Grade 3

Integrated Language Arts
Mathematics
Science
Social Studies
Health

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Integrated Language Arts

The third grade language arts program is designed according to the developmental needs of the individual learner. Teachers model many different forms of writing (poetry, letter writing, short stories, journals) and the students are given opportunities to express themselves using these forms. Students will continue to utilize the writing process, becoming more aware of the audience for whom they are writing. Spelling is an important tool for quality writing; most students in third grade are ready to begin a more formal spelling program. Students have many opportunities for sharing their personal writing with their peers. Reading instruction focuses on constructing meaning through written and oral language. Students are exposed to a variety of literature from basals or trade books. They are encouraged to relate what they read to their own lives, noting similarities and differences, solving problems, and evaluating characters' actions. Students refine their use of self-monitoring strategies. Cursive handwriting is introduced in the third grade.

Essential Unit Outcomes

Many third grade children will still be working toward independence on transitional level outcomes at the beginning of the school year. Many will be progressing on developing level (see Grade 4) outcomes by the end of the year.

The third grade student will:

1. Attempt varied kinds of reading and writing.

2. Try modeled techniques in reading and writing.

3. Attend during oral reading, maintain on-task behavior and listen effectively.

4. Transfer vocabulary.

5. Use resources to locate specific information.

6. Recognize story elements.

7. Use book conventions.

8. Identify purposes for reading.

9. Use prior knowledge and prediction to construct meaning in reading.

10. Use cuing systems.

11. Self-monitor for sense and use fix-up strategies (example, making sensible mistakes, reading on, rereading).

12. Demonstrate global understanding.

13. Develop interpretation.

14. Discuss author's craft.

15. Give personal responses.

16. Identify purposes and topics for writing.

17. Express ideas in writing.

18. Use simple conventions of language and spelling when communicating.

19. Engage in process writing through prewriting, drafting, revising, editing, and publishing.

20. Focus on a particular topic when speaking.

21. Speak expressively.

22. Engage in conversation.

23. Use the dictionary.

24. Use the encyclopedia.

25. Use the audio/visual equipment.

26. Use the computer.

Helpful Parent Tips:

Read to or with your child 15 minutes daily.
If your child is reading and comes to an unknown word, say "blank" and continue to read. Return
to that part after a few lines and ask, "What would make sense there?"
Discuss stories, events, and television shows with your child. Include ideas beyond the literal meaning.
Discuss settings, characters, characters' feelings, and story events with your child.
Take time to watch your child's favorite television show with him/her. Use commercial time to predict what may happen next. After viewing the program, give your child an opportunity to retell events and ask questions.
Ask your child to assist you in writing grocery lists and thank you notes.
Encourage your child to write notes to family members and to find non-verbal and written ways to communicate.

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Mathematics

Mathematics Website

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Science

Science study in grade three continues to emphasize the development of the processes of science as a means of problem solving. Experimentation skills are developed through science units on measuring, flight, structures, and plants in third grade. Third grade studies start with measurement which builds on the previous year. Students study the effect of height, surface, and material on a bouncing ball. Students make an autogiro, parachutes, and paper airplanes to investigate the effect of manipulating variables on flight characteristics. They chart the influence of environmental conditions on seedlings.

Essential Unit Outcomes

The third grade student will:

1. Record data graphically.

2. Predict an outcome based on observed results. 3. Relate their prior knowledge to a new situation.

4. Summarize the sequence of experimental steps.

5. Describe, design, and conduct "fair" tests.

6. Define and identify variables and constants in an experimental situation.

7. Demonstrate and state that a change in a variable may change the results.

8. Determine the mass.

9. Describe how the mass is measured.

10. Determine that objects of varying masses require the use of different calibrated scales.

11. Estimate and measure in meters and centimeters.

12. Make a balance cooperatively and explain how it works.

13. Explain the effect of light on plants.

14. Analyze how different kinds of soil, amounts of water, and amounts of fertilizer affect plant growth.

15. Determine what soil and conditions are best for germination and plant growth.

16. Identify the parts and explain the functions of a flower, a seed, a green and woody plant, and mold.

17. Observe and classify different fruits as sources of seeds.

18. Predict and describe the type of organisms found in a schoolyard sample.

19. Describe how water and nutrients travel through a plant stem.

20. Identify the conditions that foster mold growth.

21. Describe how changing the construction of an autogiro may change its flight.

22. Define gravity and weight.

23. Construct a paper airplane and analyze how the placement of weight or the position of the flaps will alter the flight of an airplane.

24. Describe what factors influence the fall of a parachute.

25. Identify and describe the forces that influence the flight of an airplane.

26. Construct an autogiro and a model parachute and describe how they work.

27. Cooperatively determine what patterns make the most rigid structures.

28. Distinguish rigid from non-rigid frames.

29. Test a structure for strength by hanging weights on it.

30. Perform assessments using a computer format to aid in solving scientific problems.

Helpful Parent Tips:

Plan a family outing. As you travel, observe houses, buildings, and bridges to find rigid structures.
Design a garden. Allow your child to plan every stage from measuring the area and selecting seeds to observing and charting the growth.
Check out science books from the local library. Focus on books that contain pioneers of aviation.
Take a trip to the Maryland Science Center.
Encourage your child to participate in activities that involve measuring around the home, such as wallpapering a room, building a deck, designing a tile floor, fencing in a yard, building a dog house, creating a hopscotch or four-square grid to paint on the driveway, etc.

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Social Studies

The third grade social studies curriculum emphasizes human interaction with the natural environment and the ensuing interdependence of people locally, nationally, and globally. This geographic focus upon Carroll County, the natural regions of the United States, and China also integrates concepts and principles of the history, citizenship, economics, global, multi-cultural, humanities, values and attitude strands of social studies.

