|
     
Outline of Georgia Performance Standards (see
http://www.georgiastandards.org
for full descriptions of each standard). I will be adding a technology
integration activity for most of the performance standards.
| Standard Area and Number |
Standard |
Technology Activity |
|
Third Grade English Language Arts
Technology Activities |
Fluency
ELA3R1 The student demonstrates the ability to read orally with
speed, accuracy, and
expression. The student |
a. Applies letter-sound knowledge to decode unknown words quickly and
accurately.
b. Reads familiar text with expression.
c. Reads third-grade text at a target rate of 120 words correct per minute.
d. Uses self-correction when subsequent reading indicates an earlier misreading
within grade level
texts. |
Have students read stories on the
Internet.
http://www.magickeys.com/books/ |
Vocabulary
ELA3R2 The student acquires and uses grade-level words to
communicate effectively. The
student |
a. Reads literary and informational texts and incorporates new words into oral
and written
language.
b. Uses grade-appropriate words with multiple meanings.
c. Recognizes and applies the appropriate usage of homophones, homographs,
antonyms, and
synonyms.
d. Identifies the meaning of common idioms and figurative phrases, and
incorporates them
into oral and written language.
e. Identifies and infers meaning from common root words, common prefixes (e.g.,
un-, re-,
dis-, in-) and common suffixes (e.g., -tion, -ous, -ly).
f. Determines the meaning of unknown words on the basis of context. |
Have students practice with types of
words on the Internet.
http://www.manatee.k12.fl.us/sites/elementary/palmasola/vocabbuild.htm
|
COMPREHENSION
ELA3R3 The student uses a variety of strategies to gain meaning from
grade-level text. The
student |
a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text content.
c. Generates questions to improve comprehension.
d. Distinguishes fact from opinion.
e. Recognizes plot, setting, and character within text, and compares and
contrasts these
elements between texts.
f. Makes judgments and inferences about setting, characters, and events and
supports them
with evidence from the text.
g. Summarizes text content.
h. Interprets information from illustrations, diagrams, charts, graphs, and
graphic organizers.
i. Makes connections between texts and/or personal experiences.
j. Identifies and infers main idea and supporting details.
k. Self-monitors comprehension to clarify meaning.
l. Identifies and infers cause-and-effect relationships and draws conclusions.
m. Recalls explicit facts and infers implicit facts.
n. Identifies the basic elements of a variety of genres (fiction, non-fiction,
drama, and poetry).
o. Uses titles, table of contents, and chapter headings to locate information
quickly and
accurately and to preview text.
p. Recognizes the author’s purpose.
q. Formulates and defends an opinion about a text.
r. Applies dictionary, thesaurus, and glossary skills to determine word
meanings. |
After reading the latest assigned
story from their reading book, pair the students and have them
complete a graphic organizer in Kidspiration or Inspiration to
identify the plot, setting, characters, facts, opinions, etc. Show
them how to include a text box with a summary of the story. (Note:
Kidspiration and Inspiration include a lot of language arts
templates that might be helpful for this activity.) |
Writing
ELA3W1 The student demonstrates competency in the writing process.
The student |
a. Captures a reader’s interest by setting a purpose and developing a point of
view.
b. Begins to select a focus and an organizational pattern based on purpose,
genre,
expectations, audience, and length.
c. Writes text of a length appropriate to address the topic or tell the story.
d. Uses organizational patterns for conveying information (e.g., chronological
order, cause
and effect, similarity and difference, questions and answers).
e. Begins to use appropriate structures to ensure coherence (e.g., transition
words and phrases,
bullets, subheadings, numbering).
f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to
enhance descriptive
effect.
g. Begins to develop characters through action and dialogue.
h. Begins to use descriptive adjectives and verbs to communicate setting,
character, and plot.
i. Begins to include relevant examples, facts, anecdotes, and details
appropriate to the
audience.
j. Uses a variety of resources to research and share information on a topic.
k. Writes a response to literature that demonstrates understanding of the text,
formulates an
opinion, and supports a judgment.
l. Writes a persuasive piece that states a clear position.
m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and
edits to correct.
n. Publishes by presenting an edited piece of writing to others. |
Give the students a story starter
idea.
http://www.kinderkorner.com/starters.html
Have them brainstorm and organize their story ideas in a
Kidspiration or Inspiration template, and then type the complete
stories in Word or other word processing software. Give them a
rubric to self-check for spelling, grammar, punctuation, editing,
etc. |
Conventions
ELA3C1 The student demonstrates understanding and control of the
rules of the English
language, realizing that usage involves the appropriate application
of conventions and grammar
in both written and spoken formats. The student |
a. Correctly identifies and uses subject/verb agreement and adjectives.
b. Identifies and uses nouns (singular, plural, possessive) correctly.
c. Identifies and uses contractions correctly.
d. Identifies and uses personal and possessive pronouns.
e. Speaks and writes in complete and coherent sentences.
f. Identifies and uses increasingly complex sentence structure.
g. Distinguishes between complete and incomplete sentences.
h. Demonstrates knowledge of when to use formal or informal language exchanges
(e.g.,
slang, colloquialisms, idioms).
i. When appropriate, determines the meaning of a word based on how it is used in
an orally
presented sentence.
j. Uses resources (encyclopedias, Internet, books) to research and share
information about a
topic.
k. Uses the dictionary and thesaurus to support word choices.
l. Uses common rules of spelling and corrects words using dictionaries and other
resources.
m. Uses appropriate capitalization and punctuation (end marks, commas,
apostrophes,
quotation marks).
n. Writes legibly in cursive, leaving space between letters in a word and
between words in a
sentence. |
Have students take a piece of writing
they completed at the beginning of the year. Tell them to type this
work into Word or other word processing document. Have them go
through the writing and identify mistakes and make corrections. Have
them extend the writing and add to it. Tell them to use resources as
needed. Have them compare their previous work with the present
document and note changes made so they can see their growth and
development. (Note: If a student has moved in during the year,
have an extra story ready for him/her to use for this activity.) |
Listening/Speaking/Viewing
ELA3LSV1 The student uses oral and visual strategies to communicate.
