Grade Level: 3 Time Per Day/Week: 40 minutes- once a weekLength of Course: yearPrimary Resources: Prints of Artists and their works, Teacher KnowledgeUnits of Study: Drawing, Painting, Printing, Clay, Textiles, Sculpture, DesignCurriculum Based Assessments: Observation/product/student responses, Pa Art and Humanities
Standardized Assessments: N/A
Students will view and identify multi Artists, Artist’s Works, how artists create their works, and what techniques artists use to create a piece of art. The students will construct art from a variety of materials. Art concepts will be discussed during art class and observed as students construct and complete their projects.
Grade Level: 3 Time Per Day/Week: 120 minutes/Day Length of Course: Year
Primary Resources: McGraw-Hill, Reading Wonders (2014)
Units of Study: Word Study (Phonics/Spelling), Reading, Writing, Grammar, Speaking/ListeningCurriculum-Based Assessments: Unit assessments, tests/quizzes, writing samples, & on-going formative assessmentsStandardized Assessments: STAR 360 and Pennsylvania System of School Assessment (PSSA)
Description of Course: Grade 3 English Language Arts courses are aligned to PA Core Standards which encompass reading and responding to fiction and nonfiction texts. Students are taught to be strategic readers and construct a written text-dependent analysis. Comprehension is emphasized and taught with a concentration on inferring, drawing conclusions, using context clues to derive meaning, and understanding figurative language. Additionally, students practice writing a variety of genres including narrative, informative, and persuasive writing opportunities. Students also receive weekly phonics through a spelling list (with a focus on root words, prefixes, and suffixes), grammar, and vocabulary instruction. Speaking and listening skills are practiced through discussions and oral presentations. Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Differentiated instruction is provided through a variety of online and printed resources to meet the needs of students.
Grade Level: 3 Time Per Day/Week: 40 Minutes per Week Length of Course: 1 YearPrimary Resources: N/A
Units of Study: Library Navigation, Book Selection, Overview of Reference Materials, Literary fiction, Using Reference: Dictionary/Thesaurus,Using Biographies, Introducing the online catalog, Literary Genres (Mystery, Suspense, Fantasy & Science Fiction)
Curriculum-Based Assessments: N/A
Standardized Assessments: N/A
The third-grade library curriculum focuses on students independently being able to locate and select fiction and nonfiction materials. Students will choose appropriate materials for pleasure reading and for academic research projects. Students will be able to understand and use the different sections of the library utilizing the Dewey Decimal System and fiction classification by alphabetical order. Students will be able to search the library contents both at school and at home utilizing the online catalog. Other goals for third-grade students are utilizing appropriate reference sources including the encyclopedia, dictionary, and thesaurus. Research also includes the use of biographical resources for integrated classroom projects. Students will also study fiction genres including Mystery and Suspense, Fantasy as well as Science Fiction.
Grade Level: 3 Time Per Day/Week: 60 minutes/day X 5 days/week Length of Course: Year
Primary Resources: My Math-McGraw Hill
Units of Study: Numbers and Operations in Base 10, Operations and Algebraic Thinking, Measurement and Data, Geometry, 4th Grade Units
Curriculum Based Assessments: STAR 360, Chapter Tests
Standardized Assessments: Pennsylvania State Standardized Assessment
Description of Course: Grade 3 math is aligned to PA Academic and Core Standards. Unit 1 focuses on Numbers and Operations in Base 10. In this unit, students will estimate and round numbers, read and write numbers to 100,000, and apply place value concepts. Students will add and subtract whole numbers up to three digits. Unit 2 focuses on Operations and Algebraic Thinking. Students will understand the relationship between addition and multiplication. Students will recognize division as the whole divided into equal groups. Students will understand and create fractions of a whole. Unit 3 focuses on Measurement and Data. Students will tell time to the minute and calculate elapsed time. Students will measure using metric and customary units. Students will count coins and bills, and make change. Students will interpret and create data on graphs. Students will determine area and perimeter. Unit 4 focuses on Geometry. Students will identify characteristics of polygons and solid figures. Unit 5 focuses on content to help prepare students for fourth-grade math, including multiplying greater numbers and long division with and without remainders.
Grade Level: 3 Time Per Day/Week: 40 minutes/5 day rotation Length of Course: Year (part of the 5-day rotation)
Primary Resources: Resources developed by teachers and aligned to PA Academic Standards/Standards/National Music Standards
Units of Study: Music Literacy, Performance Skills, Listening and Analysis, Musical Contexts, Creativity, TechnologyCurriculum-Based Assessments: Topic Tests, Performance and project assessments using rubric criteriaStandardized Assessments: N/ADescription:
In third grade general music, students continue tuneful singing and continue to add to a growing repertoire of familiar songs. Students start to build upon familiar literacy skills by adding additional rhythmic concepts (dotted half note, ¾ time signature) and adding additional pitches to the major scale (re and fa). Music Literacy is taught using the Conversational Solfege process by John Feierabend. https://www.feierabendmusic.org/conversational-solfege/
The 12-step sequence of this approach is summarized here: https://musicteachermcgorry.files.wordpress.com/2012/02/conversational-solfege-12-steps-diagram.jpg
Students will enhance performance skills by learning multiple part arrangements (pitched and unpitched percussion) to familiar songs. Throughout the year, students will discover how repertoire and concepts connect with the history of music, including famous musicians/composers, styles of music, music from other countries and how music is related to other areas of learning and culture. Students will continue to build their music vocabulary to describe what they hear. Music creativity is explored through the above literacy process as students improvise and compose their own music. In third grade, students take composition skills to the next level by applying a combination of different skills (note reading/identification on the musical staff, musical form, all known rhythms) to create original compositions using notation software.
