figures live, their motivations, hopes, fears, strengths, and weaknesses.
•    Be exposed to social and economic characteristics such as customs, traditions, family structure, jobs, education, gender roles, foods, and religious and spiritual beliefs that distinguish the Irish culture.
•    Focus on Irish accomplishments and contributions.
•    Be exposed to simple timelines that display important events in the countries history.
•    Understand the countries calendar year including seasonal changes.
•    Gather and present important events about the nature of the culture.
•    Investigate roles and contributions of key individuals and groups that helped shape the country.
•    View the country through exposure to are, writing, music dance, and artifacts.
•    Study the physical makeup of the country including wildlife and habitats.
•    Identify the country on a map.
•    Draw a simple map of the country.
•    Study and sample Irish foods and traditional recipes.
•    Capture the essence of the country.
•    Compare and contrast Ireland and America.


World History Museum

Throughout the year the second grade class will be collecting and creating artifacts, writings, pictures, etc. to build a museum of Ireland.  The museum will have a permanent place in the classroom and will act as a continuous point of reference throughout the school year.  The museum should also contain reference materials that allow the students access to information and pictures of the country that they can access on their own time.

World History Books

Students will be constructing a world history book throughout the year-long project.  The books should contain writings, pictures, maps, etc. encompassing all they have learned throughout their country study.  The books should be bound and highly presentable.

SANSKRIT

At the beginning of the Third Grade students will review all previously mastered skills.  Students will learn the new shapes for "stopping" and combining consonants. This will naturally lead to greater facility in reading and writing words and sentences.  The children will begin to read and translate simple Sanskrit stories. Reinforcement through games and activities continues at this level.