Greene County Public Schools

Science & Social Studies Grade 3 Curriculum Guide 2015-2016 Quarters 1 -4

Bloom’s Taxonomy Abbreviations

R=Remember; U=Understand; An=Analyze; Ap=Apply; E=Evaluate; C=Create

Time/Dates SOL/Strand

Essential

Knowledge

Objective/Content/Essen

tial Questions

Vertical

Alignment

Vocabulary Cross-curricular

Connections/Resources

8/21-9/3

Geography

Social

Studies

3.6/

Geography

Maps, tables, graphs,

charts, and pictures are

visual aids used to

gather, display, and

classify geographic

information.

Parts of a map

● Map title

● Map legend

● Compass rose

Maps may include a

compass rose with the

intermediate directions

of northeast, southeast,

northwest, and

southwest.

The student will read and

construct maps, tables,

graphs, and/or charts.

The student will develop

map skills by

a) positioning and

labeling the seven

continents and five

oceans to create a world

map; AP

b) using the equator and

prime meridian to identify

the Northern, Southern,

Eastern, and Western

Hemispheres; R, AP

e) locating specific

places, using a simple

letter-number grid

system.U

Introduce:

3.4 a

locating Greece,

Rome, and

West Africa

2.5a

2.4a,b

2.6

1.4 a-d

1.6

Prime Meridian

hemisphere

equator

regions

continents

grid

LA

Communication, Technology, Word

Analysis, Roots and Affixes, Sight

Words, Non fiction, Complete

Sentences

Math

Place value and comparing Numbers

Social Studies

3.5/ a,b,e

Geography

Terms to know

· hemisphere: Half

of a sphere (globe);

created by the prime

meridian or the

equator

· equator: An

imaginary line around

the middle of the

Earth that divides it

into the Northern and

Southern

Hemispheres

· prime meridian:

An imaginary line

that divides the Earth

into the Eastern and

Western Hemispheres

· regions: Places

that have common

characteristics

The physical shapes of

the continents (North

America, South

America, Europe, Asia,

Africa, Australia,

Antarctica) and the

positions of the five

oceans (Arctic, Atlantic,

Indian, Pacific, and

Southern) may be

located on a world map.

The equator and the

prime meridian are used

to create the Northern,

Southern, Eastern, and

Western Hemispheres.

The letter (on the left)

and number (at the

bottom) coordinates of a

grid system identify the

approximate location of

a place.

9/4-9/18

Economics

Social Studies 3.8

Economics

Specialization occurs

when people focus on

the production of

selected goods and

services.

People and regions

often specialize in the

production of certain

goods and services.

Specialization

encourages trade

because people want

goods and services that

The student will recognize

that because people and

regions cannot produce

everything they want, they

specialize in what they do

best and trade for the rest. R

The student will identify

examples of making an

economic choice and will

explain the idea of

opportunity cost (what is

given up when making a

choice). R, U

2.8

2.9

K.6

K.7 b

1.8

1.9

specialization

production

trade/barter

goods

services

economic choice

opportunity cost

producer

consumer

natural/human/ capital

resources

interdependence

LA

Non fiction

Complete Sentences

Math

Rounding numbers

they do not have.

People trade when

individuals or groups

benefit from the trade.

Social

Studies

3.9/ Economics

Terms to know

● economic

choice: The

choice of or

decision among

alternatives or

possibilities

● opportunity

cost: The next

best choice that

is given up

when an

economic

choice is made

Economic decision-

making requires

comparing both the

opportunity cost and

the monetary cost of

choices with the

benefits.

9/21-10/07 Science 3.1/ Scientific

The student will plan and

conduct investigations in 2.3 prediction

outcomes

LA

Non Fiction, Complete Sentences, I

Scientific Method

Matter

Water cycle

Investigation,

Reasoning, and

Logic

In order to meet this

standard, it is expected

that students will

● make and

communicate

careful

observations.

● demonstrate

that

observations

should be

repeated to

ensure

accuracy.

