This page contains our third grade core curriculum.  (Soon to be updated)

1. What is the math curriculum?
2. What is the language arts curriculum?
3. What is the science curriculum?
4. What is the social studies curriculum?

What is the math curriculum?

 

Math Curriculum by grading period
 
   
 Math
1st 9 weeks

Goals: Number and Operations: 
1.01	Develop number sense for whole numbers through 9,999.
a)	variety of representations
b)	place value
c)	compare and order

1.02	Develop fluency with multi-digit addition and subtraction through 
9,999 using:
a)	strategies
b)	estimation
c)	relationship between operations

1.06 Problem solving by selecting strategies-mental compilation, estimation, 
calculators or computers, and paper and pencil. 

Goals: Measurement: 
2.01 Solve problems using measurement concepts and procedures involving: 
	a) Elapsed time
	b) Equivalent measures within the same measurement system. 

Goals: Geometry: 
3.02 Use a rectangular coordinate system to solve problems
	a) Graph and identify points with whole numbers and/or letter 
coordinates.
	b) Describe the path between given points on the plane.

Goals: Data Analysis:
4.01 Collect, organize, analyze, and display data (circle graphs and tables) 
to solve problems. 

Goals: Algebra:
5.01 Describe and extend numerical and geometric patterns.
5.02 Extend and find missing terms of repeating and growing patterns.


Math 
2nd 9 weeks

Continue with 1st 9 weeks objectives.

Goals: Number and Operations
1.03	Develop fluency with multiplication from 1 x 1 to 12 x 12 and 
division up to 2- digit by 1 digit using: 
a)	strategies
b)	estimation
c)	relationship between operations
1.04	Use basic properties (identity, commutative, associative, order of 
operations) for addition, subtraction, multiplication, and division. 

Goals: Measurement: 
2.02 Estimate and measure using appropriate units
	a) Length (miles, kilometers)
	b) Temperature (Fahrenheit and Celsius)




















Math 
3rd 9 weeks

Continue with 1st and 2nd 9 weeks objectives.

Goals: Numbers and Operations:
1.05	Use area or region models and set models of fractions to explore 
part-
whole relationships.
a)	represent concretely and symbolically ( 1/2, , 1/3, 1/6, 1/8) 
b)	Compare and order using models and benchmark numbers (0, , 1)
c)	Model equivalents
d)	Fractional relationship between 0-1
e)	Use mixed numbers and their equivalents

Goals: Measurement:
2.02 Estimate and measure using appropriate units
	a) Capacity (cups, pints, quarts, gallons, liters)

Goals: Data Analysis:
4.02 Permutations and combinations up to 3 items. 
4.03 Solve probability problems using permutations and combinations.

Goals: Algebra: 
5.03 Use symbols to represent unknown quantities in number sentences.
5.04 Find the value of the unknown in a number sentence













Math 
4th 9 weeks

Continue with 1st, 2nd and 3rd 9 weeks objectives.

Goals: Measurement: 
2.02 Estimate and measure using appropriate units 
	a) Mass (ounces, pounds, grams, and kilograms)

Goals: Geometry: 
3.01 Use appropriate vocabulary to compare, describe, and classify 2 and 3- 
dimensional figures.

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What is the language arts curriculum?

 

Language Arts Curriculum  
 
   
 Language Arts

Goal 1: The learner will apply enabling strategies and skills to read and 
write
1.01 Apply phonics and structural analysis to decode words (e.g., roots, 
suffixes, prefixes, less common vowel patterns, syllable breaks).
1.02 Apply meanings of common prefixes and suffixes to decode words in text 
to assist comprehension.
1.03 Integrate prior experiences and all sources of information in the text 
(graphophonic, syntactic, and semantic) when reading orally and silently.
1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary 
through: 
	wide reading. 
	word study. 
	listening. 
	discussion. 
	book talks. 
	book clubs. 
	seminars. 
	viewing. 
	role play. 
	studying author's craft.
1.05 Use word reference materials (e.g., dictionary, glossary) to confirm 
decoding skills, verify spelling, and extend meanings of words.
1.06 Read independently daily from self-selected materials (consistent with 
the student's independent reading level) to: 
	increase fluency. 
	build background knowledge. 
	extend vocabulary.

