Missouri Learning Standards 2017 — Grade 3


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3.DS.A.1

Create frequency tables, scaled picture graphs and bar graphs to represent a data set with several categories.

3.DS.A.2

Solve one- and two-step problems using information presented in bar and/or picture graphs.

3.DS.A.3

Create a line plot to represent data.

3.DS.A.4

Use data shown in a line plot to answer questions.

3.E4.A.a

Compare and contrast private and public goods and services.

3.E4.A.b

Define natural, capital and human resources.

3.E4.A.d

Explain supply and demand

3.E4.B.a

Conduct a personal cost-benefit analysis.

3.E4.C.a

Define taxes and explain how taxes are generated and used.

3.E4.D.a

Explain factors, past and present, that influence changes in our states economy.

3.EG5.A.a

Read and construct historical and current maps.

3.EG5.B.a

Name and locate major cities, rivers, regions, and states which border Missouri.

3.EG5.B.b

Describe and use absolute location using a grid system.

3.EG5.C.a

Identify and compare physical geographic characteristics of Missouri.

3.EG5.C.b

Describe human geographic characteristics of Missouri

3.EG5.D.a

Describe how people of Missouri are affected by, depend on, adapt to and change their physical environments in the past and in the present.

3.EG5.E.a

Describe how changes in communication and transportation technologies affect peoples lives.

3.EG5.F.a

Identify regions in Missouri.

3.EG5.F.b

Compare regions in Missouri.

3.EG5.G.a

Explain how geography affected important events in Missouri history.

3.ESS2.D.1

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.]

3.ESS2.D.2

Obtain and combine information to describe climates in different regions of the world.

3.ESS3.B.1

Make a claim about the merit of an existing design solution (e.g. levies, tornado shelters, sea walls, etc.) that reduces the impacts of a weather-related hazard. [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]

3.ETS1.A.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.ETS1.B.1

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.ETS1.C.1

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.

3.GM.A.1

Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category.

3.GM.A.2

Distinguish rhombuses and rectangles as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to these subcategories.

3.GM.A.3

Partition shapes into parts with equal areas, and express the area of each part as a unit fraction of the whole.

3.GM.B.4

Tell and write time to the nearest minute.

3.GM.B.5

Estimate time intervals in minutes.

3.GM.B.6

Solve problems involving addition and subtraction of minutes.

3.GM.B.7

Measure or estimate length, liquid volume and weight of objects.

3.GM.B.8

Use the four operations to solve problems involving lengths, liquid volumes or weights given in the same units.

3.GM.C.10

Label area measurements with squared units.

3.GM.C.11

Demonstrate that tiling a rectangle to find the area and multiplying the side lengths result in the same value.

3.GM.C.12

Multiply whole-number side lengths to solve problems involving the area of rectangles.

3.GM.C.13

Find rectangular arrangements that can be formed for a given area.

3.GM.C.14

Decompose a rectangle into smaller rectangles to find the area of the original rectangle.

3.GM.C.9

Calculate area by using unit squares to cover a plane figure with no gaps or overlaps.

3.GM.D.15

Solve problems involving perimeters of polygons.

3.GM.D.16

Understand that rectangles can have equal perimeters but different areas, or rectangles can have equal areas but different perimeters.

3.GS2.A.a

Explain how governments balance individual rights with common good to solve local community or state issues.

3.GS2.B.a

Analyze peaceful resolution of disputes by the courts, or other legitimate authoritiesin Missouri.

3.GS2.C.a

Describe how authoritative decisions are made, enforced and interpreted by the state government across historical time periods and/or in current events.

3.GS2.D.a

Identify and explain the functions of the three branches of government in Missouri.

3.H3.A.a

Describe the migration of native Americans to Missouri prior to European settlement in the state.

3.H3.A.b

Describe the discovery, exploration and early settlement of Missouri by European immigrants.

3.H3.A.c

Describe the reasons African peoples were enslaved and brought to Missouri.

3.H3.B.a

Examine cultural interactions and conflicts among Native Americans, European immigrants and enslaved and free African-Americans in Missouri.

3.H3.B.b

Examine changing cultural interactions and conflicts among Missourians after the Civil War.

3.H3.C.a

Identify and describe the historical significance of the individuals from Missouri who have made contributions to our state and nation.

3.H3.E.a

Discuss the causes and consequences of the Dred Scott decision on Missouri and the nation.

3.H3.F.a

Describe the importance of the Louisiana Purchase and the expedition of Lewis and Clark.

3.H3.F.b

Evaluate the impact of westward expansion on the Native Americans in Missouri

3.H3.F.c

Discuss issues of Missouri statehood.

3.H3.G.a

Explain Missouris role in the Civil War, including the concept of a border state.

3.H3.G.b

Describe the consequences of the Civil War in Missouri including on education, transportation, and communication.