The student |
a. Adapts oral language to fit the situation by following the rules of
conversation with peers
and adults.
b. Recalls, interprets, and summarizes information presented orally.
c. Uses oral language for different purposes: to inform, persuade, or entertain.
d. Listens to and views a variety of media to acquire information. |
Partner students or put them in
groups of two or three, and have them write tall tales in
PowerPoint. They should use their own words, spell-check, and
include appropriate graphics. Allow them to use Yahooligans to
search for information about the tall tales they choose, but remind
them that copying and pasting is not allowed. |
| Standard Area and Number |
Standard |
Technology Activity |
|
Third Grade Math Technology Activities |
Number and Operations
M3N1. Students will further develop their understanding of whole
numbers and
ways of representing them. |
a. Identify place values from tenths through ten thousands.
b. Understand the relative sizes of digits in place value notation (10 times,
100
times, 1/10 of a single digit whole number) and ways to represent them. |
Have students use Excel to practice putting
numbers into the correct place values. Have them label columns with
each name, and then give them a list of numbers to put into the
columns. Have them figure out which column the numbers go into. |
M3N2. Students will further develop their skills
of addition and subtraction and
apply them in problem solving. |
a. Use the properties of addition and subtraction to compute and verify the
results of computation.
b. Use mental math and estimation strategies to add and subtract.
c. Solve problems requiring addition and subtraction. |
Have students use the Internet to practice
addition and subtraction.
http://www.aaamath.com/B/g34a_ix1.htm
http://www.aaamath.com/B/g34b_ix1.htm |
M3N3. Students will further develop their
understanding of multiplication of
whole numbers and develop the ability to apply it in problem
solving. |
a. Describe the relationship between addition and multiplication, i.e.,
multiplication is defined as repeated addition.
b. Know the multiplication facts with understanding and fluency to 10 x 10.
c. Use arrays and area models to develop understanding of the distributive
property and to determine partial products for multiplication of 2- or 3-digit
numbers by a 1- digit number.
d. Understand the effect on the product when multiplying by multiples of 10.
e. Apply the identity, commutative and associative properties of multiplication
and verify the results.
f. Use mental math and estimation strategies to multiply.
g. Solve problems requiring multiplication. |
Practice multiplication on the Internet:
http://www.wacona.com/multiplication/multiplication.html |
M3N4. Students will understand the meaning of
division and develop the ability to
apply it in problem solving. |
a. Understand the relationship between division and multiplication and
between division and subtraction.
b. Recognize that division may be two situations: the first is determining how
many equal parts of a given size or amount may be taken away from the
whole as in repeated subtraction, and the second is determining the size of
the parts when the whole is separated into a given number of equal parts as
in a sharing model.
c. Recognize problem-solving situations in which division may be applied and
write corresponding mathematical expressions.
d. Explain the meaning of a remainder in division in different circumstances.
e. Divide a 2 and 3-digit number by a 1-digit divisor.
f. Solve problems requiring division. |
Practice multiplication and division on the
Internet.
http://www.aaamath.com/B/g34c_ix1.htm
Practice more division on the Internet.
http://www.aaamath.com/B/g3_49_x2.htm
http://www.aaamath.com/B/g3_41_x1.htm
http://www.aaamath.com/B/g3_49_x1.htm |
M3N5. Students will understand the meaning of
decimal fractions and common
fractions in simple cases and apply them in problem-solving
situations. |
a. Understand a decimal fraction (i.e., 0.1) and a common fraction (i.e., 1/10)
represent parts of a whole.
b. Understand the fraction a/b represents a equal sized parts of a whole that is
divided into b equal sized parts.
c. Understand a one place decimal fraction represents tenths, i.e., 0.3 = 3/10.
d. Know and use decimal fractions and common fractions to represent the size
of parts created by equal divisions of a whole.
e. Understand the concept of addition and subtraction of decimal fractions and
common fractions with like denominators.
f. Model addition and subtraction of decimal fractions and common fractions.
g. Solve problems involving fractions. |
Have students practice working with fractions on
the Internet.
http://www.homeschoolmath.net/math_resources_3.php |
Measurement
M3M1. |
Students will further develop their understanding
of the concept of time by
determining elapsed time of a full, half and quarter-hour. |
Have students practice telling time on the
Internet.
http://www.gokidding.com/time.htm |
| M3M2. Students will measure length choosing
appropriate units and tools. |
a. Use the units kilometer (km) and mile (mi.) to discuss the measure of long
distances.
b. Measure to the nearest ¼ inch, ½ inch and millimeter (mm) in addition to
the previously learned inch, foot, yard, centimeter, and meter.
