3rd Grade Learning
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What Do Students Learn In 3rd Grade? | ||||||||||||||||||||||||
3rd GRADE LEARNING : The Cobb County School District is committed to providing your child an academic experience that will develop his or her knowledge and skills at every grade-level and to ensuring a strong foundation is established for your child to reach his or her greatest potential. Our teaching is aligned with content standards and our teachers bring those standards to life for your child through various strategies designed to meet your child’s learning strengths and needs. In Cobb County classrooms, students are immersed every day in learning experiences based on exploration, problem-solving, and critical thinking in all content areas, including the core areas of English Language Arts, Mathematics, Social Studies, and Science; and in specialized academic content including Health, Music, Physical Education, Technology, Visual Arts, and World Languages*. Excellence in teaching guides your child’s educational experience from Kindergarten to graduation and into life. *Programming available varies at local schools ENGLISH LANGUAGE ARTS: MATHEMATICS: SCIENCE: SOCIAL STUDIES: SPECIALS: PARENTS TIPS: Reading | ||||||||||||||||||||||||
How Do We Assess Students In 3rd Grade? | ||||||||||||||||||||||||
Your child will have a variety of classroom assessments that will aid his or her teacher in knowing how to provide the best possible instruction for your child. These assessments will also help you know how well your child is learning and what extra support may be needed. In addition, your child will participate in some standardized assessments that are used to gauge how well your child is doing in his or her grade level. Third graders take two standardized assessments first semester, the Cognitive Abilities Test (CogAT) and the IOWA. The CogAT is a norm-referenced test which measures reasoning and problem-solving skills in three different areas: verbal, quantitative, and nonverbal. The IOWA assessment is a norm-referenced test that measures academic achievement. The State of Georgia requires that students in grades 3-5 participate in the annual administration of state assessments. The state assessment is called the Georgia Milestones Assessment System. Georgia Milestones measures how well students have learned the knowledge and skills in core subjects. Students in grade 3 will take an End of Grade (EOG) assessment as part of the Georgia Milestones in math and language arts. The EOG will include multiple choice, short answer, and technology-enhanced questions. The language arts EOG has a third section, which focuses on writing. All students in grades K-9 participate in the universal screening process for reading and math using a digital inventory. The universal screener will measure math and reading proficiency and progress three times a year. TESTING IN 3rd GRADE: Mark the Calendar: Cognitive Abilities Test (CogAT): September Question Types:
PARENT TIPS: Assessment
Remember that assessment is an important and helpful part of learning for students of all ages. Your support and involvement in your child’s education is critical to success in school and in life. Research shows when parents play a key role in their child’s learning, their child’s achievement excels. | ||||||||||||||||||||||||
What Instructional Resources Are Used In 3rd Grade? | ||||||||||||||||||||||||
CLICK HERE TO DOWNLOAD A LIST OF BOARD APPROVED INSTRUCTIONAL RESOURCES FOR THIRD GRADE Instructional resources are provided to students and teachers to support teaching and learning. The titles listed below have been recommended to our Board by a committee of teachers, parents and community representatives and approved through the textbook adoption process (See Board Rule IFAA-R). Additional resources to enhance the instruction are constantly added by local schools and individual teachers.