3.L.1.A.a

In speech and written form, apply standard English grammar to: use regular and irregular verbs and simple verb tenses

3.L.1.A.b

In speech and written form, apply standard English grammar to: use helping verbs with irregular verbs

3.L.1.A.c

In speech and written form, apply standard English grammar to: use complete subject and complete predicate in a sentence

3.L.1.A.d

In speech and written form, apply standard English grammar to: use comparative, superlative, and demonstrative adjectives and adverbs

3.L.1.A.e

In speech and written form, apply standard English grammar to: use subject/verb agreement in sentences

3.L.1.A.f

In speech and written form, apply standard English grammar to: produce simple and compound imperative, exclamatory, declarative, and interrogative sentences

3.L.1.A.g

In speech and written form, apply standard English grammar to: use 1st-, 2nd-, and 3rd-person pronouns and their antecedents

3.L.1.B.a

In written text: write legibly (print, cursive)

3.L.1.B.b

In written text: use an apostrophe to form possessives

3.L.1.B.c

In written text: demonstrate and use commas and quotation marks in dialogue

3.L.1.B.d

In written text: capitalize dialogue correctly

3.L.1.B.e

In written text: use commas for greeting and closing of a friendly letter

3.L.1.B.f

In written text: capitalize names of places

3.L.1.B.g

In written text: capitalize titles of books, stories, and songs

3.L.1.B.h

In written text: use spelling patterns and generalizations to spell compound words

3.L.1.B.i

In written text: spell words that double the consonant

3.L.1.B.j

In written text: spell plural words that change ytoies

3.L.1.B.k

In written text: consult reference materials to check and correct spellings

3.L.1.B.l

In written text: arrange words in alphabetical order to the third letter

3.LS1.A.1

Construct an argument with evidence that in a particular ecosystem some Organisms -- based on structural adaptations or behaviors -- can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the Organisms and habitats involved. The Organisms and their habitat make up a system in which the parts depend on each other.]

3.LS1.B.1

Develop a model to compare and contrast observations on the life cycle of different plants and animals. [Clarification Statement: Changes Organisms go through during their life form a pattern.]

3.LS3.A.1

Construct scientific arguments to support claims that some characteristics of Organisms are inherited from parents and some are influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]

3.LS3.B.1

Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving and finding mates. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]

3.LS3.C.1

Construct an argument with evidence that in a particular ecosystem some Organisms -- based on structural adaptations or behaviors -- can survive well, some survive less well, and some cannot. [Clarification Statement: Examples of evidence could include needs and characteristics of the Organisms and habitats involved. The Organisms and their habitat make up a system in which the parts depend on each other.]

3.LS3.D.1

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other Organisms.]

3.NBT.A.1

Round whole numbers to the nearest 10 or 100.

3.NBT.A.2

Read, write and identify whole numbers within 100,000 using base ten numerals, number names and expanded form.

3.NBT.A.3

Demonstrate fluency with addition and subtraction within 1000.

3.NBT.A.4

Multiply whole numbers by multiples of 10 in the range 10-90.

3.NF.A.1

Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts.

3.NF.A.2a

Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole. a Describe the numerator as representing the number of pieces being considered

3.NF.A.2b

Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole. b Describe the denominator as the number of pieces that make the whole.

3.NF.A.3a

Represent fractions on a number line. a Understand the whole is the interval from 0 to 1.

3.NF.A.3b

Represent fractions on a number line. b Understand the whole is partitioned into equal parts.

3.NF.A.3c

Represent fractions on a number line. c Understand a fraction represents the endpoint of the length a given number of partitions from 0.

3.NF.A.4

Demonstrate that two fractions are equivalent if they are the same size, or the same point on a number line.

3.NF.A.5

Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent.

3.NF.A.6

Compare two fractions with the same numerator or denominator using the symbols >, = or <, and justify the solution.

3.NF.A.7

Explain why fraction comparisons are only valid when the two fractions refer to the same whole.

3.PC1.B.a

Explain and give examples of how laws are made and changed within the state.

3.PC1.B.b

Explain the major purposes of the Missouri Constitution

3.PC1.C.a

Examine how individual rights are protected within our state.

3.PC1.D.a

Explain how the State of Missouri relies on responsiblecitizen participation and draw implications for how people should participate.

3.PC1.E.a

Describe the character traits and civic attitudes of influential Missourians.

3.PC1.F.a

Explain how the National Anthem symbolizes our nation

3.PC1.F.b

Recognize and explain the significance of the Gateway Arch and the Great Seal of Missouri and other symbols of our state.

3.PS1.A.1

Predict and investigate that water can change from a liquid to a solid (freeze), and back again (melt), or from a liquid to a gas (evaporation), and back again (condensation) as the result of temperature changes.