Goal 2: The learner will apply strategies and skills to comprehend text that 
is read, heard, and viewed.
2.01 Use metacognitive strategies to comprehend text (e.g., reread, read 
ahead, ask for help, adjust reading speed, question, paraphrase, retell).
2.02 Interact with the text before, during, and after reading, listening, or 
viewing by: 
	setting a purpose. 
	previewing the text. 
	making predictions. 
	asking questions. 
	locating information for specific purposes. 
	making connections. 
	using story structure and text organization to comprehend.
2.03 Read a variety of texts, including: 
	fiction (short stories, novels, fantasies, fairy tales, fables). 
	nonfiction (biographies, letters, articles, procedures and 
instructions, charts, maps). 
	poetry (proverbs, riddles, limericks, simple poems). 
	drama (skits, plays).
2.04 Identify and interpret elements of fiction and nonfiction and support 
by 
referencing the text to determine the: 
	author's purpose. 
	plot. 
	conflict. 
	sequence. 
	resolution. 
	lesson and/or message. 
	main idea and supporting details. 
	cause and effect. 
	fact and opinion. 
	point of view (author and character). 
	author's use of figurative language (e.g., simile, metaphor, 
imagery).
2.05 Draw conclusions, make generalizations, and gather support by 
referencing the text.
2.06 Summarize main idea(s) from written or spoken texts using succinct 
language.
2.07 Explain choice of reading materials congruent with purposes (e.g., 
solving problems, making decisions).
2.08 Listen actively by: 
	facing the speaker. 
	making eye contact. 
	asking questions to clarify the message. 
	asking questions to gain additional information and ideas

Goal 3: The learner will make connections through the use of oral language, 
written language, and media and technology.
3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, 
critical, and evaluative processes by: 
	considering the differences among genres. 
	relating plot, setting, and characters to own experiences and ideas. 
	considering main character's point of view. 
	participating in creative interpretations. 
	making inferences and drawing conclusions about characters and 
events. 
	reflecting on learning, gaining new insights, and identifying areas 
for further study.
3.02 Identify and discuss similarities and differences in events, 
characters, 
concepts and ideas within and across selections and support them by 
referencing the text.
3.03 Use text and own experiences to verify facts, concepts, and ideas.
3.04 Make informed judgments about television productions.
3.05 Analyze, compare and contrast printed and visual information (e.g., 
graphs, charts, maps).
3.06 Conduct research for assigned and self-selected projects (with 
assistance) from a variety of sources (e.g., print and non-print texts, 
artifacts, people, libraries, databases, computer networks).

Goal 4: The learner will apply strategies and skills to create oral, 
written, 
and visual texts.
4.01 Read aloud grade-appropriate text with fluency, comprehension, and 
expression.
4.02 Use oral and written language to: 
	present information in a sequenced, logical manner. 
	discuss. 
	sustain conversation on a topic. 
	share information and ideas. 
	recount or narrate. 
	answer open-ended questions. 
	report information on a topic. 
	explain own learning.
4.03 Share written and oral products in a variety of ways (e.g., author's 
chair, book making, publications, discussions, presentations).
4.04 Use planning strategies (with assistance) to generate topics and to 
organize ideas (e.g., drawing, mapping, discussing, listing).
4.05 Identify (with assistance) the purpose, the audience, and the 
appropriate form for the oral or written task.
4.06 Compose a draft that conveys major ideas and maintains focus on the 
topic by using preliminary plans.
4.07 Compose a variety of fiction, nonfiction, poetry, and drama selections 
using self-selected topics and forms (e.g., poems, simple narratives, short 
reports, learning logs, letters, notes, directions, instructions).
4.08 Focus reflection and revision (with assistance) on target elements by: 
	clarifying ideas. 
	adding descriptive words and phrases. 
	sequencing events and ideas. 
	combining short, related sentences. 
	strengthening word choice.
4.09 Produce work that follows the conventions of particular genres (e.g., 
personal narrative, short report, friendly letter, directions and 
instructions).
4.10 Explore technology as a tool to create a written product.