c. Estimate length and represent it using appropriate units.
d. Compare one unit to another within a single system of measurement. |
Compare units of measure on the Internet.
http://www.mathcats.com/explore/convert.html |
| M3M3. Students will understand and measure the
perimeter of simple geometric
figures (squares and rectangles). |
a. Understand the meaning of the linear unit and measurement in perimeter.
b. Understand the concept of perimeter as being the boundary of a simple
geometric figure.
c. Determine the perimeter of a simple geometric figure by measuring and
summing the lengths of the sides. |
Have students practice with area and perimeter on
the Internet.
http://www.funbrain.com/poly/ |
M3M4. Students will understand and measure the
area of simple geometric figures
(squares and rectangles). |
a. Understand the meaning of the square unit and measurement in area.
b. Model (by tiling) the area of a simple geometric figure using square units
(square inch, square foot, etc.).
c. Determine the area of squares and rectangles by counting, addition, and
multiplication with models. |
Have students practice with area and perimeter on
the Internet.
http://www.funbrain.com/poly/ |
Geometry
M3G1. Students will further develop their understanding of geometric
figures by
drawing them. They will also state and explain their properties. |
a. Draw and classify previously learned fundamental geometric figures and
scalene, isosceles and equilateral triangles.
b. Identify and explain the properties of fundamental geometric figures.
c. Examine and compare angles of fundamental geometric figures.
d. Identify the center, diameter, and radius of a circle. |
Have students use KidPix to draw and label the
different types of triangles. Have them include text boxes to type
in properties of figures. Have them include types of angles they
see. Have them draw a circle and identify the center, diameter, and
radius. |
Algebra
M3A1. Students will use mathematical expressions to represent
relationships
between quantities and interpret given expressions. |
a. Describe and extend numeric and geometric patterns.
b. Describe and explain a quantitative relationship represented by a formula
(such as the perimeter of a geometric figure).
c. Use a symbol, such as □ and ∆, to represent an unknown and find the value
of the unknown in a number sentence. |
Have students create documents in Word or other
word processing software with several problems that leave unknown
variables. Have students switch computers and fill in the correct
answers on another student's document. |
Data Analysis
M3D1. Students will create and interpret simple tables and graphs. |
a. Solve problems by organizing and displaying data in bar graphs and tables.
b. Construct and interpret bar graphs using scale increments of 1, 2, 5, and 10. |
Have students use Excel to create graphs and
charts. Be sure each one includes a key. Have students exchange
graphs and interpret each other's. |
Process Skills
M3P1. Students will solve problems that arise in mathematics and in
other
contexts. |
a. Solve non-routine word problems using the strategy of logical reasoning as
well as all strategies learned in previous grades.
b. Solve single and multi-step routine word problems related to all appropriate
third grade math standards.
c. Determine the operation(s) needed to solve a problem.
d. Determine the most efficient way to solve a problem (mentally,
paper/pencil, or calculator). |
Incorporated into M3P5. |
| M3P2. |
Students will investigate, develop, and evaluate mathematical arguments. |
Incorporated into M3P5. |
| M3P3. |
Students will use the language of mathematics to express ideas precisely. |
Incorporated into M3P5. |
| M3P4. |
Students will understand how mathematical ideas interconnect and build
on one another and apply mathematics in other content areas. |
Incorporated into M3P5. |
| M3P5. |
Students will create and use pictures, manipulatives, models, and symbols
to organize, record, and communicate mathematical ideas. |
Have students complete PowerPoint presentations
with math stories. For instance, "A spaceship landed on our
playground. Five aliens got out. They asked us for food for twice
that many aliens." Be sure they include pictures that accurately
represent the numbers in each slide. |
| Standard Area and Number |
Standard |
Technology Activity |
|
Third Grade Social Studies Technology
Activities |
Historical Understandings
SS3H1 The student will explain the political roots of our modern
democracy in the
United States of America. |
a. identify the influence of Greek architecture (Parthenon, US Supreme Court
Building), law, and the Olympic Games on the present.
b. explain the ancient Athenians’ idea that a community should choose its own
leaders
c. compare and contrast Athens as a direct democracy and the United States as a
representative democracy |
a. As a whole group or with students
in small groups, have them look at Greek architecture online.
http://carlos.emory.edu/ODYSSEY/GREECE/Architecture.html
Ask them to list places they have seen this type of building in the
U.S.
b. Have students use Yahooligans to find information about ancient
Athens. Have them write down reasons the Athenians had for
communities choosing their own leaders.
c. Have students use Inspiration to create a Venn diagram to compare
and contrast the two democracies. |
| SS3H2 The student will discuss the lives of
Americans who expanded people’s rights
and freedoms in a democracy. |
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B.