3.PS1.B.1

Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

3.PS2.B.1

Plan and conduct investigations to determine the cause and effect relationship of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.]

3.R.1.A.a

Develop and demonstrate reading skills in response to text by: explaining how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story

3.R.1.A.b

Develop and demonstrate reading skills in response to text by: drawing conclusions and support with textual evidence

3.R.1.A.c

Develop and demonstrate reading skills in response to text by: summarizing a storys beginning and middle and determining its central message, lesson, or moral

3.R.1.A.d

Develop and demonstrate reading skills in response to text by: monitoring comprehension and making corrections and adjustments when understanding breaks down

3.R.1.B

Develop an understanding of vocabulary by:

3.R.1.B.a

Develop an understanding of vocabulary by: decoding and identifying the meaning of common prefixes and suffixes and knowing how they change the meaning of root words

3.R.1.B.b

Develop an understanding of vocabulary by: using sentence-level context to determine the relevant meaning of unfamiliar words or distinguish among multiple-meaning words

3.R.1.B.c

Develop an understanding of vocabulary by: using homographs and homophones

3.R.1.B.d

Develop an understanding of vocabulary by: distinguishing the literal and non-literal meanings of words and phrases in context

3.R.1.B.e

Develop an understanding of vocabulary by: determining the meaning of the new word formed when a known affix is added to a known base word

3.R.1.B.f

Develop an understanding of vocabulary by: using a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words

3.R.1.B.g

Develop an understanding of vocabulary by: discussing analogies

3.R.1.B.h

Develop an understanding of vocabulary by: determining the meaning of the authors use of similes and metaphors to produce imagery

3.R.1.B.i

Develop an understanding of vocabulary by: using conversational, general academic, and domain-specific words and phrases

3.R.1.C.a

Explain relevant connections between: text to text (ideas and information in various fiction and nonfiction works, using compare and contrast)

3.R.1.C.b

Explain relevant connections between: text to world (text ideas regarding experiences in the world)

3.R.1.D.a

Read independently for multiple purposes over sustained periods of time by: reading text that is developmentally appropriate

3.R.1.D.b

Read independently for multiple purposes over sustained periods of time by: producing evidence of reading

3.R.2.A.a

Read, infer, analyze, and draw conclusions to: summarize and sequence the events/plot and explain how past events impact future events

3.R.2.A.b

Read, infer, analyze, and draw conclusions to: describe the personality traits of characters from their thoughts, words, and actions

3.R.2.A.c

Read, infer, analyze, and draw conclusions to: describe the interaction of characters, including relationships and how they change

3.R.2.A.d

Read, infer, analyze, and draw conclusions to: paraphrase the big idea/themes and supporting details of texts

3.R.2.A.e

Read, infer, analyze, and draw conclusions to: compare and contrast key elements in various types of fiction

3.R.2.A.f

Read, infer, analyze, and draw conclusions to: explain cause-and-effect relationships

3.R.2.A.g

Read, infer, analyze, and draw conclusions to: distinguish their own point of view from that of the narrator or those of the characters

3.R.2.B.a

Read, infer, and draw conclusions to: use examples of alliteration

3.R.2.B.b

Read, infer, and draw conclusions to: identify basic forms of poetry

3.R.2.C.a

Read, infer, and draw conclusions to: explain the elements of plot, setting, and character as presented through dialogue in scripts that are read or viewed

3.R.2.C.b

Read, infer, and draw conclusions to: identify language that creates a graphic visual experience and appeals to the senses

3.R.3.A.a

Read, infer, and draw conclusions to: explain the authors purpose

3.R.3.A.b

Read, infer, and draw conclusions to: identify the details or facts that support the main idea

3.R.3.A.c

Read, infer, and draw conclusions to: use text and graphic features to locate information and to make and verify predictions

3.R.3.A.d

Read, infer, and draw conclusions to: follow and explain a set of written multi-step directions

3.R.3.A.e

Read, infer, and draw conclusions to: describe the relationship between events, ideas, concepts, or steps

3.R.3.B.a

Read, infer and draw conclusions to: distinguish the difference between a biography and an autobiography

3.R.3.B.b

Read, infer and draw conclusions to: distinguish fact from opinion

3.R.3.B.c

Read, infer and draw conclusions to: distinguish point of view from what the author is trying to persuade the reader to think or do

3.R.3.B.d

Read, infer and draw conclusions to: explain examples of sound devices, literal and nonliteral meanings, and figurative language

3.R.3.C.a

Read, infer and draw conclusions to: describe relationships among events, ideas, concepts, and cause and effect in texts

3.R.3.C.b

Read, infer and draw conclusions to: explain the relationship between problems and solutions

3.R.3.C.c

Read, infer and draw conclusions to: use information gained from illustrations and words to demonstrate understanding of the text