Additionally, students develop performance and music literacy skills by learning to play the soprano recorder. This develops multiple elements of musicianship and allows students to apply multiple components of musical literacy.
Students will expand performance skills by learning multiple part arrangements (pitched and unpitched percussion) to accompany familiar songs. Creativity also happens as students partake in classroom performances of familiar songs which they have arranged themselves as they choose which instruments to use, and incorporating original poetry or other literature as part of the performance. These activities are in line with the Orff-Schulwerk approach. http://aosa.org/about/what-is-orff-schulwerk/
Finally, music technology is used as an enhancement and/or further application of the above learning. Many apps and software programs can help to reinforce learned skills and information as well as be an outlet for composition.
Course Title: Grade 3 Health and Physical Education Department: Health/Physical Education
Grade Level: 3 Time Per Day/Week: (1) 40-minute class / (1) 30-minute class Length of Course: Year-long
Units of Study: Fitness, Cooperative Games and Activities, Locomotor Skills, Team Games and Activities, Manipulative Skills
Curriculum-Based Assessments: Pre and Post Fitness Testing, Participation, Attitude, Sportsmanship and other Performance StandardsStandardized Assessments: N/A
Description of Course:
Fitness - physically engages each student at their level of fitness/skill development and foster a desire to improve over time.
Cooperative Games and Activities - is to cognitively engage each student with higher-order thinking, decision-making skills, cooperation, teamwork, and problem-based activities designed to inhibit growth in every student.
Locomotor Skills - students demonstrate various locomotor movements while engaged in various games and activities.
Team Games and Activities - physically and mentally engage students in activities that are structured with small-sided and larger groups for the purpose of learning the principles of teamwork, offensive and defensive strategies, communication, and fair play.Manipulative Skills - incorporating activities/games that develop fine and gross motor skills. Future complex movements are learned once the student has mastered the entry-level movements.
Grade Level: 3 Time Per Day/Week: 40 minutes / 2-3 times per week Length of Course: Year
Primary Resources: Foss. Water and Climate. The Regents of the University of California, 2015. Foss. Structures of Life. The Regents of the University of California, 2015. McGraw-Hill Education. Inspire Science. McGraw-Hill Education, 2017.
Units of Study: Unit 1: Structure and Function of Organisms, Unit 2: Weather and the Water Cycle, Unit 3: Life Cycle of an Animal
Curriculum Based Assessments: Section quizzes, Chapter tests, Unit tests, Science Notebooks
Standardized Assessments: N/A
Description of Course: Unit 1: Students learn to identify properties of plants and animals and group organisms based on their properties. Students investigate the structure functions and how they relate to growth and survival.
Unit 2: Students explore the properties of water, the water cycle, weather, interactions between water and other earth materials, and how humans use water as a natural resource.
Unit 3: Students explore the life cycle of an animal and identify the characteristics they inherit from their parents.Grade Level: 3 Time Per Day/Week: 3 days per week/30 minute lesson Length of Course: Throughout the year, shared with Science
Primary Resources: myWorld Social Studies We Are Connected. Upper Saddle River, New Jersey, Pearson Education Inc., 2013. https://www.pearsonrealize.com
Units of Study: Unit 1: Citizenship/Community/Government, Unit 2: Pennsylvania History, Unit 3: Economics-Making Choices, Unit 4: Map Skills
Curriculum Based Assessments: Student Projects, Chapter TestsStandardized Assessments: N/A
Description of Course: Unit 1 focuses on rules, laws, and consequences within a school, classroom, and community. Students will understand rights and responsibilities as an active member in a school and community. There is also a focus on the three branches of government within this unit. Understanding decision-making and identifying how goods and services are produced and consumed are the focus of Unit 2. In Unit 3, students will understand maps skills such as latitude and longitude and how to read a map. Unit 4 provides students with an opportunity to explore Pennsylvania history. Students will learn about William Penn, as well as historical documents, artifacts, and various places critical to Pennsylvania history.
Grade Level: 3 Time Per Day/Week: 40 Minutes/One time per weekLength of Course: 8 Weeks
Primary Resources: code.org
Units of Study: Lessons focus on Programming, Algorithms: Sequencing, Loops, Debugging, Digital footprints
Curriculum-Based Assessments: Successful Completion of each lesson.
Standardized Assessments: N/A
Description: Students create programs with loops, events, and conditionals and write algorithms for everyday tasks. They will translate their names into binary, investigate different problem-solving techniques, and discuss societal impacts of computing. By the end of the curriculum, students create interactive games or stories they can share. While the description of some lessons may look similar to lessons in the Course 1, this review is important for those who have taken Course 1 as most will be at the lower elementary level. The complexity and depth of topics discussed are scaffolded appropriately to provide all students with a rich and novel experience. Students starting in Course 2 will be students who can read in the lower and middle elementary grades, Beginner readers, Conditionals, Algorithms, Binary Code, Debugging, Societal impacts of computing.
- Beginner readers
- Binary Code
- Societal impacts of computing
Course Title: Third Grade i-Safe Digital Learning Department: Technology
Grade Level: 3 Time Per Day/Week: 40 Minutes / One time per week Length of Course: 5 Weeks
Primary Resources: isafe.org
Units of Study: Digital Communication and Citizenship, Digital Safety, Digital Security Skills & Practices, "Dot & i" Straight-Up Safety Talk, Cyber Bullying, Social Networking & Chat Rooms, Appropriate Online Behavior
Curriculum-Based Assessments: Online Pre and Post AssessmentStandardized Assessments: N/A
Description of Course: i-SAFE curriculum scope is topically comprehensive and provides a unique approach to digital citizenship and e-Safety education by meaningfully integrating current research with best practices in pedagogy and instructional design. Lessons are aligned to Common Core State Standards and ISTE/NETS standards. Instructional materials are compliant with Accessibility Standards.