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3rd Grade: April/May 2017

Next Generation Science Standards​

  • SEP - Science and Engineering Practices

    • Asking Questions and Defining Problems

      • Asking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.

        • Ask questions that can be investigated based on patterns such as cause and effect relationships. (3-PS2-3)

        • Define a simple problem that can be solved through the development of a new or improved object or tool. (3-PS2-4)

    • Planning and Carrying Out Investigations

      • Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

        • Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-PS2-1)

        • Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-PS2-2)

  • ​DCI - Disciplinary Core Ideas

    • PS2.B: Types of Interactions

      • Objects in contact exert forces on each other. (3-PS2-1)

      • Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. (3-PS2-3),(3-PS2-4)​

  • CCC - Crosscutting Concepts

    • Patterns

      • Patterns of change can be used to make predictions. (3-PS2-2)

    • Cause and Effect

      • Cause and effect relationships are routinely identified. (3-PS2-1)

      • Cause and effect relationships are routinely identified, tested, and used to explain change (3-PS2-3)

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Common Core State Standards: English Language Arts

  • Speaking and Listening

    • 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

      • a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

      • b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

      • c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

      • d. Explain their own ideas and understanding in light of the discussion.

    • 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

    • 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

3rd Grade: March 2017

Next Generation Science Standards​

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Common Core State Standards: English Language Arts

  • Speaking and Listening

    • 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

      • a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

      • b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

      • c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

      • d. Explain their own ideas and understanding in light of the discussion.

    • 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

    • 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

3rd Grade: February 2017

Next Generation Science Standards

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Common Core State Standards: Math

  • Mathematical Practice

    • 1. Make sense of problems and persevere in solving them.

    • 2. Reason abstractly and quantitatively.

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Common Core State Standards: English Language Arts

  • Speaking and Listening

    • 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

      • a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

      • b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

      • c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

      • d. Explain their own ideas and understanding in light of the discussion.

    • 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

    • 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

3rd Grade: January 2017

Next Generation Science Standards

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Common Core State Standards: English Language Arts

  • LS.1-  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

    • Follow agreed-upon rules for discussions (e.g., gaining the oor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

    • Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

    • Explain their own ideas and understanding in light of the discussion.

  • L.6- Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships

3rd Grade: PLTW Module - Programming Patterns (2016)

Computer Science Teachers Association K–12 Standards

  • L1:6.CT.1. Understand and use the basic steps in algorithmic problem solving (e.g., problem statement and exploration, examination of sample instances, design, implementation, and testing).

  • L1:6.CT.2. Develop a simple understanding of an algorithm (e.g., search, sequence of events, or sorting) using computer-free exercises.

  • L1:6.CT.5. Make a list of subproblems to consider while addressing a larger problem.

  • L1:6.CL.1. Use productivity technology tools (e.g., word processing, spreadsheet, presentation software) for individual and collaborative writing, communication, and publishing activities.

  • L1:6.CL.2. Use online resources (e.g., e-mail, online discussions, collaborative web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products.

  • L1:6.CL.3. Identify ways that teamwork and collaboration can support problem solving and innovation.

  • L1:3.CPP.2. Use developmentally appropriate multimedia resources (e.g., interactive books and educational software) to support learning across the curriculum.

  • L1:6.CPP.5. Construct a program as a set of step-by-step instructions to be acted out.

  • L1:6.CPP.6. Implement problem solutions using a block-based visual programming language.

  • L1:6.CD.1. Demonstrate an appropriate level of proficiency with keyboards and other input and output devices.

  • L1:6.CD.2. Understand the pervasiveness of computers and computing in daily life (e.g., voice mail, downloading videos and audio files, microwave ovens, thermostats, wireless Internet, mobile computing devices, GPS systems).

  • L1:6.CD.3. Apply strategies for identifying simple hardware and software problems that may occur during use.

 

Next Generation Science Standards

  • 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

  • 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

  • 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

  • ETS1.A Defining and Delimiting Engineering Problems—Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into accounts.

  • ETS1.B Developing Possible Solutions—Research on a problem should be carried out before beginning to design a solution. At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.

  • Crosscutting Concept—Influence of Science, Engineering, and Technology on Society and the Natural World - People’s needs and wants change over time, as do their demands for new and improved technologies.

  • Crosscutting Concept—Influence of Science, Engineering, and Technology on Society and the Natural World—Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands.

  • Crosscutting Concept—Cause and Effect—Cause and effect relationships are routinely identified.

  • Crosscutting Concept—Cause and Effect—Cause and effect relationships are routinely identified, tested, and used to explain change.

 

Common Core State Standards: Math Standards

  • CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.

  • CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.

  • CCSS.Math.Practice.MP5 Reason abstractly and quantitatively.

  • CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning.

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Common Core State Standards: English Language Arts

  • CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

  • CCSS.ELA-LITERACY.L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

  • CCSS.ELA-Literacy.3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

  • CCSS.ELA-Literacy.3.SL.1 Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).​

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