Curriculum Updates Week of 2/4

Please do not confuse this for this week's work.  These updates are for the week of 2/4. (I will be out of town so I am posting them early)

If your child is still having difficulty mastering cursive, here is a helpful website:  http://www.worksheetworks.com/search.html

Green group spelling:

Mr. Popper’s Penguins (adv)

Spelling Words

boots

grouped

shook

school

looked

hood

choose

brook

zoomed

balloon

loose

soot

understood

cartoon

afternoon

raccoon

quadruple

lagoon

perfume

Pink Group Spelling:

doctor

dollar

power

sugar

corner

collar

danger

ladder

labor

cellar

other

motor

hunger

calendar

horror

officer

finger

director

master

regular

Writing

We will begin persuasive writing.  We will be focusing on really developing strong ideas!  See below for the depth of development. 

Persuasive Writing Brainstorm

Goal: __________________________________________________________________________________________________________

Audience:  __________________________________________________________________________________________________________

Audience’s Goal: __________________________________________________________________________________________________________

How we can appeal to the audience’s goal: _______________________________________________________________________________________________________________________________________________________________

Reasons to support my goal:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How we can anticipate and plan for the audience’s argument: _______________________________________________________________________________________________________________________________________________________________

Social Studies

Unit 4:  Eleanor Roosevelt and Human Rights

SS3H2 The student will discuss the life of Eleanor Roosevelt and her efforts to expand people’s rights and freedoms in democracy.

a. Discuss Eleanor Roosevelt and her efforts to expand our rights through the United Nations and advancement oh human rights.

b. Explain social barriers, restrictions, and obstacles that Eleanor Roosevelt had to overcome and how she was able to succeed.

SS3G2 The student will describe the cultural and geographic systems associated with Eleanor Roosevelt.

a. Identify specific locations significant to the life and times of Eleanor. Roosevelt on a map.

b. Describe how place (physical and cultural) impacted the life of Eleanor. Roosevelt.

c. Describe how Eleanor Roosevelt adapted to and was influenced by her environment.

d. Trace examples of travels of Eleanor Roosevelt and the movement of her ideas across time.

e. Describe how the region in which Eleanor Roosevelt lived affected her life and impacted his cultural identification.

SS3CG2 The student will discuss the character Eleanor Roosevelt.

a. Describe how Eleanor Roosevelt displays positive character traits of cooperation, diligence, courage, and leadership.

b. Explain how Eleanor Roosevelt used positive character traits to support her beliefs in liberty, justice, tolerance, and freedom of conscience and expression.

c. Explain how Eleanor Roosevelt chose to respect and accept authority.

Name______________________  Date ____________________

Grade 3 – Study Guide - Eleanor Roosevelt

Know the definition of each vocabulary word:

tolerance-_________________________________________________

_________________________________________________________

respect for and acceptance of authority-__________________________ _________________________________________________________

First Lady-_________________________________________________
_________________________________________________________

governor-__________________________________________________
_________________________________________________________

 human rights-______________________________________________

_________________________________________________________

How did Eleanor help the immigrants?

 __________________________________________________________________________________________________________________

_________________________________________________________

Explain the different type of resources that were used when Eleanor Roosevelt built a house on the Roosevelt land.

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

Why did Eleanor Roosevelt only invite women reporters to the White House?

__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________ 

What did Eleanor Roosevelt write AND what was it called?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

What is the United Nations?  AND  Who helped it get started?

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

Be able to read a time line.

Name______________________  Date ____________________

Grade 3 – SUPER Study Guide - Eleanor Roosevelt

Know the definition of each vocabulary word:

1. tolerance-respecting the beliefs and practices of others
2. respect for and acceptance of authority-obeying rules and expectations of adults and leaders
1. (Eleanor showed it when she obeyed her grandmother to come back to New York and go to parties/meet other rich people.)
3. First Lady-the wife of a President
1. “The First Lady of the World”
2. “The eyes and ears of the president”
3. When she gave suggestions on how the government could provide to people, she was helping decide how to spend taxes
4. governor-person elected head of a state in the United States
5. human rights-the rights, or freedoms, that all humans deserve to have
1. Born free and equal, no slavery, deserve to be treated fairly, right to an education, etc.
6. How did Eleanor help the immigrants?

             

She taught them how to read.