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What Is My Student's Framework For Learning In 3rd Grade? | ||||||||||||||||||||||||
Third Grade Teaching & Learning Frameworks | ||||||||||||||||||||||||
What Does The Third Grade Report Card Look Like? | ||||||||||||||||||||||||
English – 3rd Grade Report Card (Rev. 4/22) | ||||||||||||||||||||||||
Learning & Assessing Postcards | ||||||||||||||||||||||||
English | En Español | 한국어로 | Em Português | ||||||||||||||||||||||||
Cobb Teaching & Learning Standards - English Language Arts | ||||||||||||||||||||||||
CLICK HERE TO DOWNLOAD 3rd GRADE COBB TEACHING & LEARNING STANDARDS FOR ELA READING LITERARY – RLKey Ideas and Details ELAGSE3RI1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELAGSE3RI2 Determine the main idea of a text; recount the key details and explain how they support the main idea. ELAGSE3RI3 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. Craft and Structure ELAGSE3RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. ELAGSE3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently. ELAGSE3RI6 Distinguish their own point of view from that of the author of a text. Integration of Knowledge and ideas ELAGSE3RI7 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). ELAGSE3RI8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). ELAGSE3RI9 Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Level of Text Complexity ELAGSE3RI10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. READING INFORMATIONAL – RIKey Ideas and Details ELAGSE3RI1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELAGSE3RI2 Determine the main idea of a text; recount the key details and explain how they support the main idea. ELAGSE3RI3 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. Craft and Structure ELAGSE3RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. ELAGSE3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently. ELAGSE3RI6 Distinguish their own point of view from that of the author of a text. Integration of Knowledge and ideas ELAGSE3RI7 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). ELAGSE3RI8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). ELAGSE3RI9 Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Level of Text Complexity ELAGSE3RI10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. READING FOUNDATIONAL – RFPrint Concepts – Kindergarten and 1st grade only. Phonological Awareness – Kindergarten and 1st grade only. Phonics and Word Recognition ELAGSE3RF3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and suffixes. Fluency ELAGSE3RF4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. WRITING – WText Types and Purpose ELAGSE3W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. ELAGSE3W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. ELAGSE3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Production and Distribution of Writing ELAGSE3W4 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.) ELAGSE3W5 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.) ELAGSE3W6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Research to Build and Present Knowledge ELAGSE3W7 Conduct short research projects that build knowledge about a topic. ELAGSE3W8 Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ELAGSE3W9 (Begins in grade 4). Range of Writing ELAGSE3W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a SPEAKING AND LISTENING – SLComprehension and Collaboration ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a. 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. ELAGSE3SL2 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. ELAGSE3SL3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas ELAGSE3SL4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. ELAGSE3SL5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. ELAGSE3SL6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language Standards 1 and 3 for specific expectations.) LANGUAGE – LConventions of Standard English ELAGSE3L1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. * ELAGSE3L2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. Knowledge of Language ELAGSE3L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. ELAGSE3L4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies a. Use sentence-level context as a clue to the meaning of a word or phrase. ELAGSE3L5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). ELAGSE3L6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific vocabulary, including words and phrases that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). | ||||||||||||||||||||||||
Cobb Teaching & Learning Standards - Mathematics | ||||||||||||||||||||||||
CLICK HERE TO DOWNLOAD 3rd GRADE COBB TEACHING & LEARNING STANDARDS FOR MATH Standards for Mathematical PracticeMathematical Practices are listed with each grade’s mathematical content standards to reflect the need to connect the mathematical practices to mathematical content in instruction. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy). Students are expected to: 1. Make sense of problems and persevere in solving them. In third grade, students know that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Third graders may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, “Does this make sense?” They listen to the strategies of others and will try different approaches. They often will use another method to check their answers. 2. Reason abstractly and quantitatively. Third graders should recognize that a number represents a specific quantity. They connect the quantity to written symbols and create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities. 3. Construct viable arguments and critique the reasoning of others. In third grade, students may construct arguments using concrete referents, such as objects, pictures, and drawings. They refine their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” and “Why is that true?” They explain their thinking to others and respond to others’ thinking. 4. Model with mathematics. Students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart, list, or graph, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed. Third graders should evaluate their results in the context of the situation and reflect on whether the results make sense. 5. Use appropriate tools strategically. Third graders consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, they may use graph paper to find all the possible rectangles that have a given perimeter. They compile the possibilities into an organized list or a table, and determine whether they have all the possible rectangles. 