3.R.3.C.d

Read, infer and draw conclusions to: explain the authors purpose

3.R.3.C.e

Read, infer and draw conclusions to: compare and contrast the most important points and key details presented in texts on the same topic

3.R.4.A.a

Read to develop an understanding of media and its components by: understanding how communication changes when moving from one genre of media to another

3.R.4.A.b

Read to develop an understanding of media and its components by: explaining how various design techniques used in media influence the message

3.R.4.A.c

Read to develop an understanding of media and its components by: comparing various written conventions used for digital media

3.R.4.A.d

Read to develop an understanding of media and its components by: identifying text structures and graphics features of a web page

3.RA.A.1

Interpret products of whole numbers.

3.RA.A.2

Interpret quotients of whole numbers.

3.RA.A.3

Describe in words or drawings a problem that illustrates a multiplication or division situation.

3.RA.A.4

Use multiplication and division within 100 to solve problems.

3.RA.A.5

Determine the unknown number in a multiplication or division equation relating three whole numbers.

3.RA.B.6

Apply properties of operations as strategies to multiply and divide.

3.RA.C.7

Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers.

3.RA.C.8

Demonstrate fluency with products within 100.

3.RA.D.10

Interpret the reasonableness of answers using mental computation and estimation strategies including rounding.

3.RA.D.9

Write and solve two-step problems involving variables using any of the four operations.

3.RA.E.11

Identify arithmetic patterns and explain the patterns using properties of operations.

3.RF.3.A.a

Develop phonics in the reading process by: decoding multisyllabic words in context and independent of context by applying common spelling patterns

3.RF.3.A.b

Develop phonics in the reading process by: decoding words that double final consonants when adding an ending

3.RF.3.A.c

Develop phonics in the reading process by: using the meaning of common prefixes and suffixes

3.RF.3.A.d

Develop phonics in the reading process by: using the meaning of homophones

3.RF.3.A.e

Develop phonics in the reading process by: decoding known and unknown words by spelling patterns

3.RF.3.A.f

Develop phonics in the reading process by: reading irregularly spelled high-frequency words

3.RF.4.A.a

Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing), with purpose, and for comprehension use context to confirm or self-correct word recognition and understanding, rereading as necessary

3.RI6.A.a

Compare the cultural characteristics of regions in Missouri.

3.RI6.B.a

Take part in a constructive process or method for resolving conflicts.

3.RI6.C.a

Research stories and songs that reflect the cultural history of Missouri.

3.RI6.D.a

Describe how people in Missouri preserve their cultural heritage

3.RI6.E.a

Examine the changing roles of Native Americans, Immigrants, African Americans, women and others in Missouri history.

3.SL.1.A.a

Develop and apply effective listening skills and strategies in formal and informal settings by: following classroom listening rules

3.SL.1.A.b

Develop and apply effective listening skills and strategies in formal and informal settings by: asking questions to check understanding of information presented, staying on topic, and linking comments to the remarks of others

3.SL.1.A.c

Develop and apply effective listening skills and strategies in formal and informal settings by: following three-step instructions, according to classroom expectations

3.SL.2.A.a

Develop and apply effective listening skills and strategies in formal and informal settings by: demonstrating active listening through body language and eye contact with the speaker, according to classroom expectations

3.SL.3.A.a

Speak clearly and to the point, using conventions of language when presenting individually or with a group by: coming to discussions prepared, having read or studied required material; explicitly drawing on that preparation and other information known about the topic to explore ideas under discussion

3.SL.3.A.b

Speak clearly and to the point, using conventions of language when presenting individually or with a group by: responding appropriately to discussion in a variety of settings, according to classroom expectations

3.SL.3.A.c

Speak clearly and to the point, using conventions of language when presenting individually or with a group by: expressing opinions of read-alouds and independent reading topics

3.SL.4.A.a

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: using presentation skills and/or appropriate technology

3.SL.4.A.b

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: presenting information with clear ideas and details while speaking clearly at an understandable pace

3.SL.4.A.c

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: giving an informal presentation using a variety of media

3.SL.4.A.d

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: choosing words and phrases for effect (adjectives, action verbs, figurative language)

3.SL.4.A.e

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: using academic language and conventions

3.TS7.A.a

Select and analyze primary and secondary social studies sources to determine importance with guidance and support.

3.TS7.A.b

Create and use artifacts to share information on social studies topics.

3.TS7.B.a

With guidance and support, use visual tools and informational texts to interpret, draw conclusions, make predictions, and communicate information and ideas.

3.TS7.C.a

Identify facts and opinions in social studies topics.

3.TS7.C.b

Identify point of view in social studies topics.

3.TS7.D.a

Present social studies research to an audience using appropriate sources.