Anthony
(women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt
(New Deal & World War II), Eleanor Roosevelt (United Nations & human
rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society &
voting rights), and Cesar Chavez (worker’s rights)
b. explain social barriers, restrictions, and obstacles that these historical
figures had to
overcome, and describe how they overcame them |
a. Have students use Inspiration to
create a bubble for each person. Around that, have the students
organize bubbles with important facts about each person. Have them
change the main bubble to an appropriate picture.
b. Create a template in Inspiration with various bubbles. Give each
bubble a title "social barriers, restrictions, obstacles"). Have
students change the bubbles into pictures and work in pairs to type
the required information into each bubble. |
Geographic Understandings
SS3G1 The student will locate major topographical features of the
United States of
America. |
a. identify major rivers of the United States of America: Mississippi, Ohio, Rio
Grande, Colorado, Hudson
b. identify major mountains of the of the United States of America: Appalachian,
Rocky
c. locate the Equator, Prime Meridian, and lines of latitude and longitude on a
globe
d. locate Greece on a world map |
Use maps in KidPix to fill in the listed features. Identify each
one. |
| SS3G2 The student will describe the cultural and
geographic systems associated with the historical figures in SS3H2a. |
a. identify specific locations significant to the life and times of these
historic figures
on a political map
b. describe how place (physical and human characteristics) impacted the lives of
these historic figures
c. describe how each of these historic figures adapted to and was influenced by
their
environment
d. trace examples of travel and movement of these historic figures and their
ideas
across time
e. describe how the region in which these historic figures lived affected their
lives
and impacted their cultural identification |
Have students work in pairs or small
groups and use maps in KidPix (Goodies) to mark the required
elements. Have them include text boxes with short sentences as to
why they think the people identified were affected by each place. |
Government/Civics Understandings:
SS3CG1 The student will explain the importance of the basic
principles that provide the
foundation of a republican form of government. |
a. explain why in the United States there is a separation of power between
branches of
government and levels of government
b. name the three levels of government (national, state, local) and the three
branches
in each (executive, legislative, judicial) including the names of the
legislative
branch (Congress, General Assembly, city commission or city council)
c. state an example of the responsibilities of each level and branch of
government |
Use Kidspiration or Inspiration to diagram the branches of
government and information about each one. |
| SS3CG2 |
The student will describe how these historic figures display positive
character traits of cooperation, diligence, liberty, justice, tolerance, freedom
of
conscience and expression, and respect for and acceptance of authority. |
Have students work in small groups to
create PowerPoint presentations about these historic figures. Slides
should contain examples of what these figures did that exhibit the
character traits. They should also contain appropriate graphics. |
Economic Understandings:
SS3E1 The student will describe the four types of productive resources |
a. natural (land)
b. human (labor)
c. capital (capital goods)
d. entrepreneurship (used to create goods and services) |
Have students create documents in
Inspiration to illustrate each of these four resources. Have them
choose at least three pictures as examples of each resource. |
| SS3E2 The student will explain that governments
provide certain types of goods and
services in a market economy and pay for these through taxes. |
a. describe services such as schools, libraries, roads, police/fire protection,
and
military |
Have students work in pairs or small
groups to create PowerPoint presentations about each of these
groups. Presentations should include what the workers do, equipment
used, buildings housed in, etc. They should also include appropriate
graphics. |
| SS3E3 The student will give examples of
interdependence and trade and will explain
how voluntary exchange benefits both parties. |
a. describe the interdependence of consumers and producers of goods and services
b. describe how goods and services are allocated by price in the marketplace |
a. Have students use Inspiration or
Word to create illustrations of consumers and producers. For
example, in Inspiration, the student would choose at least 5
pictures that demonstrate how people are consumers (people eating,
cash register, etc.). They would then choose at least 5 pictures
that demonstrate how people are producers (a farmer, a sales clerk,
etc.).
b. Have students use KidPix or Inspiration to create a picture to
represent a small store. Be sure they put prices on each item they
have chosen to sell. Ask them if the prices are reasonable (if they
would they pay that amount of money for a certain item). |
| Standard Area and Number |
Standard |
Technology Activity |
|
Third Grade Science Technology
Activities |
Habits of Mind
S3CS1. Students will be aware of the importance of curiosity,
honesty, openness, and
skepticism in science and will exhibit these traits in their own
efforts to understand
how the world works. |
a. Keep records of investigations and observations and do not alter the records
later.
b. Offer reasons for findings and consider reasons suggested by others.
c. Take responsibility for understanding the importance of being safety
conscious. |
Have students use Word to create
forms for record-keeping and observations. They should include
places for dates and times, names of persons making observations,
and results. Print the forms and use them when conducting
investigations. Have students use Word to
create safety posters with rules to follow when conducting
experiments. |
S3CS2. Students will have the computation and
estimation skills necessary for analyzing data
and following scientific explanations. |
a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and
with a
calculator.
b. Use commonly encountered fractions – halves, thirds, and fourths (but not
sixths,
sevenths, and so on) – in scientific calculations.
c. Judge whether measurements and computations of quantities, such as length,
weight,
or time, are reasonable answers to scientific problems by comparing them to
typical
values. |
N/A |
S3CS3. Students will use tools and instruments
for observing, measuring, and manipulating
objects in scientific activities utilizing safe laboratory
procedures. |
a. Choose appropriate common materials for making simple mechanical
constructions
and repairing things.
b. Use computers, cameras and recording devices for capturing information.
c. Identify and practice accepted safety procedures in manipulating science
materials and
equipment. |
Have students use digital cameras and
video cameras whenever conducting experiments. Have them record
results in Word, Excel, etc. |
S3CS4. Students will use ideas of system, model,
change, and scale in exploring scientific and
technological matters. |
a. Observe and describe how parts influence one another in things with many
parts.
b. Use geometric figures, number sequences, graphs, diagrams, sketches, number
lines,
maps, and stories to represent corresponding features of objects, events, and
processes
in the real world.
c. Identify ways in which the representations do not match their original
counterparts. |
Use a digital camera to take pictures
of the parts of something. For instance, the steering wheel of a
car, the tire, an oil filter. Have students look at the pictures and
explain what each one does. Show them a picture of the complete
object and ask them what that object does when the parts are put
together. Guide them in a discussion of the parts and what each
does, and how they are useless unless put together in the right way.