● classify objects

into at least two

major sets and

subsets based

on similar

characteristics,

such as

predator/prey

and herbivore,

carnivore, and

omnivore.

● sequence

natural events

chronologically

(Example: 3.8

— plant and

animal life

which

a) observations are

made and are repeated to

ensure accuracy; An

b) predictions are

formulated using a variety of

sources of information; C

c) objects with similar

characteristics or properties

are classified into at least

two sets and two subsets; U

d) natural events are

sequenced chronologically;

An

e) length, volume, mass,

and temperature are

estimated and measured in

metric and standard English

units using proper tools and

techniques; R, Ap

f) time is measured to

the nearest minute using

proper tools and techniques;

R, Ap

g) questions are

developed to formulate

hypothesis; C

h) data are gathered,

charted, graphed, and

analyzed; U, An, C

i) unexpected or

unusual quantitative data are

investigations

observation

data

characteristics

sequence

chronological

inference

conclusion

organize

metric/ U.S. customary

units

volume

length

mass

Celsius

Fahrenheit

and compound subjects, articles,

Apostrophes and contractions

Math

Addition and Subtraction

Properties

Multi-step Word Problems

cycles, phases

of the moon, the

water cycle, and

tidal change).

● measure length

to the nearest

centimeter,

mass to the

nearest gram,

volume to the

nearest

milliliter,

temperature to

the nearest

degree Celsius,

and time to the

nearest minute,

using the

appropriate

instruments.

develop hypotheses from

simple questions. These

questions should be

related to the concepts in

the third-grade

standards. Hypotheses

should be stated in terms

such as: “If an object is

cut into smaller pieces,

then

● the physical

properties of the

object and its

recognized; An

j) inferences are made

and conclusions are drawn;

and natural events are

sequenced chronologically

An

k) data are communicated;

R

l) models are designed and

built; and C

m) current applications

are used to reinforce science

concepts. Ap

The student will investigate

and understand that objects

are made of materials that

can be described by their

physical properties. Key

concepts include

a) objects are

made of one or

more materials U,

Ap

b) physical

properties remain

the same as the

material is changed

in visible size; U,

Ap;and

c) visible

physical changes

physical properties

observable

characteristics

mass

volume

solid

liquid

gas

solution

mixture

material

physical/chemical

change

cycle

sequence

phases

evaporation

condensation

precipitation

reservoir

community

conservation

pollution

rotation revolution

smaller pieces

will remain the

same.”

● analyze data

that have been

gathered and

organized.

● communicate

results of

investigations

by displaying

data in the form

of tables, charts,

and graphs.

Students will

construct bar

and picture

graphs and line

plots to display

data (Example:

3.7 —

comparison of

types of soil

and their effect

on plant

growth).

● communicate

any unexpected

or unusual

quantitative

data that are

noted.

● make and

communicate

are identified R

The student will investigate and

understand the water cycle and

its relationship to life on Earth.

Key concepts include

a) there are

many sources of

water on Earth;

U, Ap

b) the energy

from the sun

drives the water

cycle; U, Ap

c) the water

cycle involves

several

processes; U, Ap

d) water is

essential for

living things; U,

Ap and

e) water on Earth is limited and

needs to be conserved. U, Ap

predictions

about the

outcomes of

investigations.

● design and

build a model to

show

experimental

results.

Science 3.3/ Matter

In order to meet this

standard, it is

expected that students

will

● explain that

physical

properties are

observable

characteristics

that enable one

to differentiate

objects.

● infer that

objects are

made of one or

more materials

based on

observations of

the physical

properties that

are common to

each individual

object.

● compare the

physical

properties of

smaller, visible

pieces of a

material to

those physical

properties of the

entire material.

● conclude that

materials have

their own set of

physical

properties that

are observable.

● design an

investigation to

determine if the

physical

properties of a

material will

remain the same

if the material is

reduced in size.