7. Explain the different type of resources that were used when Eleanor Roosevelt built a house on the Roosevelt land.

1. The land and trees, etc. used to build the house:  natural resources
2. The people who actually build the house used human resource to build it
3. The house was used to give jobs to people who needed them to make furniture.  The house then became a capital resource (a place to produce goods).
4. The people that worked there to make the furniture:  human resources
7. Why did Eleanor Roosevelt only invite women reporters to the White House?

a.  She supported women’s rights and wanted radio stations and newspapers would hire more women

9. What did Eleanor Roosevelt write AND what was it called?

a.  A daily newspaper column called “My Day”

b.  Her own autobiography

c.  She helped write the United Nations Universal Declaration of Human Rights

   10. What is the United Nations?  AND  Who helped it get started?

1. An organization to keep peace among nations of the world. 
2. Eleanor Roosevelt helped start it.

     11.  Be able to read a time line AND a map! 

Thursday 1/31 HW

Math

• HOTS POW is due
• 2 minute timing
• pages 113 and 117 f/b (very few problems!)

ELA

• Spelling Contract due
• Study vocab words (quiz tomorrow)
• TAG:  adverbs page f/b

We have a Digital Zoobooks subscription now!  http://editiondigital.net/publication/?i=&p=&l=1&m=24740&ver=&pp=  Check it out!!!

Supplies needed

We are in need of some classroom supplies please!

Our fancy pencil sharpener broke, so an electronic one would be awesome!  We have three battery operated ones functioning now, but we are out of batteries.  Double A batteries would be great.

We will need clorox wipes, hand sanitizer and refillable anti-bacterial soap soon (we have 4 containers of wipes, 1 container of soap, so about a month's supply!)

We are surprisingly good on Expo markers!  :)

1/30 hw

Math - equivalent fractions page f/b

Spelling contract

1/29 HW

Math page fb

Spelling contract

Monday 1/28 HW

Math

• workbook pages 113 and 118 f/b
• HOTS POW
• Study facts:
• Part of my passion is to help students set realistic goals and to give them the tools to achieve them.  We are working on cutting off one minute off the timing.  This last week we used three colors to represent the three minutes we had.  You can see the amount you need to review facts based on the colors on your child's timing.  I also gave each child some practice tests to review with.  Make it fun!  
• Overall Goal:  (third grade standard)
  
  
  Personal Goals to meet the Overall Goal:
  Data:  My starting point towards the overall goal…
  Where am I?
  Plan:
  How will I achieve it?
  
  
  Each child will have their own goal and study plans based on it.  

ELA

• Spelling contract (we are STILL behind on presentations - we WILL view them all by Wednesday~! What a place to be in to have so many things to view!!)

Science

• review page f/b (map side and classify the animals and plants)
• study for test!

Lunch Bunch / Study

I loved my first lunch bunch today! We chatted, listened to kids bop songs, and had cookies for dessert!  We also had a little bit of a multicultural experience: Aanya's mom sent in traditional Samosas for me as a thank you, so all the kids tried them!  I also shared some of my sushi and chicken with zatar (spices from Palestine!) with the kids.  This is probably against the rules, but it was still so much fun!  

Please study for the habitats test this weekend for the habitats test this Tuesday.  The kids filled out their study guides but I have NOT checked them.  Use the mini-books to cross reference please!

If you did not check out our math youtubes of our performance task, I highly recommend them!  :)

Curriculum Updates

Math Unit 6:  Representing and Comparing Fractions

Standards:

Develop understanding of fractions as numbers

MCC3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

MCC3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.

a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

MCC3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

a. Understand two fractions as equivalent (equal) if they are the same size or the same point on a number line.

b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

MCC3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

MCC3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

Advanced Only:

MCC4.MD.4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8).

MCC4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

MCC4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Essential Questions:

How are fractions used in problem-solving situations?

• How are tenths related to the whole?

• How can I collect and organize data?

• How can I compare fractions when they have the same denominators?

• How can I compare fractions when they have the same numerators?

• How can I compare fractions?

• How can I determine length to the nearest ¼?

• How can I display fractional parts of data in a graph?

• How can I organize data measured to the half inch?

• How can I organize data measured to the quarter inch?

• How can I represent fractions of different sizes?

• How can I show that one fraction is greater (or less) than another using my    Fraction Strips?

• How can I use fractions to name parts of a whole?

• How can I use pattern blocks to name fractions?

• How can I use pattern blocks to represent fractions?

• How can I write a fraction to represent a part of a group?

• How do I label a number line (ruler) to the half inch?

• How do I label a number line (ruler) to the quarter inch?

• How do I measure objects to the half inch?

• How do I measure objects to the quarter inch?

• How is the appropriate unit for measurement determined?

• How is the reasonableness of a measurement determined?

• What are the important features of a unit fraction?

• What does the denominator of a fraction represent?

• What does the numerator of a fraction represent?

• What equivalent groups of fractions can I discover using Fraction Strips?

• What estimation strategies are used in measurement?

• What fractions are on the number line between 0 and 1?

• What is a fraction?

• What is a real-life example of using fractions?

• What relationships can I discover about fractions?

• What relationships can I discover among the pattern blocks?

• When we compare two fractions, how do we know which has a greater value?