As an extension, have students take pictures of objects around the
classroom and discuss them in the same manner.
Have students draw pictures in KidPix of various
items. They should compare their pictures with the real items and
identify differences between the two. |
| S3CS5. Students will communicate scientific ideas
and activities clearly. |
a. Write instructions that others can follow in carrying out a scientific
procedure.
b. Make sketches to aid in explaining scientific procedures or ideas.
c. Use numerical data in describing and comparing objects and events.
d. Locate scientific information in reference books, back issues of newspapers
and
magazines, CD-ROMs, and computer databases. |
Have students type specific
procedures in Word when conducting experiments.
Have students use Yahooligans or databases to look up
facts when conducting experiments. Note: Teach them how to
evaluate web sites for accuracy and authenticity. |
| S3CS6. Students will question scientific claims
and arguments effectively. |
a. Support statements with facts found in books, articles, and databases, and
identify the
sources used. |
Have students create
bibliographies/reference pages in Word with basic information of
sources used to find facts. |
The Nature of Science
S3CS7. Students will be familiar with the character of scientific
knowledge and how it is
achieved.
Students will recognize that: |
a. Similar scientific investigations seldom produce exactly the same results,
which may
differ due to unexpected differences in whatever is being investigated,
unrecognized
differences in the methods or circumstances of the investigation, or
observational
uncertainties.
b. Some scientific knowledge is very old and yet is still applicable today. |
Have students look up basic
scientific laws in Yahooligans. Have them find dates when these laws
were proposed and proved. Have them find examples of each law and
determine if the laws are still applicable today. |
S3CS8. Students will understand important features of the process of scientific
inquiry.
Students will apply the following to inquiry learning practices: |
a. Scientific investigations may take many different forms, including observing
what
things are like or what is happening somewhere, collecting specimens for
analysis, and
doing experiments.
b. Clear and active communication is an essential part of doing science. It
enables
scientists to inform others about their work, expose their ideas to criticism by
other
scientists, and stay informed about scientific discoveries around the world.
c. Scientists use technology to increase their power to observe things and to
measure and
compare things accurately.
d. Science involves many different kinds of work and engages men and women of
all
ages and backgrounds. |
Have students email scientists with
questions about their work, including backgrounds, educations, type
of work, collecting specimens, etc. (You can find scientists at your
local college, by doing Internet searches, etc.) |
Earth Science
S3E1. Students will investigate the physical attributes of rocks and
soils. |
a. Explain the difference between a rock and a mineral.
b. Recognize the physical attributes of rocks and minerals using observation
(shape,
color, texture), measurement, and simple tests (hardness).
c. Use observation to compare the similarities and differences of texture,
particle size,
and color in top soils (such as clay, loam or potting soil, and sand).
d. Determine how water and wind can change rocks and soil over time using
observation
and research.
Sample Tasks:
A. Collect a variety of rocks and minerals from your area. Use this collection
of rocks to
complete your tasks. Duplicates of rocks and minerals can go into the class
collection. Store
rocks in containers like egg cartons.
B. Invite a guest speaker such as a rock collector or geologist to speak about
collecting and
identifying rocks.
C. Investigate the physical attributes of rocks and minerals in your area.
• Size (Use measurement tools to compare.)
• Shape
• Color
• Texture
• Hardness: Use common objects to conduct hardness tests and compare results.
Moh’s
Hardness Scale suggests using a fingernail, a penny, a metal object like
scissors or a nail.
If you can scratch the surface of the rock with your fingernail, it is a soft
rock (1-2). If
you can scratch the rock with a penny, it is medium soft (3-4). If you can
scratch a rock
with a metal object, it is a medium hard rock (5-6). A rock that won’t scratch
with any of
these is a hard rock (7+.)
D. Write a riddle using the physical attributes you observed. Put the rock with
other rocks.
Challenge your classmates to find the rock according to the riddle. Explain how
this is
similar to what a scientist does to classify a rock.
E. Use the information from your collection of rocks and their physical
attributes to compile a
brochure about common rocks and minerals in your area. Exchange and compare your
brochure with third graders in other regions of Georgia to find out about rocks
around the
different regions. Websites of schools around Georgia are available on the
Department of
Education website: http://www.doe.k12.ga.us/_dbs/schools/public.asp
F. Write a story about the life of a rock. Use your research to explain how you
think the rock
was formed and what has happened to the rock over time.
G. Use media and online resources to research Georgia’s state gem and
mineral—quartz,
amethyst, and staurolite. See if you can find samples of these where you live.
Suggested books—Everybody Needs a Rock by Byrd Baylor, Aladdin Paperbacks;
Stories in
Stone, LHS GEMS Guide, The Amazing Earth Model Book by Donald Silver and
Patricia
Wynne, Scholastic
H. Investigate the physical attributes of soils in your area.
• Particle size or texture (Use a magnifier.)
• Composition (organic substances, rocks, etc.)
• Color
• Ability to support life (What evidence shows this?)
• Smear it on paper to see how it looks.