Science 3.9/ Earth

Patterns, Cycles, and

Change

In order to meet this

standard, it is

expected that students

will

● identify the sun

as the origin of

energy that

drives the water

cycle.

● describe the

processes of

evaporation,

condensation,

and

precipitation as

they relate to

the water cycle.

● construct and

interpret a

model of the

water cycle.

● identify the

different ways

that organisms

get water from

the

environment.

● identify major

water sources

for a

community,

including rivers,

reservoirs, and

wells. Describe

the major water

sources for the

local

community.

● explain

methods of

water

conservation in

the home and

school.

● identify and

communicate

the importance

of water to

people and to

other living

organisms.

● analyze

possible sources

of water

pollution in

their

neighborhoods,

at school, and in

the local

community.

This includes

runoff from

over-fertilized

lawns and

fields, oil from

parking lots,

eroding soil,

and animal

waste.

10/8-10/21

Science 3.2/

Force,

The student will investigate

simple machine

LA

Non fiction, intended audience,

Simple

Machines

Motion,

and

Energy

In order to meet this

standard, it is

expected that students

will

● identify and

differentiate the

six types of

simple

machines: lever,

screw, pulley,

wheel and axle,

inclined plane,

and wedge.

● differentiate

and classify

specific

examples of

simple

machines found

in school and

household

items. These

include a

screwdriver,

nutcracker,

screw, flagpole

pulley, ramp,

and seesaw.

● analyze the

application of

and explain the

and understand simple

machines and their uses.

Key concepts include

a) purpose and function

of simple machines; U, Ap

b) types of simple

machines; U, Ap

c) compound machines;

examples of simple

and compound machines found

in the school, home, and work

environments. U, Ap

compound machine

lever

screw

pulley

wheel and axle

inclined plane

wedge

distance

work

force

prewriting strategies, table of

contents, charts, indicies

Math

Subtraction, Money, and

Temperature

function of each

of the six types

of simple

machines. An

example would

be that an

inclined plane is

a ramp to make

it easier for a

heavy object to

be moved up or

down.

● identify and

classify the

simple

machines which

compose a

compound

machine, such

as scissors,

wheelbarrow,

and bicycle.

● design and

construct an

apparatus that

contains a

simple machine.

10/22-11/5

Energy

Science/ 3.11 a-c/

Resources

In order to meet this standard, it is

The student will

investigate and

understand different

sources of energy. Key

concepts include

2.7b

2.8

energy

source

generate

electricity

renewable

LA

ABC Order, Glossary, Dictionary,

Commas in a series, letter

writing/paragraphs, Thesaurus,

synonyms, and antonyms,

expected that students will

● explain that the

sun is the major

source of

energy for

Earth.

● identify sources

of energy and

their uses.

● describe how

solar energy,

wind, and

moving water

can be used to

produce

electricity.

● describe how

fossil fuels are

used as an

energy source.

● compare and

contrast

renewable and

nonrenewable

energy sources.

● analyze the

advantages and

disadvantages

of using

different

naturally

occurring

energy sources.

● design a basic

investigation to

determine the

effects of

sunlight on

a) energy from the

sun; U, An

b) sources of

renewable energy; and U,

An

c ) sources

nonrenewable energy. U,

An

nonrenewable

fossil fuels

solar

abbreviations

Math

Temperature, Multiplication, and

Division

warming

various objects

and materials,

including water.

11/6-11/24

Greece

12/1-12/12

Rome

Social Studies 3.1

Terms to know

· contribution:

The act of giving or

doing something

· direct

democracy: A

government in

which people vote to

make their own

rules and laws

· representative

democracy: A

government in

which the people

vote for (elect) a

smaller group of

citizens make the

rules and laws for

everyone

Architecture

The architects of

ancient Greece and

Rome used columns

and arches in the

construction of their

buildings. Ancient

examples still exist

The student will explain how

the contributions of Ancient

Greece and Rome have

influenced the present world

in terms of architecture,

government (direct and

representative democracy)

and sports. An, R

The student will

develop map

skills by

a) locating

Greece,

Rome, and

West Africa;

and human

characteristic

s of Greece,

Rome, and

West Africa; R

b) describing

the physical

and human

characteristic

s of Greece,

Rome, and

Ancient

Civilization

Peninsula

Architecture

Contributions

Democracy

(representative and

direct)