3.TS7.E.a

Generate supporting questions about social studies topics.

3.TS7.E.b

Use steps in a process to investigate a social studies question.

3.TS7.E.c

Use appropriate sources to investigate social studies questions.

3.TS7.F.a

Investigate an appropriate social studies question and share results with assistance, if needed.

3.W.1.A.a

Follow a writing process to plan a first draft by: using a simple prewriting strategy when given the purpose and the intended audience

3.W.1.B.a

Appropriate to genre type, develop a draft from prewriting by: generating a main idea to support a multiple-paragraph text using a variety of sentence types, including imperative and exclamatory

3.W.1.B.b

Appropriate to genre type, develop a draft from prewriting by: supporting the topic sentences within each paragraph with facts and details (from sources when appropriate)

3.W.1.B.c

Appropriate to genre type, develop a draft from prewriting by: categorizing, organizing, and sequencing the supporting details into a text with a clear beginning, middle, and end

3.W.1.B.d

Appropriate to genre type, develop a draft from prewriting by: addressing an appropriate audience

3.W.1.C.a

Reread, revise, and edit drafts with assistance from adults/peers to: strengthen writing as needed by revising

3.W.1.C.b

Reread, revise, and edit drafts with assistance from adults/peers to: edit for language conventions

3.W.1.D.a

With assistance from adults/peers: use a variety of conventional tools and technology (including keyboarding skills) to produce and publish writing as well as to interact and collaborate with others

3.W.2.A.a

Write opinion texts that: introduce a topic or text being studied, using connected sentences

3.W.2.A.b

Write opinion texts that: state an opinion or establish a position and provide reasons for the opinion/position

3.W.2.A.c

Write opinion texts that: use specific and accurate words that are related to the topic, audience, and purpose

3.W.2.A.d

Write opinion texts that: contain information using students original language except when using direct quotation from a source

3.W.2.A.e

Write opinion texts that: reference the name of the author(s) or name of the source used for details or facts included in the text

3.W.2.A.f

Write opinion texts that: use transitions to connect opinion and reason

3.W.2.A.g

Write opinion texts that: provide clear evidence of a beginning, middle, and concluding statement or paragraph

3.W.2.B.a

Write informative/ explanatory texts that: introduce a topic or text being studied

3.W.2.B.b

Write informative/ explanatory texts that: develop the topic with simple facts, definitions, details, and explanations

3.W.2.B.c

Write informative/ explanatory texts that: use specific, relevant words that are related to the topic, audience, and purpose

3.W.2.B.d

Write informative/ explanatory texts that: use the students original language except when quoting from a source

3.W.2.B.e

Write informative/ explanatory texts that: use transition words to connect ideas within categories of information

3.W.2.B.f

Write informative/ explanatory texts that: create a concluding statement or paragraph

3.W.2.C.a

Write fiction or non-fiction narratives and poems that: establish a setting and situation/topic and introduce a narrator and/or characters

3.W.2.C.b

Write fiction or non-fiction narratives and poems that: use narrative techniques, such as dialogue and descriptions

3.W.2.C.c

Write fiction or non-fiction narratives and poems that: establish and organize an event sequence to establish a beginning/middle/ end

3.W.2.C.d

Write fiction or non-fiction narratives and poems that: use transition words and phrases to signal event order

3.W.2.C.e

Write fiction or non-fiction narratives and poems that: use specific and relevant words that are related to the topic, audience, and purpose

3.W.3.A.a

Apply research process to: generate a list of subject-appropriate topics

3.W.3.A.b

Apply research process to: create an individual question about a topic

3.W.3.A.c

Apply research process to: decide what sources of information might be relevant to answer these questions

3.W.3.A.d

Apply research process to: locate information in reference texts, electronic resources, interviews, or visual sources and literary and informational texts

3.W.3.A.e

Apply research process to: determine the accuracy and relevance of the information related to a selected question

3.W.3.A.f

Apply research process to: take simple notes in own words and sort evidence into provided categories or organizer

3.W.3.A.g

Apply research process to: use quotation marks to denote direct quotations when recording specific words and sentences from a source

3.W.3.A.h

Apply research process to: create a resource page from notes

3.W.3.A.i

Apply research process to: present and evaluate the information in a report or annotated display, using previously established teacher/student criteria

Health-3.FS.1.A.

Classify the five sense organs and their parts (e.g., iris, ear canal, olfactory bulb, taste buds, nasal cavity) and explain how the five senses are used in personal and social environment (e.g., gathering information, making observations, drawing conclusions)

Health-3.FS.1.B.

Recognize the major muscles of the muscular system (e.g., deltoid, tricep, abdominal, quadricep)

Health-3.FS.1.C.

Categorize and label different bones by body parts (e.g., leg-tibia, arms-humerus, head-skull, torso-spine

Health-3.FS.1.D.