Goal 5: The learner will apply grammar and language conventions to 
communicate effectively
5.01 Use correct capitalization (e.g., geographical place names, holidays, 
special events, titles) and punctuation (e.g., commas in greetings, dates, 
city and state; underlining book titles; periods after initials and 
abbreviated titles; apostrophes in contractions).
5.02 Use correct subject/verb agreement.
5.03 Demonstrate understanding by using a variety of complete sentences 
(declarative, imperative, interrogative, and exclamatory) in writing and 
speaking.
5.04 Compose two or more paragraphs with: 
	topic sentences. 
	supporting details. 
	appropriate, logical sequence. 
	sufficient elaboration.
5.05 Use a number of strategies for spelling (e.g., sound patterns, visual 
patterns, silent letters, less common letter groupings).
5.06 Proofread own writing for spelling and correct most misspellings 
independently with reference to resources (e.g., dictionaries, glossaries, 
word walls).
5.07 Edit (with assistance) to use conventions of written language and 
format.
5.08 Create readable documents with legible handwriting (manuscript and 
cursive).

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What is the science curriculum?

  Science Curriculum by grading period 
 
   
  Science 
1st 9 weeks
Human Body

Goal 4: The learner will conduct investigations and use appropriate 
technology to build an understanding of the form and function of the 
skeletal 
and muscle systems of the human body.

4.01 Identify the skeleton as a system of the human body.

4.02 Describe several functions of bones:
	Support. 
	Protection. 
	Locomotion.
4.03 Describe the functions of different types of joints:
	Hinge. 
	Ball and socket. 
	Gliding.
4.04 Describe how different kinds of joints allow movement and compare this 
to the movement of mechanical devices.

4.05 Observe and describe how muscles cause the body to move.







Science
2nd 9 weeks
Plants

Goal 1: The learner will conduct investigations and build an understanding 
of 
plant growth and adaptations.

1.01 Observe and measure how the quantities and qualities of nutrients, 
light, and water in the environment affect plant growth.

1.02 Observe and describe how environmental conditions determine how well 
plants survive and grow in a particular environment.

1.03 Investigate and describe how plants pass through distinct stages in 
their life cycle including.
	Growth. 
	Survival. 
	Reproduction. 
1.04 Explain why the number of seeds a plant produces depends on variables 
such as light, water, nutrients, and pollination.

1.05 Observe and discuss how bees pollinate flowers.

1.06 Observe, describe and record properties of germinating seeds




Science
3rd 9 weeks
Earth, Moon, Sun

Goal 3: The learner will make observations and use appropriate technology to 
build an understanding of the earth/moon/sun system.

3.01 Observe that light travels in a straight line until it strikes an 
object 
and is reflected and/or absorbed.

3.02 Observe that objects in the sky have patterns of movement including:
	Sun. 
	Moon. 
	Stars. 
3.03 Using shadows, follow and record the apparent movement of the sun in 
the 
sky during the day.

3.04 Use appropriate tools to make observations of the moon.

3.05 Observe and record the change in the apparent shape of the moon from 
day 
to day over several months and describe the pattern of changes.

3.06 Observe that patterns of stars in the sky stay the same, although they 
appear to move across the sky nightly.




Science
4th 9 weeks
Soil

Goal 2: The learner will conduct investigations to build understanding of 
soil properties.

2.01 Observe and describe the properties of soil:
	Color. 
	Texture. 
	Capacity to hold water.
2.02 Investigate and observe that different soils absorb water at different 
rates.