Influence

Physical and human

characteristics

Adaptations

Agora

Olympics

Trade

Mediterranean Sea

Gods/Goddesses

Arches

Aqueduct

Mosaic

Parthenon

Colosseum

LA

Context Clues, Letter

writing/paragraphs, Myths, Legends,

and Fables, transition words (editing)

Narrative Writing

Math

Multiplication, Division, and

Measurement

today.

· Greece: The

Parthenon

(columns)

· Rome: The

Colosseum and

aqueducts (arches)

The arts

Mosaics, sculpture, and

paintings are displayed

on buildings.

The government of the

United States

The government is

based on ideas

developed in ancient

Greece and Rome.

· Greece:

Birthplace of

democracy

(government by the

people); a direct

democracy

· Rome:

Republican

(representative)

form of

government; a

representative

democracy

Sports

West Africa; U

c)

explaining

how the

people of

Greece,

Rome, and

West Africa

adapted to

and/or

changed their

environment

to meet their

needs. U

The student will

explain how

producers in

ancient Greece,

Rome, and the

West African

empire of Mali

used natural

resources, human

resources, and

capital resources

in the production

of goods and

services U, R

Olympic games of

today are modeled

after the games of

ancient Greece.

Social Studies 3.4a, b, c

Terms to know

· characteristics:

Different traits

Ancient Greece and

Rome were located on

land near the

Mediterranean Sea.

The empire of Mali was

located in the western

region of the continent

of Africa.

Physical characteristics

· Ancient Greece:

Located on a

peninsula with

many islands,

mountains, and

hills; surrounded by

the Mediterranean

Sea; had limited

rich soil

· Ancient Rome:

Located next to a

river; built on many

hills; had limited

rich soil

· Empire of Mali:

Located in West

Africa near rivers

and in a grassland

region; had gold

mines

Human characteristics

· Ancient Greece:

Farmers,

shipbuilders,

traders

· Ancient Rome:

Farmers, road

builders, traders

· Empire of Mali:

Farmers, miners,

traders

Ways people adapted

to their environments

· Ancient Greece:

They farmed on

hillsides; trading

took place on the

Mediterranean Sea;

small, independent

communities

developed because

of the many

mountains.

· Ancient Rome:

They farmed on

hillsides; trading

took place on the

Mediterranean Sea.

Empire of Mali: Salt

was an important

natural resource

needed in Mali. Gold

from Mali was traded

for salt.

Social Studies 3.7

Ancient Greece was

located on a peninsula

with mountains and

hills and was

surrounded by many

islands and the

Mediterranean Sea.

Greece had limited rich

soil. The people of

ancient Greece built

ships, fished, made

pottery, and farmed.

Ancient Rome was

located next to a river.

Rich soil for farming

was limited. A variety

of trees grew in ancient

Rome. The people of

ancient Rome built

ships, fished, made

pottery, and farmed.

12/14-12-16

Mali

12/17-12/18-

Compare and

Contrast all 3

Ancient

Civilizations

History

3.2

Africa was the home to

several great empires.

One of the most

prosperous was the

early West African

empire of Mali.

Many storytellers in

Mali passed on stories

and traditions from one

generation to the next.

The kings of Mali were

rich and powerful men

who controlled trade in

West Africa. Mali

became one of the

largest and wealthiest

empires in the region

and was an important

trade center.

Mali lay across the

The student

will study the

early West

African empire

of

Mali by

describing its

oral

tradition (Story

telling),

government

(kings), and

economic

development

(trade).

