camas school district

a guide tothird grade curriculum

algebraic goals(relationships & representations & operations)students will be able to:

Know how to recognize, create, •and extend patterns of objects

scieNceKey coNcepts emphasized atthird grade

systems•change•cycle•

Key uNits taught at third grade

structures of life•Water•electricity and magnetism•solar system (optional)•

process sKills learNedadvanced organizing•observing•controlling Variables•communicating•

students will be able to:increase his/her understanding of •the concept “change”list changes in our world•investigate the characteristics of •waterdemonstrate ways to change water •to new formsdescribe an event which shows a •change in matterexplain water quality and options •for recyclingdevelop the concept of “cycle” •through electricitydesign an experiment to •demonstrate the parts and functions of a complete circuit in two different wayscontrol variables within the •experiment to demonstrate an open circuitName the parts of a complete •circuitincrease understanding and use of •the concept “system”explain magnetic properties•increase understanding of the •interrelationships of parts of a systemdescribe living behaviors•demonstrate and explain planetary •

revolution and rotationdevelop a model of the solar •systemobserve and list characteristics of •each planet and other objects in our solar systemName and list the planets of our •solar system

social studiesmajor uNits or themes studied

maps and globes•Native american history and •culturecultural stories, influence, music •and art

students will be able to:explain the basic elements of maps •and globeslearn the eight directions on maps •and globesapply directions on a map•read and apply map legends•memorize, locate and spell the •major oceans, continents and hemispheresmemorize key map and globe •vocabularyidentify characteristics of the four •major Native american cultures of North americashow knowledge of Native •american signs, persons, groups and eventsshow understanding of significant •Native american vocabularyunderstand Native american •culture through comparing and contrasting attributes of four major regions of North americaidentify significant Native •american figures and events in a historical contextexplain how geographical •influences impacted Native american culture

physical educatioNphysical WellNess goals

competency in motor skills and •fundamental movement needed to perform a variety of physical activitiesunderstanding of movement concepts, •principal strategies, and tactics as they

camas school district841 N.e. 22nd avenue

camas, Wa 98607

apply to the learning and performance of physical activitiessafe and regular participation in physical activity•achieve and maintain a health-enhancing level of life-long physical •fitnessresponsible personal and social behavior that respects self and others in •physical activity settings

students will be able to:throw with mature form (opposition, follow through) to a stationary •targetcatch with two hands•Kick a stationary ball with mature form•Foot dribble with control and hand dribble while moving•strike a manipulative•Volley to a stationary object•dramatize fundamental rhythmic patterns•static balance with control (scales, stability ball, head stand)•Fundamental forward and backward tumbling/weight transfer •demonstrate proper use of equipment; maintain body control in •general and personal spacerecognize the components of fitness•identify daily activities that use each component of fitness•Know that food provides nutritional content and energy•recognize various movement activities found on the activity pyramid •describe nutritional habits affecting overall health, and growth/•developmentrelate physical fitness components used to perform age-appropriate •activities (chores, jobs, play)use safety principles when performing appropriate activities (chores, •exercise, stretching, playing)participate in fitness testing•

readiNgreadiNg strategy goalsstudents will be able to:

read words containing complex letter •patterns using multi-syllable decodingreread a paragraph or sentence to •establish meaninguse context clues, prior knowledge •and illustrations for meaningread aloud showing understanding of •punctuationbegin to read a variety of genres, •styles and topicsselect books to fulfill own purposes•state the main idea of a passage•self-correct using knowledge of •language structure and sound-symbol relationshipsintegrate new vocabulary in own com-•munications

readiNg respoNse goalsstudents will be able to:

use writing which reflects an under-•standing of a textidentify simple literary devices•recall events and characters from text•Follow written instructions•interpret stories through role-playing•continue to identify cause and effect •in a textstate main idea of an informational •passagebegin to understand the author’s •purpose for writing (i.e., to inform, to entertain, to persuade)interpret information from graphs, •charts, diagrams and tablesbegin to use content for personal con-•nections and analogiescontinue to use and understand index, •table of contents, dictionary, glossary, maps, text as an information resource (i.e., books, dictionary, encyclopedia, computer manual)read aloud unpracticed grade-level •texts at a rate of 100-120 words cor-rect per minute

third grade readiNgbeNchmarKs to be assessed

can recall sequential events from a •storycan recall and describe story elements•can discuss an author’s purpose and •stylecan show evidence of applying pho-•netic strategies when attacking new

vocabulary in a grade-level passagecan show evidence of understanding, •summarizing and applying sequential directionscan identify the main idea from third •grade level reading materialcan make meaningful connections be-•tween grade-level literature and prior knowledge/personal experiencescan draw conclusions from what is •readcan summarize the events, informa-•tion or main ideas from an informa-tional text

WritiNggoals For What the Writer doesstudents will be able to:

use proper manuscript writing •positionuse correct letter formation •(introduction of cursive)commence writing without assistance•continue to check written work for •complete thought and then revisebegin to use outside resources to •extend vocabulary

goals For What the WritiNg should shoWstudents will be able to:

Write cohesive sentences (subject/verb •agreement)begin ability to restate a question as •part of an answeruse basic paragraph structure•correctly organize the five main parts •of a letterrecognize and begin to use a main •idea with supporting details in writingsequence ideas logically—developing •a sense of beginning, middle and enduse time, setting and more than one •character in a storyuse proper punctuation and •capitalization, commas in letters and a series, commas in dates and locationsbegin to use quotation marks•produce writing which continues to •reflect the author’s personalityidentify and repair sentence fragments•

goals For the use oF WritiNgstudents will be able to:

Write about experiences•Write about observations (compare •and contrast)

convey information from a variety •of sources (independent expository writing)Write for a variety of purposes and •audiences (informative paragraphs, daily journals, math story problems, recording of descriptive science investigations, friendly letters)

third grade WritiNgbeNchmarKs to be assessed

completes a simple expository paper•Writes two experiential narratives•produces two fictional narratives•Writes a friendly letter•Writes a short biography•Writes a thank you letter•

speaKiNgthrough a variety of classroom activities, students will be able to practice oral communication skills in these five categories:

imagiNiNg—communication which •casts the participant in imaginary situations and includes creative behaviors such as role-playing, fantasizing, speculating, dramatizing, theorizing, and storytellingshariNg FeeliNgs—communication •which expresses and responds to feelings and attitudes such as exclaiming, expressing a state or an attitude, commiserating, disagreeing and appropriately rejectingiNFormiNg—communication that •

seeks information; for example stating information, questioning, answering, justifying, naming, pointing out an object, demonstrating, explaining, and acknowledgingcoNtrolliNg—communication acts •which are intended to control behav-ior; for example, commanding, offer-ing, suggesting, permitting, warning, prohibiting, contracting, refusing, bargaining, justifying, and persuadingritualiziNg—communication that •serves primarily to maintain social relationships and interactions, such as greeting, taking leave, interrupting, participating in culturally appropri-ate speech modes and demonstrating culturally appropriate amenities

third grade speaKiNg goalsstudents will be able to:

present a written project in an oral •mannercontribute thoughts or ideas in a large •groupprovide oral reading demonstrations•appropriately express feelings•

mathNumber seNse goals(Numeration, computation, & estimation)students will be able to:

read and write numerals to 100,000•count by 3s, 4s, and 6s•read and write number words to 100•recognize concrete, pictorial and •

symbolic representations of fractional numbersrecognize, build, compare and order •sets that contain 0 to 1,000 elementsidentify the place value and value of a •digit in numerals through 6 digitsuse manipulatives, diagrams and sym-•bols to demonstrate and describe the process of addition and subtraction, to the thousands place with or without regroupingrecall multiplication facts up to 54 •(6X9) using manipulatives, diagrams and symbolsmultiply up to 3 digits by 1 digit•use mental math, a calculator or esti-•mation as appropriate to the problemestimate, then count the number •of objects in a set (0 to 1,000), and compare the estimate with the actual numberround numbers to the nearest hun-•dredcompare and order whole number •values to 1,000,000understand the commutative, associa-•tive and identity properties of addition on whole numbers

measuremeNt goals(attributes & dimensions, approximation & precision, systems & tools)students will be able to:

Know how to measure length using •inches, feet, yards, centimeters and metersread and write the days of the week •and months of the yearread and write both money notations •($, ¢)count and record collections of coins •and bills up to $10recognize the value of bills up to $200•make purchases and change up to $10•create and recognize that a given •value of money can be represented in many different waysread digital standard clocks and write •time to the nearest minute, using 12-hour notationtell time on an analog clock•relate days to years•

• Estimateandmeasurethepassageoftime, using standard units: seconds, min-utes, hours, days, weeks, months, years

• Understandthatmeasurementisap-proximate

• Knowhowtoestimate,topredict,andto determine when measurements are reasonable

• Knowappropriateunitsofmeasurefortime, money, length, area and perimeter

• Communicateandapplytermsofdirec-tion, such as north or south and east or west, and relate to maps

• Relatetemperaturetoeverydaysitua-tions

• Estimate,readandrecordtemperatureto the nearest degree

• Placeobjectsinorderbasedontheirweight

geometry goals(shape & dimension, relationships & transformations)students will be able to:• Identifyandnamelinesandline

segments• Understandtheconceptofparallel• Knowanduseattributesof2-Dshapes

and sizes to identify, name and sort geometric shapes

• Knowhowtoconstructsimple2-Dshapes using appropriate tools

• Understandhowgeometricshapesandobjects in the surrounding environment are related

• Useattributesandpropertiestoidentify,name and compare polygons

• Findtheareaofasquareorrectangle• Understandconceptsofsymmetry,

congruence and similarity• Nameandlocatecoordinates• Readbargraphs• Getinformationfromapictureormodelprobability aNd statistics goals(chance, data analysis, prediction & inference)students will be able to:• Collectdatausingmeasuringdevices• Analyzeandinterpretdata• Describethelikelihoodofanoutcome

using such terms as more likely, less likely, chance

• Makeasimplesurveyobtain new information by perform-•ing arithmetic operations on dataconduct a probability experiment, choose •an appropriate recording method, and draw conclusions from the resultsuse tables, tally charts, line plots, or bar •graphs to display data

dear parents:

this document provides an overview of the adopted district curriculum in language arts, mathematics, science and social studies. as a guide, it is intended to highlight the most essential learning targets for students. more detailed curriculum guides are available for each of the major discipline areas. please ask your principal if you are interested in examining these materials. the camas school district curriculum is also reviewed and frequently updated. comments, suggestions and editing notes may be given to any principal or sent to the curriculum department, camas school district, 841 N.e. 22nd avenue, camas, Wa 98607.