Students learn about ducks as they read, write, listen, and create.
Students learn about foxes as they read, write, listen, and create.
This is a look at how coins and bills are produced along with some practice with identifying and calculating using money.
Students learn about sharks as they read, write, listen, and create.
Students learn about how crayons are made as they read, listen, write, & create.
Take a virtual trip through the park for your personality after taking the personality quiz. Then read about the parks in a collection in Get Epic. Next we will all go to Yellowstone and visit the themes of the park. Make sure to take pictures of the park attractions you have visited and put them in the Photo Album.
Students learn about owls as they read, write, listen, and create.
Students learn about sea turtles as they read, write, listen, & create.
Students learn about sharks as they read, write, listen, and create.
In Unit 2, students will build their ability to read and understand informational text and begin to build their knowledge of frogs through closely reading excerpts of the informational text Everything You Need to Know about Frogs and Other Slippery Creatures. Students will use the information gained in reading these excerpts to help them write answers to the questions generated in Unit 1 after reading poems and narratives about frogs. For a mid-unit assessment, students will demonstrate their reading skills through reading a new text about reptiles and amphibians, and they will gather information to answer a research question.
In the second half of the unit, students will continue with the same central text and build their knowledge by studying three "freaky frogs" that have specific adaptations according to where they live: the glass frog, the Amazon horned frog, and the water-holding frog. They will read about these frogs to answer this question in an informative paragraph: How does where a frog lives affect how it looks and/or acts? In the End of Unit 2 Assessment, students read another excerpt of text about the poison dart frog, gather information to answer a research question, and write an on-demand informative paragraph to answer the question.
RI.3.1, RI.3.3, RI.3.4, RI.3.5, RI.3.7, RI.3.8, W.3.2, W.3.7, W.3.8, L.3.1d,e, L.3.4
In Unit 1, students read carefully selected pages of the anchor text, One Well: The Story of Water on Earth to build background knowledge about where freshwater comes from and about the three issues that the book describes: access to water, demands on water, and water pollution. Students begin by hearing pages of the book read aloud to determine the main ideas and supporting details of a read-aloud. They also reread the pages to analyze the illustrations and answer vocabulary and text-dependent questions.
For the mid-unit assessment, students listen to new pages of One Well read aloud to determine the main idea and supporting details before rereading the text to answer text-dependent questions. In the second half of the unit, students read pages of One Well paired with additional complex informational texts to compare the main ideas and supporting details of both texts. For the end of unit assessment, students read a new informational text to determine the main ideas and supporting details before comparing it to pages of One Well.
RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.3.7, RI.3.9, SL.3.2, L.3.1a, and L.3.4.
Using third grade Michigan Science Standards students will learn about force and motion then design, describe, and create an arcade game for others to play. Since this is a PBL, many ELA content standards are also included.
Text features is an important part of the English Language Arts informational writing curriculum. Students need to know to look for captions in nonfiction text and read them for help with understanding the text.
Kids love to build, what’s more they love to be challenged. Zoob Builderz STEM Challenge is designed for both. Students must read and create using the Zoob Builder pieces. Pieces include gears, axles, joints, wheels, and more for students to snap together.
Using planetary maps, students will be able to read cartographic information and compare the environmental conditions of Mars to those Earth. They will understand the conditions needed for life to exist, and be able to explain why it cannot exist on Mars.
Using planetary maps, students will be able to read cartographic information and compare the environmental conditions of Pluto/Charon to those Earth. They will understand the conditions needed for life to exist, and be able to explain why it cannot exist on Pluto or Charon.
Using planetary maps, students will be able to read cartographic information and compare the environmental conditions of The Moon to those Earth. They will understand the conditions needed for life to exist, and be able to explain why it cannot exist on The Moon.
Using planetary maps, students will be able to read cartographic information and compare the environmental conditions of Titan to those Earth. They will understand the conditions needed for life to exist, and be able to explain why it cannot exist on Titan.
Using planetary maps, students will be able to read cartographic information and compare the environmental conditions of Venus to those Earth. They will understand the conditions needed for life to exist, and be able to explain why it cannot exist on Venus.
In this lesson, students reread an excerpt from My Librarian Is a Camel about their expert group's country to learn more about how some people in that country access books. They follow an Expert Group Guide: My Librarian Is a Camel to closely reread this excerpt and complete the Close Read Note-catcher: Expert Group My Librarian Is a Camel. This note-catcher follows the same format as the Close Read: My Librarian Is a Camel, Pages 18-19 note-catcher used during the close read in Lesson 2 (RI.3.1, RI.3.2, RI.3.4, RI.3.7, W.3.8, SL.3.1b, L.3.4).
The close reading in this lesson is mostly student-led, so students work with their expert groups with teacher support when necessary. Because the Expert Group Guide follows the same structure for each group, consider supporting students in pacing as they work through the guides.
In Opening A, students participate in the Back-to-Back and Face-to-Face protocol. Consider how familiar students are with this protocol and reallocate class time spent introducing it as necessary.
In this lesson, the habit of character focus is working to become an ethical person. The characteristic students are reminded of specifically is integrity, in relation to completing their research reading homework.
Students practice their fluency by reading excerpts from My Librarian Is a Camel with their expert group in Work Time A.
This lesson contains an optional Language Dive for ELLs. Before the lesson, review the Language Dive materials and consider whether all students would benefit from them. Adjust the timing of the lesson as needed.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to overcoming challenges in access to education, books, and reading near and far. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.