The student will

develop map

skills by

a) locating

Greece,

Rome, and

West Africa;

and human

characteristics

LA

Myths, Legends, and Fables

Narrative Writing

Math

US Customary, Metric Measurement

Area and Perimeter

trade routes between

the sources of salt in

the Sahara Desert and

the gold region/mines

of West Africa. For the

people of the desert,

salt was a valuable

natural resource.

People used salt for

their health and for

preserving foods.

Miners found gold in

Western Africa.

Therefore, salt was

traded for gold.

Timbuktu was an

important city in Mali.

It had a famous

university with a large

library containing

Greek and Roman

books.

Social Studies 3.4a, b, c

(See Mali portion

included in the

Rome/Greece unit)

of Greece,

Rome, and

West Africa; R

b)

describing

the physical

and human

characteristic

s of Greece,

Rome, and

West Africa;

U

c)

explaining

how the

people of

Greece,

Rome, and

West Africa

adapted to

and/or

changed their

environment to

meet their

needs. U, R

The student will

explain how

producers in

ancient Greece,

Rome, and the

West African

empire of Mali

Social Studies 3.7

The West African

empire of Mali was

located in Africa. Gold

was a natural resource.

The people of Mali

traded gold for salt.

used natural

resources, human

resources, and

capital resources

in the production

of goods and

services U, R

1/5-1/15

Earth/Moon cycles

Science 3.8/

Earth

Patterns,

Cycles, and

Change

In order to meet this

standard, it is

expected that students

will ● explain how

some events in

nature occur in

The student will investigate

and understand basic

patterns and cycles

occurring in nature. Key

concepts include

a) patterns of

natural events

such as day and

night, seasonal

changes, simple

phases of the

moon, and tides;

Cycle/pattern

sequence

phases

rotation

revolution

New moon

Tide

gravity

LA

Fairy Tales, Folk Tales, Poetry,

Irregular Plurals

Math

Time and calendar

a pattern or

cycle, such as

the seasons, day

and night,

phases of the

moon (first

quarter, full,

last [third]

quarter, new),

tides, and life

cycles.

● recognize that

the

relationships

that exist

between and

among Earth,

the sun, and the

moon result in

day and night,

seasonal

changes, phases

of the moon,

and the tides.

● model and

describe how

Earth’s rotation

causes day and

night.

● model and

describe how

the sun’s rays

strike Earth to

cause seasons.

U, An

● observe, chart,

and illustrate

phases of the

moon (first

quarter, full,

last [third]

quarter, new),

and describe the

changing

pattern of the

moon as it

revolves around

Earth.

● collect and

analyze data

from simple

tide tables to

determine a

pattern of high

and low tides.

explain the pattern of

growth and change that

organisms, such as the

frog and butterfly

undergo during their

life cycle.

1/19-2/19

Civics

Famous

Americans

Social Studies 3.10/

Civics

Terms to know

● community: A

place where

people live,

work, and play

The student will

recognize the

importance of

government in the

community,

Virginia, and the

2.11

2.12 a-b

1.10f

1.11 a-b

1.12 a-c

community

rules

laws

government

rights

property

LA

Fairy Tales, Folk Tales, Poetry,

Singular Possessives, Past and

Present Verbs, Biographies and

Autobiographies,

Explanative/Informative Writing

● rules: What

people must or

must not do

● laws: Important

rules written

and carried out

by government

● government: A

group of people

who makes

laws, carries out

laws, and

decides if laws

have been

broken

The purpose of rules

and laws is to keep

people safe and

maintain order.

The purpose of

government is to make

laws, carry out laws,

and decide if laws have

been broken.

Governments are

necessary because they

develop the laws and

protect the rights and

property of individuals.