6. Attend to precision. As third graders develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and in their own reasoning. They are careful about specifying units of measure and state the meaning of the symbols they choose. For instance, when figuring out the area of a rectangle they record their answers in square units. 7. Look for and make use of structure. In third grade, students look closely to discover a pattern or structure. For instance, students use properties of operations as strategies to multiply and divide (commutative and distributive properties). 8. Look for and express regularity in repeated reasoning. Students in third grade should notice repetitive actions in computation and look for more shortcut methods. For example, students may use the distributive property as a strategy for using products they know to solve products that they don’t know. For example, if students are asked to find the product of 7 x 8, they might decompose 7 into 5 and 2 and then multiply 5 x 8 and 2 x 8 to arrive at 40 + 16 or 56. In addition, third graders continually evaluate their work by asking themselves, “Does this make sense?” Operations and Algebraic Thinking (3.0A)Represent and solve problems involving multiplication and division. MGSE3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. MGSE3.OA.2 Interpret whole number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares (How many in each group?), or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each (How many groups can you make?). For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. MGSE3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, ‡ e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. MGSE3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers using the inverse relationship of multiplication and division. For example, determine the unknown number that makes the equation true in each of the equations, 8 ×? = 48, 5 = □ ÷ 3, 6 × 6 =? Understand properties of multiplication and the relationship between multiplication and division. MGSE3.OA.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) MGSE3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100 MGSE3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Solve problems involving the four operations, and identify and explain patterns in arithmetic. MGSE3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. MGSE3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.‡ For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Number and Operations in Base Ten (3.NBT) Use place value understanding and properties of operations to perform multi-digit arithmetic. MGSE3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. MGSE3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. MGSE3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. Numbers and Operations-Fractions (3.NF)Grade 3 expectations in this domain are limited to fractions with denominators of 2, 3, 4, 6, and 8. Develop understanding of fractions as numbers. MGSE3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts (unit fraction); understand a fraction a/b as the quantity formed by a parts of size 1/b. For example, 3/4 means there are three 1/4 parts, so 3/4 = 1/4 + 1/4 +1/4 . MGSE3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into equal parts. Recognize that each part has size 1/b. Recognize that a unit fraction 1/b is located 1/b whole unit from 0 on the number line. b. Represent a non-unit fraction a/b on a number line diagram by marking off a lengths of 1/b (unit fractions) from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the non-unit fraction a/b on the number line. MGSE3.NF.3 Explain equivalence of fractions through reasoning with visual fraction models. Compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions with denominators of 2, 3, 4, 6, and 8, e.g., 1/2 = 2/4 , 4/6 = 2/3 . Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 6/2 (3 wholes is equal to six halves); recognize that 3/1 = 3; locate 4/4 and 1 at the same point of a number line diagram. Develop understanding of fractions as numbers (continued) d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Measurement and Data (3.MD)Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram, drawing a pictorial representation on a clock face, etc. MGSE3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Represent and interpret data. MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters. Geometric Measurement: understand concepts of area and relate area to multiplication and to addition. MGSE3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. MGSE3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). MGSE3.MD.7 Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and athematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. MGSE3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Geometry (3.G)Reason with shapes and their attributes. MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. MGSE3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. | ||||||||||||||||||||||||
Cobb Teaching & Learning Standards - Social Studies | ||||||||||||||||||||||||
CLICK HERE TO DOWNLOAD 3rd GRADE COBB TEACHING & LEARNING STANDARDS FOR SOCIAL STUDIES UNITED STATES HISTORY – Year 1: American Indian Cultures through ColonizationIn third grade, students begin a three-year study of United States history in which all four strands (history, geography, civics/government, and economics) are integrated. Students learn about American Indian cultures and the exploration and colonization of North America. The geography strand emphasizes the influence of geography on early U.S. history. In the civics/government strand, students learn about the elements of our representative democracy and their rights and responsibilities as good citizens. Students will extend and apply their understanding of basic economic concepts. CONNECTING THEMES AND ENDURING UNDERSTANDINGS The following connecting themes and enduring understandings will feature prominently in the course and help students increase their understanding and retention of knowledge. 1. BELIEFS AND IDEALS: The student will understand that people’s ideas and feelings influence their decisions. 2. CONFLICT AND CHANGE: The student will understand that conflict causes change. 3. DISTRIBUTION OF POWER: The student will understand that laws and people’s beliefs help decide who gets to make choices in government. 4. INDIVIDUALS, GROUPS, INSTITUTIONS: The student will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not. 5. LOCATION: The student will understand that where people live matters. 