• Capacity for absorbing water: Put a small amount of soil in a funnel with a
filter such as a
coffee filter or paper towel. Pour a measured amount of water through it. After
several
minutes, measure and record how much water dripped through. Test different soil
samples such as clay, sand, potting soil, etc. Explain which soil absorbs the
most water.
Infer which soil would be the best for plants.
• Time how long it takes for the water to drip through the soil samples. Test
soils from
different areas and compare the times. Graph the results.
I. Contact the county extension agent or a gardener to discuss the differences
in soils in your
area and how these differences affect plant growth.
J. Generate a composting project using garden soil, worms, and plant remains.
Predict and
record what happens to the organic matter throughout the year. Explain what you
find out
about how organic matter becomes soil.
K. Research the Internet or other current media, county extension agent,
relatives and friends to
find out about other soils around Georgia. (Sandy beaches on the coastal plains,
dark rich
soil in the forests of the north Georgia mountains, red clay in the Piedmont,
etc.) Compare
and contrast how the soils in Georgia are used and relate it to what you have
learned about
their physical attributes. Some questions you may ask yourself include, Do all
regions in
Georgia plant the same crops? Why are Vidalia onions grown only near Vidalia,
Georgia?
How do gardeners and farmers control the watering of plants if the soil absorbs
water well or
if it absorbs water poorly?
L. Observe how water and wind can change rocks and soils over time. Check an
area in a
convenient location to see where water has moved soils or made puddles. Find
rocks worn
smooth by flowing water in a creek or stream. Read about sand dunes. Create an
investigation to find out what protects rocks and soils from water and wind. For
example,
put ground cover (such as planting grass or covering with pine straw) over a
bare spot to see
if it protects the soil. Find a place to conduct your investigation and observe
the soil
periodically throughout the year.
M. Investigate the effect of shaking rock particles with and without water in an
unbreakable
container and determine the factors that produce the most particles. Explain
where these two
kinds of weathering would occur naturally. |
Have students use Inspiration to
create organizers or Venn diagrams with the attributes of rocks and
minerals. Have them include bubbles with ways rocks and minerals are
similar and ways they are different. Have them complete similar
diagrams with types of soil. Have students
look at different rocks on the Internet or take pictures of rocks
with a digital camera.
Have students use Word to write riddles about the
attributes seen in rocks.
Have students use Word to create brochures about
rocks and minerals in the area. Trade these brochures with other
third grade classes in other schools throughout the state.
Have students use the Internet to look up
Georgia's state gem and mineral (quartz, amethyst, and staurolite).
Have students write down information and save pictures of these.
Have students create their own posters or web pages with this
information. Be sure they cite their sources. |
| S3E2. Students will investigate fossils as
evidence of organisms that lived long ago. |
a. Investigate fossils by observing authentic fossils or models of fossils or
view
information resources about fossils as evidence of organisms that lived long
ago.
b. Describe how a fossil is formed.
Sample Tasks:
A. Compare and contrast fossils with organisms that are living today.
• Composition
• Formation
• Similarities and differences with other related fossils
B. Produce a display, diorama, or multimedia presentation to show how fossils of
organisms
that lived long ago relate to organisms that are living today.
C. Visit a science museum with fossil displays or invite a guest speaker who
collects fossils.
(See attached list.)
D. Georgia’s state fossil is the shark’s tooth. Find out more about fossils of
Georgia and where
they are found. (http://home.att.net/~cochrans/nwfoss01.htm)
E. Make a simulated fossil by pressing various objects into a substance such as
clay or mud.
Compare the fossils to the original objects and record the differences and
similarities.
Observe authentic fossils if available or view fossils using media resources
including the
Internet*. Describe how they are similar or different to organisms that exist
today.
F. Find out how fossil fuels (coal, oil, and natural gas) are used as an energy
source. Explain
how fossil fuels were formed and why they need to be conserved.
*Suggested resource: http://fossilweb.com |
Have students look up information
about fossils on the Internet in Yahooligans or other sites.
http://www.wacona.com/promote/fossils/default.html
Have students create pictures in KidPix to
illustrate how fossils change over time.
Have students use the Internet to find museums
with fossil exhibits. They should look at several pictures and write
down visual observations they make.
Have students use the Internet to find more
information about Georgia's state fossil (shark's tooth).
http://home.att.net/~cochrans/nwfoss01.htm
Have students use the Internet to find how fossil
fuels are formed, what they are used for, and why they should be
conserved.
http://fossilweb.com |
Physical Science
S3P1. Students will investigate how heat is produced and the effects
of heating and cooling,
and will understand a change in temperature indicates a change in
heat. |
a. Categorize ways to produce heat energy such as burning, rubbing (friction),
and mixing
one thing with another.
b. Investigate how insulation affects heating and cooling.
c. Investigate the transfer of heat energy from the sun to various materials.
d. Use thermometers to measure the changes in temperatures of water samples
(hot,
warm, cold) over time.
Sample Tasks:
A. Investigate heat produced by shaking a closed tube full of steel pellets
(such as BB’s or
fishing weights) and record the temperature before and after shaking. Share your
findings.
B. Brainstorm a list of ways to transfer heat energy. Categorize the list into
groups of burning,
rubbing (friction), and mixing one thing with another. (Note: Energy cannot be
produced or
destroyed, only transferred.)