Social Studies/ 3.11

United States of

America by

a) explaining

the purpose of

rules and

laws; U

b) explaining

that the basic

purposes of

government

are to make

laws, carry out

laws, and

decide if laws

have been

broken; U

c) explaining that government

protects the rights and

property of individuals. U

The student will explain the

importance of the basic

principles that form the

foundation of a republican

form of government by

a) describing

the individual

rights to life,

liberty, and the

pursuit of

happiness;

1.1

K.1 a-b

1.2

liberty

pursuit

equality

principles

Veterans Day

Memorial Day

recognition

volunteer

official

military

republic form of

government

representative

democracy

Math

Patterns and Graphing

Civics and Famous

Americans

Basic principles

· Life, liberty,

and the pursuit of

happiness are

privileges that

people are born with

and that cannot be

taken away.

· Equality under

the law means that

all people are

treated fairly.

Many people worked to

defend the basic

principles that formed

the foundation of a

republican form of

government.

Citizens who defended

basic principles

· George

Washington: He was

the first president of

the new nation. He

worked under the

new republican

form of government.

He helped put the

basic principles into

practice for the new

and equality

under the law;

U

b) identifying

the

contributions

of George

Washington;

Thomas

Jefferson;

Abraham

Lincoln; Rosa

Parks;

Thurgood

Marshall;

Martin Luther

King, Jr.; and

Cesar Chavez;

U

c)

recognizing

that Veterans

Day and

Memorial Day

honor people

who have

served to

protect the

country’s

freedoms, U

d) describing

how people

can serve the

community,

Diversity

Customs

Ethnic

Food, clothing

traditions

nation.

· Thomas

Jefferson: He was

born in Virginia. He

was the third

president of the

United States. He

wrote the

Declaration of

Independence,

which states that

people have certain

rights. He was a

leader who helped

develop the country.

· Abraham

Lincoln: He was the

United States

president when the

country was divided

over the issue of

equality for all

people. He helped

free African

American slaves.

· Rosa Parks: She

was an African

American woman

who refused to give

up her seat on a

public bus as was

required by law

many years ago. She

helped to bring

state, and

nation. R

The students will recognize that

Americans are a people of

diverse ethnic origins, customs,

and respect for individual rights

and freedoms U

about changes in

laws and worked so

that all people

would have equal

rights.

· Thurgood

Marshall: He was a

lawyer who

defended people at a

time when not all

people had equal

rights. He was the

first African

American justice of

the United States

Supreme Court.

· Martin Luther

King, Jr.: He was an

African American

minister who

worked for equal

rights for all people.

He helped bring

about changes in

laws through

peaceful means.

Cesar Chavez: He was

a Mexican American

who worked to improve

conditions for farm

workers.

Days to remember

● Veterans Day:

This is a day for

the recognition

of and respect

for Americans

who served in

the military. It

is observed in

November.

● Memorial Day:

This is a day for

the recognition

of and respect

for Americans

who died in

wars while they

were serving

their country. It

is observed in

May.

Some of the ways that

people can serve their

community, state, and

nation include

● being a

volunteer

● getting involved

in community

projects

● serving as a

government

official

● joining the

military

voting.

Social Studies/ 3.12

Civics and Famous

Americans

Terms to know

· Republican

form of government: A

representative

democracy

The American people

come from different

ethnic origins and

different countries, but

are united as

Americans by the

basic principles of a

republican form of

government, including

individual rights to life,

liberty, and the pursuit

of happiness; and

equality under the law.

Benefits of diversity

· Food

· Clothing

Music

2/22-3/4

Science/ 3.7 a-d/

Interrelationships in

The student will investigate

soil

natural resource

LA

Soil

Earth/Space Systems

In order to meet this

standard, it is

expected that students

will ● observe and

recognize that

soil, as a natural

resource,

provides the

support and

nutrients

necessary for

plant growth.

● understand the

key

terminology

related to soil,

including

humus,

nutrients,

topsoil, and

bedrock.

● interpret and

illustrate a basic

diagram

showing major

soil layers,

including

bedrock,

subsoil, and

topsoil.

● analyze and

describe the

and understand the major

components of soil, its origin,

and importance to plants and

animals including humans.