The third grade student's broadened awareness of people, places, and events fosters development of democratic values and attitudes through the study of why and how different cultures interact with the environment, and the necessary interdependence of all people to satisfy basic human wants and needs.

Content is developed through a process-based approach to the acquisition and application of knowledge. Recognizing and respecting the student's need to be actively involved, to explore, to reflect, and to communicate, many opportunities are provided for concrete experiences in cooperation with others. Concepts from language arts and other content areas are integrated as well.

Essential Unit Outcomes

The third grade student will:

1. Apply economic concepts of scarcity, specialization, and opportunity cost to making decisions about human, natural, and capital resources available to satisfy wants and needs of consumers.

2. Identify the importance of natural and capital resources and the contributions of various ethnic, racial, and religious groups to the historic, economic and cultural development of Carroll County.

3. Apply geographical concepts and skills to the study of Carroll County, regions of the United States, and China by using map elements to interpret and construct maps.

4. Explore characteristics of the physical or human environment which may have affected the size, location and population of communities in Carroll County, the United States, and China.

5. Acquire and use information about Carroll County, the United States and China to identify and compare different ways of defining a region.

6. Describe ways that natural and capital resources, physical features, climate and the environment of Carroll County, the United States and China affect the ways people live, work and play. Draw conclusions about the similarities and differences between the lifestyles of the two countries.

7. Identify, describe, explain, and analyze relationships between environmental choices and their effects on the quality of life in Carroll County, regions of the United States and China.

8. Compare/contrast how human, natural, and capital resources affect interdependence between and among peoples of the United States and China, and draw conclusions about the similarities and differences between the two countries.

9. Read and interpret fiction and nonfiction passages about people, places, and events in the early history of Carroll County and in regions of the United States.

10. Describe the processes people use for making and changing rules in Carroll County and in the United States.

11. List ways transportation and communication networks change in Carroll County, the United States and China over time, and how each affects the environment and interdependence between communities.

12. Acquire and use information to compare the rights and responsibilities of people living in Carroll County and the United States with those of people living in earlier times.

13. Interpret principles of American government expressed in stories, symbols, and songs, and apply them to real-life situations.

14. Predict how conflicts in values or beliefs may affect relationships among individuals or groups in Carroll County.

15. Summarize the main points of a current event and provide examples of social institutions and the media that have an impact on individuals/groups involved.

Helpful Parent Tips:

Discuss how each family member has a responsibility to do a chore and how the family depends on that person. Ask what would happen if that family member did not do his/her part.
Plan family outings to new places and use an atlas to locate where the place can be found. Ask your child to be the navigator and follow the route on the road map.
Talk about how many miles/hours it will take to reach the destination. Discuss which places you will visit, and the weather, historical value, resources, and jobs in each area.
After a family outing, encourage your child to write about the experience in a journal or create captions to be included in the family photo album.
Discuss current events (presidential election, building of a new school, earthquakes, floods). Use the newspaper to broaden awareness of people, places, and events.

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Health

The health and safety program is designed to help children achieve and maintain healthy bodies and healthy minds and to help children recognize and react in a positive manner to situations regarding safety.

In health third graders learn how to take care of their bodies, and they learn about the availability of health resources. They also learn how drugs affect their health. Emphasis on safety at home and at school continues. For their psychological well-being, they begin learning how to develop a positive self-concept.

Essential Unit Outcomes

The third grade student will:

1. Identify sources of stress.

2. Name ways in which stress is manifested.

3. Discuss ways in which stress can be beneficial.

4. Describe constructive ways to manage stress.

5. Examine strategies that may assist one in coping with daily living.

6. Apply coping skills to real-life situations.

7. Identify factors that may influence decision making.

8. Examine and practice decision-making skills.

9. Evaluate the consequences of making a decision.

10. Describe the elements which contribute to the development of self-concept.

11. Identify behavioral indicators of positive self-concept.

12. Analyze the effect that others have on one's self-concept.

13. Develop strategies for enhancing one's self-concept.

14. Discuss the impact of rejection, separation, or loss of friends or family members.

15. Examine the influence that group identity has on development of self and relationships with others.

16. Explore conflict-resolution strategies that promote and sustain interpersonal relationships.

17. Identify and describe properties of tobacco, alcohol, and other drugs that affect health.

18. Describe the effects of commonly abused drugs on body systems.

19. Describe and evaluate the effects of nicotine and other components of tobacco products on the body systems.

20. Examine the effects of alcohol on the body systems.

21. Examine the effects of alcohol on the body systems that influence drug use.

22. Recognize the benefits of a drug-free lifestyle.

23. Identify foods low in nutrients and examine their roles in a responsible diet plan.

24. Use food labels to evaluate food choices.

26. Develop criteria for what constitutes a hazard. 27. Explain laws that pertain to emergency situations.

28. Identify positive and negative risk-taking conditions.

29. Describe the roles and responsibilities of family members.

30. Describe the relationships that exist within a family.

31. Examine the impact of love, loyalty, and other forces on the cohesiveness of the family unit.

32. Identify causative agents and describe their modes of transmission.

33. Describe signs and symptoms of common prevalent diseases.

34. Describe risk factors and risk behaviors that affect an individual's susceptibility to disease.

35. Describe how healthy lifestyles prevent disease and promote optimal well-being.

Helpful Parent Tips:

Ask your child to assist you in planning menus and preparing healthy meals.
Grocery shopping can become an ideal time to read food labels and evaluate good food choices.
Provide physical activities for your child such as sports teams, Heartlight Aerobics, exercises, family games.
Stress the importance of cleanliness and hygiene at home.
Ensure that your child knows what to do in emergency situations (example, in case of fire; being left home alone; separated in a mall).
Draw a fire escape map of the home.