6. PRODUCTION, DISTRIBUTION, CONSUMPTION: The student will understand that the ways people make, get, and use goods and services may be different from how people in other places make, get, and use goods and services. INFORMATION PROCESSING SKILLSThe student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems and make decisions. 1. Compare similarities and differences MAP AND GLOBE SKILLSThe student will use maps and globes to retrieve social studies information. 1. Use a compass rose to identify cardinal directions HISTORICAL UNDERSTANDINGSSS3H1 Describe early American Indian cultures and their development in North America. a. Locate the regions where American Indians settled in North America: Arctic, Northwest Southwest, Plains, Northeast, and Southeast. c. Discuss how American Indians continue to contribute to American life (e.g., arts, literature). SS3H2 Describe European exploration in North America. a. Describe the reasons for and obstacles to the exploration of North America. SS3H3 Explain the factors that shaped British Colonial America. a. Identify key reasons why the New England, Mid-Atlantic, and Southern colonies were founded (religious freedom and profit). GEOGRAPHIC UNDERSTANDINGSSS3G1 Locate major topographical features on a physical map of the United States. a. Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence.| SS3G2 Locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe. SS3G3 Describe how physical systems affect human systems. a. Explain why American Indian groups occupied the areas they did (SS3H1a), with emphasis on why some developed permanent villages and others did not. GOVERNMENT/CIVICS UNDERSTANDINGSSS3CG1 Describe the elements of representative democracy/republic in the United States. a. Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court of the United States). SS3CG2 Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic. a. Explain the necessity of respecting the rights of others and promoting the common good. ECONOMIC UNDERSTANDINGSSS3E1 Define and give examples of the four types of productive resources. a. Natural (land) SS3E2 Explain that governments provide certain types of goods and services in a market economy (schools, libraries, roads, police/fire protection, and military) and pay for these through taxes. SS3E3 Give examples of interdependence and trade and explain the benefits of voluntary exchange. a. Describe the interdependence of consumers and producers. SS3E4 Explain the concept of opportunity cost as it relates to making a saving or spending choice. | ||||||||||||||||||||||||
Cobb Teaching & Learning Standards - Science | ||||||||||||||||||||||||
CLICK HERE TO DOWNLOAD 3rd GRADE COBB TEACHING & LEARNING STANDARDS FOR SCIENCE Third Grade StandardsThe Cobb Teaching and Learning Standards ( CT & LS ) for science are designed to provide foundational knowledge and skills for all students to develop proficiency in science. The Project 2061’s Benchmarks for Science Literacy and the follow up work, A Framework for K-12 Science Education were used as the core of the standards to determine appropriate content and process skills for students. The focus on a limited number of core disciplinary ideas and crosscutting concepts which build from Kindergarten to high school. The Cobb Teaching and Learning Standards are written with the core knowledge to be mastered integrated with the science and engineering practices needed to engage in scientific inquiry and engineering design. Crosscutting concepts are used to make connections across different science disciplines. The Cobb Teaching and Learning Standards drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphasis of instruction. The standards are a required minimum set of expectations that show proficiency in science. However, instruction can extend beyond these minimum expectations to meet student needs. At the same time, these standards set a maximum expectation on what will be assessed by the Georgia Milestones Assessment System. Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, students need to possess sufficient understanding of fundamental science content knowledge, the ability to engage in the science and engineering practices, and to use scientific and technological information correctly. Technology should be infused into the curriculum and the safety of the student should always be foremost in instruction. The Third Grade Cobb Teaching and Learning Standards for science engage students in making observations and using information they obtained to answer questions. Their communication skills allow them to record findings, analyze data, and recognize the importance of keeping records of observations without making alterations. Third graders add and subtract whole numbers mentally, on paper, and with a calculator. They observe, construct, and measure objects using ordinary hand tools. They observe things with many parts and describe the ways in which the parts influence or interact with one another. They represent objects in the real world with geometric figures, number sequences, graphs, diagrams, maps, and stories. The students will use this information to explain physical attributes of rocks and soils, understand how fossils provide evidence of organisms that lived long ago, describe ways in which heat energy is transferred and measured, identify features of plants and animals within the geographical regions of Georgia, and recognize the effects of pollution on the environment. InquiryIn each unit of study: Students will define problems based on observations, ask questions, use models to represent things, and carry out investigations. In order to generate multiple solutions to a problem, students will gather evidence, record information, and use numbers to describe patterns. In order to communicate and explain solutions, student will use arguments supported by evidence. Earth and Space ScienceS3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils. a. Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests. S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured.Physical Science a. Ask questions to identify sources of heat energy. Life ScienceS3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia. a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions. S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment. a. Ask questions to collect information and create records of sources and effects of pollution on the plants and animals. | ||||||||||||||||||||||||
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