2.03 Determine the ability of soil to support the growth of many plants, 
including those important to our food supply.

2.04 Identify the basic components of soil:
	Sand. 
	Clay. 
	Humus. 
2.05 Determine how composting can be used to recycle discarded plant and 
animal material.

2.06 Determine the relationship between heat and decaying plant matter in a 
compost pile.

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What is the social studies curriculum?

Social Studies Curriculum by grading period 
 
   
 Social Studies
1st 9 weeks
Unit 3

Themes of Geography
	Location 
Relative Location /Absolute Location 
	Place 
Human Characteristics/Physical Characteristics 
	Human-Environmental Interactions 
Humans adapt to the environment/Humans modify the environment/Humans depend 
on the environment 
	Movement 
People/Goods /Ideas 
	Regions 
Formal/Functional/Vernacular (perceptual

Goal 4: The learner will explain geographic concepts and the relationship 
between people and geography in real life situations.

4.01 Distinguish between various types of maps and globes.

4.02 Use appropriate source maps to locate communities. 

4.03 Use geographic terminology to describe and explain variations in the 
physical environment as communities.

4.04 Compare how people in different communities adapt to or modify the 
physical environment to meet their needs.




Social Studies 
2nd 9 weeks
Unit 4, 2

Goal 1: The learner will characterize qualities of good citizenship by 
identifying people who made a difference in the community and other social 
environments.
1.01 Identify and demonstrate characteristics of responsible citizenship and 
explain how citizen participation can impact changes within a community.

1.02 Recognize diverse local, state, and national leaders, past and present, 
who demonstrate responsible citizenship.

1.03 Identify and explain the importance of civic responsibility, including 
but not limited to, obeying laws and voting.

1.04 Explain the need for leaders in communities and describe their roles 
and 
responsibilities.

1.05 Suggest responsible courses of action in given situations and assess 
the 
consequences of irresponsible behavior.

1.06 Identify selected personalities associated with major holidays and 
cultural celebrations.

Goal 6: The learner will recognize how technology is used at home, school, 
and in the community.
 6.01 Describe and assess ways in which technology is used in a community's 
economy.

6.02 Identify and describe contributions made by community leaders in 
technology.

6.03 Identify the impact of technological change on communities around the 
world.



Social Studies
3rd 9 weeks
Unit 4, 6

Goal 7: The learner will analyze the role of real and fictional heroes in 
shaping the culture of communities.
7.01 Identify the deeds of local and global leaders.

7.02 Assess the heroic deeds of characters from folktales and legends.

7.03 Explore the role of selected fictional characters in creating new 
communities.

Goal 5: The learner will apply basic economic principles to the study of 
communities

5.01 Define and identify examples of scarcity.

5.02 Explain the impact of scarcity on the production, distribution, and 
consumption of goods and services.

5.03 Apply concepts of specialization and division of labor to the local 
community.

5.04 Compare and contrast the division of labor in local and global 
communities.

5.05 Distinguish and analyze the economic resources within communities.

5.06 Recognize and explain reasons for economic interdependence of 
communities.
5.07 Identify historic figures and leaders who have influenced the economies 
of communities and evaluate the effectiveness of their contributions.




Social Studies
4th 9 weeks
Unit 1, 5

Goal 2: The learner will analyze the multiple roles that individuals perform 
in families, workplaces, and communities
2.01 Distinguish and compare economic and social roles of children and 
adults 
in the local community to selected communities around the world.

2.02 Analyze similarities and differences among families in different times 
and in different places.

2.03 Describe similarities and differences among communities in different 
times and in different places.

Goal 3: The learner will examine how individuals can initiate change in 
families, neighborhoods, and communities.

3.01 Analyze changes, which have occurred in communities past and present.

3.02 Describe how individuals, events, and ideas change over time.

3.03 Compare and contrast the family structure and the roles of its members 
over time.

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