Identify the major components and functions of the integumentary system (i.e., skin, hair, nails)

Health-3.FS.1.E.

Identify the cause and effect of lifestyles choices (e.g., activity, diet, tobacco use) on the cardio-respiratory system (e.g., healthy heart vs. unhealthy heart, blocked blood vessels, lung capacity)

Health-3.FS.1.F.

Identify common problems, symptoms, and treatment of breathing disorders (e.g., asthma, bronchitis)

Health-3.FS.1.G.

Identify the major components and functions of the nervous system (i.e., brain, spinal cord, nerves)

Health-3.FS.2.B.

Analyze the duties and responsibilities needed to be a contributing member of a social community (e.g., school, church, neighborhood, Girl/Boy Scouts, service)

Health-3.FS.2.C.

Evaluate the importance of effective listening skills in building and maintaining relationships

Health-3.HM.1.A.

Describe how personal health is enhanced by behaviors (include care of skin, teeth, gums, hair, eyes, nose, ears, nails)

Health-3.HM.1.B.

Summarize how preventive health care enhances ones health (e.g., immunizations, regular health and dental care)

Health-3.HM.1.C.

Sequence the stages of the human life cycle (e.g., infant, toddler, preschool, school-age)

Health-3.HM.1.D.

Identify components of health related fitness

Health-3.HM.2.A.

Identify the six essential nutrients and their functions (carbohydrates, protein, fats, vitamins, minerals, water)

Health-3.HM.2.B.

Compare and contrast the relationship between body image and personal health (e.g., self-esteem, disease prevention)

Health-3.HM.2.C.

Explain the importance of nutrition facts on food labels in making healthy selections (e.g., serving size, calories, nutrients, ingredients)

Health-3.HM.2.E.

Recognize that essential nutrients provide different amounts of energy (e.g., carbohydrates, protein, fats)

Health-3.HM.4.A.

Identify the five steps of the decision making process: 1. What is the problem? 2. What are my choices? 3. What are the pros and cons of each choice? 4. How important are the consequences of each choice? 5. Which is the best choice?

Health-3.HM.4.B.

Define refusal skills (strategies that help you say no) and assertive skills (skills that allow you to behave with confidence)

Health-3.HM.4.D.

Describe healthy activities and coping strategies to deal with uncomfortable feelings and emotions(e.g., ask a trusted adult, make a plan of action, exercise, speak up)

Health-3.HM.4.E.

Define bullying and harassment and list acts of each (e.g., excluding from group, teasing, inflicting physical harm)

Health-3.RA.1.A.

Classify communicable and non-communicable diseases into the appropriate category

Health-3.RA.1.B.

Identify the bodys basic lines of defense (e.g., skin, hair in nasal passages, white blood cells)

Health-3.RA.1.C.

Define pathogen and identify three major types (i.e., bacteria, virus, fungi)

Health-3.RA.1.E.

Define HIV/AIDS and recognize that HIV is transmitted through blood and other bodily fluids

Health-3.RA.2.A.

Construct a plan of what to do when home alone (e.g., emergency phone list, not answering door, not using stove)

Health-3.RA.2.B.

Create a plan that recognizes an emergency or non-emergency situation and how to respond (should I call 911?)

Health-3.RA.2.D.

Apply safe practices and procedures in and around water

Health-3.RA.3.B.

Recognize the role of medication in treating an illness

Health-3.RA.3.C.

Describe how TAOD affects the way a person thinks, feels, and acts

Health-3.RA.4.A.

Recognize different types of pollution and how they affect ones health (noise, water, air, land)

Health-3.RA.4.B.

Describe what an individual can do to help preserve the environment and promote environmental health (e.g., recycle, reduce, reuse)

Music-3.AP.1.A.a

Recognize basic forms and composition techniques: question/answer, call/response, AB, repeated patterns, [ostinati], verse/refrain, repeat sign, introduction, canon, ABA, interlude

Music-3.AP.1.B.a

Demonstrate and/or respond through movement to aural examples of music: music forms, expressive, elements

Music-3.AP.1.B.b

Visually and aurally identify instrumental families

Music-3.AP.1.B.c

Distinguish between methods of sound production

Music-3.AP.1.B.d

Differentiate between ensemble groupings (solo vs. group)

Music-3.AP.2.A.a

Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: tone quality, expression/phrasing, rhytmic accuracy, pitch accuracy, part acquisition, blend/balance, posture.\/stage presence

Music-3.AP.2.B.a

Use prerequisite music terms to describe their personal response to a musical example (tone, timbre)

Music-3.EP.1.A.a

Read simple rhythm patterns (using iconic or standard notation) consisting of: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half note