C. Investigate melting ice cubes by having an ice cube race. Compile a set of
rules and how the
winner will be determined. In a small group make a plan for melting an ice cube
faster than
other classmates. Test your plan to see who has the best plan. Time the race and
graph the
results. Write your conclusions.
D. Investigate melting ice cubes by having a race to see who can keep the ice
cube from melting
for the longest period of time. Compile a set of rules and how the winner will
be determined.
Test your plan to see who has the best plan. Time the race and graph the
results. Write your
conclusions.
E. Compare the winning plans of each race. Write about what you learned.
F. Design and construct a device that prevents the heat transfer (insulating
device for cold
drinks). Keep a record of temperatures periodically to measure success.
G. Design tests to determine which type of container to use to keep a liquid hot
or cold. Use
various designs to test for the best insulator. Ideas of containers include
different drinking
cups—paper, plastic, Styrofoam, glass, cups with covers, etc. For example, you
could see
how long it takes for an ice cube to melt in different containers or measure the
temperature
of warm liquids over a period of time.
H. Observe a small amount of water in various places: in a plastic bottle when
it is left in the
freezer overnight, left at room temperature, or set in a warm, sunny area.
Diagram physical
attributes of the water as it changes from solid to liquid to gas and from gas
to liquid to solid.
I. Compare and chart the materials that conduct heat well and those that conduct
heat poorly.
The chart can contain words and/or pictures and drawings of materials.
J. Gather three bowls. Put warm water in a bowl on the left, cold water in a
bowl on the right,
and room temperature water in the middle one. Put your left hand in the bowl of
warm water
and your right hand in the bowl of cold water. Leave for one minute. Then put
both hands
in the bowl of room temperature water. Discuss the differences in how each hand
“feels” the
temperature of the water. Use a thermometer to measure the temperatures of the
water.
Explain why scientists use instruments such as thermometers to report
temperature instead of
using their senses such as touch.
K. Compare temperatures of metal, plastic and wooden spoons before and after
they are
immersed in warm water and cold water. Touch the bowl of the spoons before and
after to
compare. Relate your findings to kitchen utensils and handles of cookware.
Design a
kitchen utensil or cooking container that will keep the user from getting
burned.
L. Investigate how various materials (i.e. wood, paper, cloth, soil, water,
etc.) transfer heat
energy from the sun and then how quickly the same items lose heat when in the
shade or
classroom. Put the top of a shoe box out in the sunlight. Put a thermometer
under each of
the materials. Record beginning temperatures in a chart, such as the sample
below. Leave
the box top out in the sunlight for several minutes (10 or 15) and record the
temperatures.
Continue to check the temperatures every 10 or 15 minutes for a period of time.
Graph
results and write conclusions.
No cover Under Paper Under Cloth In Cup of Soil In Cup of
water
Starting Temperature
After 15 minutes
After 30 minutes
M. Investigate how the temperature of a water sample changes over time in
relation to its
starting temperature. Set up an experiment with warm water, cold water, and room
temperature water to demonstrate. Use the same amount (1 cup) of each
temperature of
water and record temperature readings at the beginning of the experiment and
periodically
(every 15-30 minutes). Graph the temperatures and write conclusions about how
objects
gain and lose heat until they reach the same temperature based on the results
recorded in
your graph. |
a, c, and d. Use charts created in
S3CS1 to record information.
b. Have students email a local air conditioning technician to ask
them about insulation and its effects on heating and cooling. |
S3P2. Students will investigate magnets and how
they affect other magnets and common
objects. |
a. Investigate to find common objects that are attracted to magnets.
b. Investigate how magnets attract and repel each other.
Sample Tasks:
Teacher Note: Caution—Students should not put magnets near electronic equipment
such as
computers or near personal medical devices such as pacemakers or hearing aids.
A. Investigate how magnets affect common objects. List objects in the classroom
that are
attracted to a magnet and those that are/are not. Display and label items that
are attracted to
magnets and items that are not attracted to magnets. Conclude how items of the
two sets are
similar and how they are different from items of the other set.
B. Use more than one magnet to investigate how magnets attract and repel each
other. Use a
variety of magnets. Measure how close you can move a magnet (A) toward a
different
magnet (B) before magnet B moves.
C. Use a magnet to pick up a string of paper clips. Record the number of paper
clips that the
magnet can hold. Test other magnets to see if they have the same strength. Put
two magnets
alongside each other, both with like poles together and then with opposite poles
together, and
record how many paper clips the two magnets can pick up. Explore the strengths
of different
kinds of magnets and different combinations of magnets. Generate a graph showing
how
many paper clips different kinds of magnets and different combinations of
magnets will pick
up. Communicate your findings about magnets with other classmates and draw a
conclusion
about what causes a stronger magnetic force.
D. Research how magnetic force is used in transportation (electric car or
trolley car, Maglev
train) and to do work (moving wrecked cars in a junk yard). Make a collage of
pictures
and/or drawings of magnets at work. |
Set up a template in Word or other
program with columns so that students can record observations. Have
them type a list of the things that are attracted to a magnet. Have
them type a list of things that are repelled by a magnet. Have them
make predictions in one column, observations in another column, and
facts learned in a third column. Note:
Be sure not to get magnets near the computers when doing these
experiments!