Key concepts include

a) soil provides the

support and nutrients

necessary for plant growth;

An, U

b) topsoil is a natural

product of subsoil and

bedrock; An, U

c) rock, clay, silt, sand,

and humus are components

of soils; soil is a natural

resource and should be

conserved. An, U

Review 3.1-

scientific

Method

2.8d

components

humus

clay

sand

silt

nutrients

topsoil

subsoil

bedrock

conservation

weathering

erosion

Biographies and Autobiographies,

Explanative/Informative Writing,

Homophones

Math

Fractions

different

components of

soil, including

rock fragments,

clay, silt, sand,

and humus.

● explain how

soil forms over

time.

● design an

investigation to

compare how

different types

of soil affect

plant growth.

This includes

organizing data

in tables and

constructing

simple graphs.

● collect, chart,

and analyze

data on soil

conservation on

the school

grounds.

● evaluate the

importance of

soil to people.

describe how soil can

be conserved.

3/7-3/9 Science 3.8/

Earth Patterns,

The student will investigate

and understand basic

Cycle

Germination

LA

Homophones, Explanative

Plant cycles Cycles, and

Change

explain how some

events in nature occur

in a pattern or cycle,

such as the seasons, day

and night, phases of the

moon (first quarter,

full, last [third]

quarter, new), tides,

and life cycles

patterns and cycles

occurring in nature. Key

concepts include

c)plant life cycles An,

U

Seed, seedling

Sprout

Adult

Pollen/pollination

Fruit

/Informative Writing

Math

Fractions

3/9-3/22

Explorers

Social Studies 3.3a/b /

History

Terms to know

· explorer: A

person who travels

seeking new

discoveries

· European: A

person from one of

the countries in

Europe

(See chart of

explorer

accomplishments

on VDOE)

Impact of European

exploration on

American Indians

● Deadly diseases

were

introduced.

The student will study the

exploration of the Americas by

a) describing

the

accomplishments

of Christopher

Columbus, Juan

Ponce de Leon,

Jacques Cartier,

and Christopher

Newport; U

b) identifying

the reasons for

exploring, the

information

gained, the results

of the travels, and

the impact of the

travels on

American Indians

R, U

The student will develop map

Review

Geography

3.5 a,b,e

3.6

2.2

explorer

European

colonize

motivation

successes

impact

LA

Homophones, Explanative

/Informative Writing

Encyclopedias and other reference

materials, Short Reports

Math

Probability

● Exploration

later led to

settlement.

The settlements led to

relocation of the

American Indians from

their homeland.

Social Studies 3.5c,d/

Geography

England, Spain, and

France are located on

the continent of

Europe. The United

States is located on the

continent of North

America.

San Salvador is located

in the general area of

the Bahamas. St.

Augustine is located in

northern Florida.

Québec is located in

Canada. Jamestown is

located in Virginia.

skills by

c) locating

the countries

of Spain,

England, and

France; Ap

d) locating the regions in the

Americas

explored by Christopher

Columbus (San Salvador in the

Bahamas), Juan Ponce de Leon

(near St. Augustine, Florida),

Jacques Cartier (near

Quebec, Canada), and

Christopher Newport

(Jamestown, Virginia) R

3/23-4/19

Animal

Adaptations

Animal

Science 3.4/3.5/3.6/

3.10

Life Processes

The student will investigate and

understand that adaptations

allow animals to satisfy life

needs and respond to the

environment. Key concepts

2.5a,b,c

2.4

Producer

Consumer

Herbivore

Carnivore

Omnivore

LA

Comprehending Non fiction

Short Reports

Math

Division and Geometry

Life Cycles

Conservation

4/20-4/24-

Non SOL

Benchmarks

4/24-end of year-

Continue to teach

animals if extra

time is needed

and Living

Systems

In order to meet this

standard, it is

expected that students

will

● give examples

of methods that

animals use to

gather and store

food, find

shelter, defend

themselves, and

rear young.