Music-3.EP.1.B.a

Transfer short melodic *solfege(e.g., sol-mi, sol-la, sol-la-sol-mi) to pitch notation on the staff using the treble *clef

Music-3.EP.1.C.a

Identify standard symbols: p for piano, f for forte, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, fast, slow, ritardando, accent

Music-3.EP.1.D.a

Notate rhythmic patterns and dynamics presented by the teacher: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, p for piano, f for forte

Music-3.HC.1.A.a

Identify characteristics of teacher-selected genres or styles: play party, folk dances/folk music

Music-3.HC.1.A.b

Identify The Star-Spangled Banner as the National Anthem

Music-3.HC.1.B.a

Describe how elements of music are used in teacher-selected examples: play party, folk dances/folk music, national anthem

Music-3.HC.1.C.a

Describe the function of music in various settings and cultural events: play party, folk dances/folk music, national anthem

Music-3.HC.1.C.b

Discuss and demonstrate appropriate listening behavior for various types of performances

Music-3.HC.1.D.a

Identify responsibilities of a *composerand conductor

Music-3.IC.1.A.a

Compare and contrast terms used in the arts (e.g., identify similarities when comparing selected painting and listening to a musical piece

Music-3.IC.1.B.a

Identify ways in which the principles and subject matter of other disciplines are interrelated with those of music

Music-3.IC.1.B.b

Relate ideas learned or discussed in music to other situations in life (e.g., learn a song about imagination, and talk about how imagination can help you in many ways)

Music-3.PP.1.A.a

Apply accurate pitch relationships while singing in a limited range [la-sol-mi, sol-mi-re-do]

Music-3.PP.1.B.a

Demonstrate dynamics [p, f, *crescendo, *decrescendo/diminuendo] and tempi [fast, slow, *ritardando]

Music-3.PP.1.B.b

Interpret expressive markings [accent,*fermata]

Music-3.PP.1.D.a

Perform ostinatiand*rounds

Music-3.PP.1.E.a

Perform in groups matching tempo and dynamic changes, following the cues of the conductor

Music-3.PP.2.B.a

Interpret expressive markings [accent, fermata]

Music-3.PP.2.B.b

Demonstrate dynamics [p, f] and tempi [fast, slow]

Music-3.PP.2.D.a

Echo short rhythmic and melodic patterns on *classroom instruments

Music-3.PP.2.E.a

Perform in groups matching tempo and dynamic changes, and following the cues of the conductor

Music-3.PP.3.A.a

Improvise simple rhythmic and melodic ostinati accompaniments

Music-3.PP.4.A.a

Create arhythmic and/or melodic composition using icons

PE-3.MP.1.C.a

Demonstrate critical elements for manipulative skills (e.g., step forward opposite foot, arm position, step and follow through)

PE-3.MP.1.D.a

Demonstrate combination of tumbling skills

PE-3.MP.1.D.b

Demonstrate basic inverted balances (e.g., tripod, headstand)

PE-3.MP.1.E.a

Demonstrate a combination of movement concepts while performing various skills (e.g., skipping while dribbling a ball in a curved pathway in general space)

PE-3.MP.1.E.b

Identify body parts and functions in relationship to movement (e.g., long jump arms swing forward when legs extend)

PE-3.MP.1.F.a

Apply fundamental and specialized skills in lead-up games

PE-3.MP.1.F.b

Identify appropriate cooperative, social, and teamwork skills while participating in game situations

PE-3.MP.2.A.a

Demonstrate proper techniques for a variety of fundamental skills while practicing with a partner (e.g., realize there was too much force when a ball was overthrown)

PE-3.MP.2.D.a

Demonstrate basic apparatus activities (e.g., balance beam a forward movement; climbing rope from a supine position students ascend to a stand and descend to a sit; cargo net ascending and descending climb to grade level height; parallel/even and uneven bars under bar activities; horizontal bar front support; spring board jump and land)

PE-3.MP.3.A.a

Define and differentiate between tempo and beat

PE-3.MP.3.B.a

Demonstrate ability to interpret and move to a variety of music (e.g., fluid and smooth movements, strong and intense movements)

PE-3.MP.3.C.a

Demonstrate rhythmic routines using fundamental movement skills and/or a manipulative (e.g., teacher-directed routine using streamers)

PE-3.MP.3.D.a

Demonstrate simple step patterns (e.g., step-together-step-touch), and scattered formations in dance

PE-3.MP.3.D.b

Demonstrate simple dance mixers (changing partner)

PE-3.PA.1.A.a

Recognize the components of health-related fitness (cardio respiratory endurance, muscular strength and endurance, flexibility, and body composition)

PE-3.PA.1.A.b

Identify health related fitness components

PE-3.PA.1.B.a

Identify benefits of regular participation in a variety of activities (e.g., stress management, weight control)