Have students make illustrations in KidPix or
Inspiration with objects of things affected by magnets, or with
things that require magnetic force to work (electric car, trolley
car, etc.) |
Life Science
S3L1. Students will investigate the habitats of different organisms
and the dependence of
organisms on their habitat. |
a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast,
Piedmont,
Atlantic Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in
different regions
of Georgia.
c. Identify features of animals that allow them to live and thrive in different
regions of
Georgia.
d. Explain what will happen to an organism if the habitat is changed.
Sample Tasks:
A. Identify green plants, fungi (mushrooms), and animals present on the school
grounds and
around your home. Make a list of the aspects of their habitat that are necessary
for the
organisms to survive. Remember to include organisms that live in fresh water or
salt water
environments if you live near lakes, rivers, or the ocean.
B. Research green plants, fungi (mushrooms) and animals that live in other
regions of Georgia.
Using informational resources including maps, match animals and plants with
their homes
(areas in Georgia where they live: mountains, marsh/swamp, coast, Piedmont,
Atlantic
Ocean).
C. Contact other third graders in Georgia and share your lists of green plants,
fungi
(mushrooms) and animals and their habitats that live in your area with them. Ask
them to
share their lists with you. Compare and contrast the lists to determine
similarities and
differences.
D. Write an illustrated story telling what you found out about the organisms in
your area, such
as where they live, what they consume, and what external features the animals or
plants have
that enable them to live where they do. Use what you know about other areas in
Georgia to
conclude if the organisms could live in those other habitats.
E. Choose an organism that lives in a place other than Georgia. Do a report
about that
organism, its needs, its habitat, and why, based on its needs and features, it
lives somewhere
other than Georgia. For example, penguins do not live in Georgia except in zoos
or animal
parks. You would find out why penguins are not native to Georgia, what it needs
to live, and
its habitat.
F. Visit a zoo or botanical garden and find out what accommodations in food,
environmental
conditions, and habitat the caretakers had to make to keep exotic organisms
alive in Georgia.
G. Identify external features of animals that allow them to live and thrive in
different regions
(cold, warm, w, dry, etc.). Explain why certain animals need to live in a
certain region due
to their life cycles. External features may include but are not limited to
• Body covering
• Size and relative scale of body parts
• Movement
• Food gathering
H. Identify external features of green plants and fungi (mushrooms) that enable
them to live and
thrive in different regions of Georgia. (mountains, swamps/marshes, coasts,
fresh water,
Atlantic Ocean, and Piedmont)
• Seeds, cones, flowers
• Leaf structure (leaf shape, thickness, etc.)
• Size
• Shape
I. Compile information into a research display of different plants and animals
and their external
features that help them thrive in different kinds of places. Use maps to show
locations.
J. Write an illustrated story telling what you found out about the organisms in
your area, such
as where they live, what they consume, and what external features the animals or
plants have
that enable them to live where they do. Use what you know about other areas in
Georgia to
conclude if the organisms could live in those other habitats.
K. Choose an organism that has unusual features. Do a report about
that organism, its needs,
and why, based on its needs and features, it lives in a specific
habitat.
L. Produce a display (diorama, multimedia presentation, brochure,
etc.) about external features
of organisms. For example, you could compile a brochure about beaks
or feet of different
birds. You could do a presentation about different leaves or fungi. |
Have students use maps in KidPix
(Goodies) to create representations of the different habitats in
Georgia. Have them use stamps to illustrate the different organisms
found in each habitat. Have students use a
digital camera to take pictures of plants, fungi, and animals on the
school grounds. Have students insert these pictures into a
PowerPoint presentation. Have them look up facts in Yahooligans
about each object in the pictures. They should insert facts into
their presentation. Have them give the presentation in front of the
class. Have them share their presentations with classes in other
third grades throughout Georgia.
Once students have shared information, have them
create Venn diagrams in Inspiration to compare and contrast the organisms found in
their areas with those found in other parts of Georgia.
Have students create reports in Word. The reports
should be about organisms that do not live in Georgia. Students
should give basic facts about these organisms, their needs and
features. They should explain why these organisms would not survive
in Georgia. (For example, seals require cool to cold salt water to
survive. They could not live in Georgia because we don't have salt
water throughout the state, and because the surf temperature at our
beaches is too high.)
|
| S3L2. Students will recognize the effects of
pollution and humans on the environment. |
a. Explain the effects of pollution (such as
littering) to the habitats of plants and animals.
b. Identify ways to protect the environment.
• Conservation of resources
• Recycling of materials
Sample Tasks:
A. Sometimes pollution such as littering changes an organism’s
habitat. Anchor a piece of paper on a grassy area on the school
ground. Leave the paper for two weeks. Remove the paper and observe
the impact the paper had on the grass. Develop a plan to help clean
up the area so that
the organisms in the area are more likely to survive. Publicize your
plan and write letters to
encourage others to help with the plan. Test your plan and keep a
record of the number of
organisms or the condition of the organisms before and after
implementing the plan.
B. Research other ways to help the environment such as conservation
of resources and recycling.
Look around your school and home for ways to help conserve resources
and recycle products.
Make posters to display around the school informing other students
of the need to conserve
water and land resources by careful use and recycling. Celebrate
Earth Day in April by sharing
what you have done to help “save the planet.” |
Have students find facts about the
effects of pollution on the Internet in Yahooligans.
Have students make posters in Word or other program
to advertise recycling or reasons to not pollute.
Have students look up information on the Internet
about Earth Day. Have students find a project to participate in
during the Earth Day week in April. |
|