• Why are units important in measurement?

• Why is the size of the whole important? 

ELA
We will continue with Mr. Popper's Penguins as well as both groups will be reading selections from (my favorite!!) Junior Great Books.  We will have vocabulary quizzes on Friday in addition to comprehension!

Green Group Spelling

1.             song

2.            law

3.            because

4.            soft

5.            dawn

6.            crawl

7.            lost

8.            taught

9.            long

10.         pause

11.          frost

12.         lawn

13.         hawk

14.         laundry

15.         author

16.         applause

17.         sausage

18.         gnaw

19.         sauce

20.        flaw

1. courtesy-being polite and thoughtful; having good manners

2. virtue- knowing and doing what is good;

3. sufficient- enough

4. magistrate- an officer in charge of carrying out the law

5. conscientious- careful

6. obstacle- something that hinders progress or achievement

Pink Group Spelling and Vocabulary

Prot and Krot

Spelling Words                 

pollen

even

urban

seven

kitchen

reason

human

season

burden

wagon

oven

dragon

horizon

orphan

sudden

eleven

button

canyon

slogan

golden

Vocabulary Words

civil - well-mannered

brine - very salty water or seawater

obligingly - willingly and kindly

indebted - feeling grateful to someone who has done you a favor

impudent - rude, bold, and disrespectful

blacksmiths - people who make horseshoes and other things from iron

Science Test on Tuesday!

1/24 HW / Geometry Performance Tasks

Math

• HOTS POW due
• Multiplication timing tomorrow

ELA

• Spelling contract:
• we discussed a shorter contract this week:  kids must complete cursive, pretest, and sentences - I wanted all students working on their writer's craft.  If they had time, they could put it into a technology format, but if not, that's ok!  Tomorrow we are going to watch the other half from last week (we had FOURTEEN presentations last week! BOOM!!!!)

Science

• reread Piedmont mini-book
• Complete the back page for a grade

Geometry Performance Tasks:  http://www.youtube.com/user/msjserafin/videos?view=0&flow=grid

The activity was the performance task piece as the culmination of the unit.  Not only did we incorporate math standards, but also listening/viewing/speaking, creativity and opportunities for bodily-kinesthetic learners to really interact with the polygons.  We centered the ideas around geometric reasoning, showing evidence, and collaboration. I am very proud of their hard work!

If that doesn’t work, here are the separate links:

http://www.youtube.com/watch?v=uWn7A1wS52I

http://www.youtube.com/watch?v=PK_PGbu1Qe0

http://www.youtube.com/watch?v=_MkZ0HZ-Z58

http://www.youtube.com/watch?v=ounIU1USQbU

http://www.youtube.com/watch?v=RFeT-yAyEu0

Wed 1/23

Math - no hw!

ELA - finish final draft if necessary.  Otherwise, spelling contract - complete sentences

Science - read coastal plains book.  Test is next Tuesday on all Georgia Habitats.