● describe and

explain the

terms

camouflage,

mimicry,

hibernation,

migration,

dormancy,

instinct, and

learned

behavior.

● explain how an

animal’s

behavioral

adaptations help

it live in its

specific habitat.

● distinguish

between

physical and

include

a) behavioral

adaptations; and

b) physical

adaptations.

The student will investigate and

understand relationships among

organisms in aquatic and

terrestrial food chains. Key

concepts include

a) producer, consumer,

decomposer;

b) herbivore,

carnivore, omnivore; and

c) Predator and prey.

An, U for all of the above

The student will investigate and

understand that ecosystems

support a diversity of plants and

animals that share limited

resources. Key concepts include

a) aquatic ecosystems;

b) terrestrial

ecosystems;

c) populations and

communities; and

d) the human role in

conserving limited

resources.

The student will investigate and

understand that natural events

and human influences can affect

the survival of species. Key

Predator/prey

Ecosystems

Aquatic

Terrestrial

Population

Community

Conserving

Adaptations

Behavioral/physical

Migration

Hibernation

Camouflage

Living/nonliving

Habitat

decomposer

cycle

food chain

food web

conservation

influence

pollution

flood/drought/fire

behavioral

adaptations of

animals.

● compare the

physical

characteristics

of animals, and

explain how the

animals are

adapted to a

certain

environment.

● compare and

contrast instinct

and learned

behavior.

● create (model) a

camouflage

pattern for an

animal living in

a specific dry-

land or water-

related

environment.

(Relates to 3.6.)

● design and

construct a

model of a

habitat for an

animal with a

specific

adaptation.

In order to meet this

standard, it is

concepts include

a) the interdependency

of plants and

animals;

b) the effects of human

activity on the

quality of air, water,

and habitat;

c) the effects of fire,

flood, disease, and

erosion on organisms;

and

d) conservation and

resource renewal

The student will investigate

and understand basic

patterns and cycles

occurring in nature. Key

concepts include

a) animal life

cycles

An, U for all of the above

expected that students

will

● differentiate

between

predators and

prey.

● distinguish

among

producers,

consumers,

herbivores,

omnivores,

carnivores, and

decomposers.

● infer that most

food chains

begin with a

green plant.

● identify

sequences of

feeding

relationships in

a food chain.

● explain how a

change in one

part of a food

chain might

affect the rest of

the food chain.

● create and

interpret a

model of a food

chain showing

producers and

consumers.

In order to meet this

standard, it is

expected that students

will

● describe major

water-related

ecosystems and

examples of

animals and

plants that live

in each.

● describe major

dry-land

ecosystems and

examples of

animals and

plants that live

in each.

● compare and

contrast water-

related and dry-

land

ecosystems.

● explain how

animals and

plants use

resources in

their ecosystem.

● distinguish

between a

population and

a community.

● predict what

would occur if a

population in a

specific

ecosystem was

to die.

● analyze models

or diagrams of

different water-

related

ecosystems in

order to

describe the

community of

organisms each

contains and

interpret how

the organisms

use the

resources in that

ecosystem.

● analyze models

or diagrams of

different dry-

land ecosystems

in order to

describe the

community of

organisms each

contains and

interpret how

the organisms

use the

resources in that

ecosystem.

list ways that humans

can help conserve

limited resources.

In order to meet this

standard, it is

expected that students

will

● explain how

organisms in an

area are

dependent on

each other.

● compare and

contrast human

influences on

the quality of

air, water, and

habitats.

● analyze the

effects of fire,

flood, disease,

and erosion on

organisms and

habitats.

● describe how

conservation

practices can

affect the

survival of a

species.

● describe a

conservation

practice in the

local

community.

Science 3.8/

Earth Patterns,

Cycles, and

Change

explain the pattern of

growth and change that

organisms, such as the

frog and butterfly

undergo during their

life cycle.

Website resources:

www.pbskids.org

http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml

enchantedlearning.com (membership required)

superteacherworksheets.com (membership required)