PE-3.PA.1.C.a

Describe how the body responds to moderately vigorous physical activities (e.g., heart has to beat faster to meet blood supply demands)

PE-3.PA.1.D.a

Show on the body a few of the major bones (e.g., patella, ribs, phalanges, femur)

PE-3.PA.2.A.a

Demonstrate respect for all students regardless of individual differences in skills and abilities

PE-3.PA.3.A.a

Recognize appropriate warm-up, cool-down and flexibility activities and the importance of each to injury prevention

PE-3.PA.3.B.a

Recognize body signals that indicate injury and seek assistance

Theater-3.AP.1.A.a

Discuss what the students see in a dramatic presentation, including the quality of the acting and technical elements

Theater-3.AP.1.B.a

Express impressions and observations related to dramatic activities and performances

Theater-3.EP.1.B.a

Identify lead/principal, chorus, and role/supporting role

Theater-3.EP.1.C.a

Identify technical theatre elements such as setting, sound, properties, lighting, costumes, and make-up

Theater-3.HC.1.B.a

Utilize dramatic play to complete a piece of open ended literature

Theater-3.IC.2.A.a

Write a paragraph (fiction or nonfiction) and act out the characters in the story in dramatic play

Theater-3.PP.1.A.a

Tell stories through group improvisation using original idea and conflict

Theater-3.PP.1.B.a

Participate in dramatic play that reflects the environment and portrays character (e.g. build a snow man and show that it is cold)

Theater-3.PP.1.C.a

Use props, costumes, sound, and setting safely

Theater-3.PP.1.E.a

Model appropriate audience behavior

Theater-3.PP.1.F.a

Participate in a performance for a class or invited audience

Visual Arts-3.AP.1.A.a

Compare different responses students may have to the same artwork

Visual Arts-3.AP.2.A.a

Identify the following in artworks: Warm and Cool Colors, Symmetrical Balance, Invented textures, Horizontal, Diagonal, and vertical lines, Contrast/ variety of sizes

Visual Arts-3.EP.1.A.a

Identify and use horizontal, vertical, and diagonal lines

Visual Arts-3.EP.1.B.a

Differentiate between shapes and forms

Visual Arts-3.EP.1.C.a

Identify and demonstrate sculpture-in-the-round

Visual Arts-3.EP.1.D.a

Identify and use invented textures

Visual Arts-3.EP.1.E.a

Identify and use warm and cool colors

Visual Arts-3.EP.1.F.a

Not assessed at this grade level

Visual Arts-3.EP.1.G.a

Identify and use middle ground, overlapping, and change of size to create illusion of space

Visual Arts-3.EP.2.A.a

Identify and use symmetrical (formal) balance

Visual Arts-3.EP.2.C.a

Identify and use size contrast

Visual Arts-3.HC.1.A.a

Identify works of art from: United States, Europe(Realistic), Africa

Visual Arts-3.HC.1.B.a

Compare and contrast two artworks on: subjectmatter

Visual Arts-3.HC.1.B.b

Compare and contrast two artworks on: Media

Visual Arts-3.HC.1.B.c

Compare and contrast two artworks on: theme

Visual Arts-3.HC.1.B.d

Compare and contrast two artworks on: themepurpose of art in culture

Visual Arts-3.HC.1.B.e

Compare and contrast two artworks on: Place

Visual Arts-3.IC.1.A.a

Compare the art and music of a particular culture

Visual Arts-3.IC.2.A.a

Explain how the math principle of symmetry is used in art

Visual Arts-3.PP.1.A.a

Layer two or more colors using crayon, colored pencil, or oil pastel

Visual Arts-3.PP.1.B.a

Apply paint in even strokes to create a watercolor/thinned tempera wash.

Visual Arts-3.PP.1.B.b

Paint lines and fill in shapes with even color using tempera

Visual Arts-3.PP.1.D.a

Demonstrate an additive process (e.g., string, cardboard, glue, found objects)

Visual Arts-3.PP.2.A.a

Manipulate paper to create forms (in-the- round)

Visual Arts-3.PP.2.A.b

Cut a symmetrical shape from a folded piece of paper

Visual Arts-3.PP.2.A.c

Modeling with clay or a similar material: Create applied and impressed textures

Visual Arts-3.PP.3.A.a

Figure: Create an original artwork of a figure in an action pose

Visual Arts-3.PP.3.A.b

Landscape: Create an original cityscape

Visual Arts-3.PP.3.A.c

Non-Objective: Create an original artwork using line, shape and color

Visual Arts-3.PP.3.B.a

Create a container (e.g., paper box, clay pot, fiber basket)

Visual Arts-3.PP.3.C.a

Create an original artwork that communicates ideas about the following themes: Community, Group identity (e.g., family, classroom, groups, scouts, sports teams)