Science Resources

Titles: 1 - 12 of 12

Appalachian Mountains			Grade Level:  3-5  6-8   9-12
The Appalachian Mountains are located in Eastern North America and are made up of multiple mountain ranges. Find more statistics on the location and description of the Appalachian Mountains that include links to information about specific ranges. A chart contains the names of the mountain ranges that are part of the Appalachians and the state each is part of. Relief maps containing descriptions show the Northern and Southern portions of the mountains. A list of books related to the...
Topic:  Appalachian Mountains
URL:  http://www.peakware.com/areas.html?a=308
Source: WebPath Express
Appalachian Trail			Grade Level:  3-5  6-8
This hiking path goes for more than 2,000 miles through the Appalachian Mountains and fourteen states from Georgia to Maine. The Appalachian National Scenic Trail was completed in 1937. It passes through eight national forests and two national parks, as well as private property. Campsites and shelters along the trail are maintained by hiking clubs. A nearly 700-mile extension was added in 1999 from Maine northeast into Canada. The new extension goes through several national and provincial parks.
Topic:  Appalachian Trail
URL:  http://www.factmonster.com/ce6/us/A0804391.html
Source: WebPath Express
Forest Habitats			Grade Level:  3-5  6-8
Identified by their tall trees that form a canopy, forests can be dry or wet or even rainforests. Australia has all three types of forests and a ton of amazing animals that live there. While dry forests still let sunlight in, it is hard to see the sky in a wet forest or rainforest. Read about the forest birds of Australia, including grub-eating magpies, firetail finches, and rainbow lorikeets. Bats abound in Australia's forests, from the tiny blossom bat that drinks flower nectar to the...
Topic:  Forest animals, Forest ecology
URL:  http://australianmuseum.net.au/image/Forest-Habitats
Source: WebPath Express
Forest Layers			Grade Level:  3-5  6-8
Enter the forest to find out about the variety of plant and animal life there. Your guide will be from the Smithsonian Institution. Find out how many layers are in a forest, and learn what they are. You will do the job of a field biologist and study the plants and animals in each layer of the forest. Use binoculars to sight the plants and animals, and then record them in a journal. This site is full of images and information, and takes your interaction to fully explore the life at each...
Topic:  Forest animals, Forest ecology, Forest plants
URL:  http://nationalzoo.si.edu/Education/ConservationCentral/walk/walk2_broadband.html
Source: WebPath Express
Forests			Grade Level:  3-5  6-8
Forests, as you might guess, are areas predominantly covered in trees. There are, however, different types of forests such as rain forests, hardwood forests, taiga, and tropical dry forests. Readers will learn about the differences between these types of forests and the animals and plant life that exists within the forest. This site includes a five part video series about the jungle, as well as videos about animals in the Amazon rainforest, territorial animal sounds in the forest, and life...
Topic:  Forests and forestry
URL:  http://www.neok12.com/Forests.htm
Source: WebPath Express
Georgia			Grade Level:  3-5  6-8
Do you know which state is referred to as the "peach state?" The answer is Georgia. Find out why by visiting this web site. The Girl Scouts were founded in Georgia in 1912. Georgia was the fourth state to enter the Union on January 2, 1788. The motto of the "peach state" is "wisdom, justice and moderation." There are many famous historical places in Georgia, such as the Confederate Memorial at Stone Mountain, the Jimmy Carter National Historic Site, and the...
Topic:  Georgia
URL:  http://www.ipl.org/div/stateknow/ga1.html
Source: WebPath Express
Great Plains			Grade Level:  3-5  6-8
This introduction to the Great Plains gives a very brief description of this area in the United States. You will find all the states that are considered part of the Great Plains in this section. If you are looking for more information choose from the "Physical Geography", "People and Economy" and "History" links. These sections include useful information about the land, what the land is mostly used for and the people who have occupied the Great Plains.
Topic:  Great Plains
URL:  http://www.factmonster.com/ce6/us/A0821679.html
Source: WebPath Express
Great Plains Nature Center			Grade Level:  3-5  6-8
Come discover the Great Lakes Nature Center located in Wichita, Kansas. Find out more about the current exhibits on display. Discover all about the living organisms of the Great Plains. Here you will find a wealth of information on the plant and animal life of the region. Learn what species are currently at risk. Read about the featured Plant and Animal of the Month, a section dedicated to providing an in-depth description of a plant and animal of interest for the particular time of year.
Topic:  Great Plains, Plains
URL:  http://www.gpnc.org
Source: WebPath Express
Mountains			Grade Level:  3-5  6-8
Mountains are magnificent landforms that can reach far above the clouds to where very few humans will ever climb. Formed by the shifting of the Earth's plates, mountains can be topped with snow and ice with rivers and streams and abundant wildlife further below. Readers will learn about how mountains are formed and the height and location of some of the biggest mountain chains. There is a five part series on mountains and valleys on this site which also includes videos on the Himalayas and...
Topic:  Mountains
URL:  http://www.neok12.com/Mountains.htm
Source: WebPath Express
Plains			Grade Level:  3-5  6-8
How is plant life controlled on plains? What is a flood plain? Which plain in the United States is a good example of a fertile, well-populated coastal plain? If you seek plain answers to your questions about plains, this Face of the Earth site will provide them. The entry explains how physical processes have shaped and affected this landform, or natural feature of the landscape, and three photographs accompany the descriptions of plains, coastal plains, and flood plains.
Topic:  Plains
URL:  http://www.edu.pe.ca/southernkings/plainmr.htm
Source: WebPath Express
Temperate Forest			Grade Level:  3-5  6-8
There are many different types of forests in the world. Depending on temperature, climate, and elevation, the trees that grow in any area can be very different. You will read about the temperate deciduous forest on this Web site. The average temperature in temperate deciduous forests is 50 F, and this forest goes through four seasons: spring, summer, winter, and fall. You will read about the location of temperate deciduous forests, the weather, the plants, and the animals that live there....
Topic:  Forest ecology
URL:  http://kids.nceas.ucsb.edu/biomes/temperateforest.html
Source: WebPath Express
Why I Decided to Become a Forester			Grade Level:  3-5  6-8
Kids who love being outside and love trees might want to consider being a forester when they grow up. Meet two people who are foresters and find out what their jobs are like. An article by forester Mary Ann talks about how she first knew she wanted to be a forester. She describes the good and bad parts of being a forester. A video shows forester Terri in action at her job. Take a quiz about tools that are used by foresters.
Topic:  Foresters
URL:  http://www.dnr.state.wi.us/org/caer/ce/eek/job/forester.htm
Source: WebPath Express