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# Whitney Mae Brown 1 3rd Grade Pacing Guide

Math
Month
1 Nine Weeks Aug./Sept.
st

Standards
3-2.1 Compare whole numbers quantities through 999,999 by using the terms is less than, is greater than, and is equal to and the symbols <, >, and =. 3-2.2 Represent in word form whole numbers through nine hundred ninety-nine thousand. 3-2.12 Analyze the magnitude of digits through 999,999 on the basis of their place value. 3-2.3 Apply procedures to round any whole number to nearest 10, 100, or 1000. 3-2.4 Apply an algorithm to add and subtract whole numbers fluently. 3-2.9 Analyze the effect that adding, subtracting, or multiplying odd and/or even numbers has on the outcome.

Envision Math
Topic 1 Lessons 5-6

Other

## Topic 1 Lessons 1-3

Topic 2 Lesson 4

Ch. 2 (Harcourt)

Topic 2 Lessons 3,5 Topic 3 Lesson 1-5 Topic 5 Lessons 6-9 (Should be taught when recognizing patterns in answers.)

## Ch. 7-10, 12, 13 (Harcourt)

Oct.

3-2.4 Apply an algorithm to add and subtract whole numbers fluently. 3-2.9 Analyze the effect that adding, subtracting, or multiplying odd and/or even numbers has on the outcome

## Month nd 2 Nine Weeks Nov./Dec.

Standards 3-4.1 Identify the specific attributes of circles: center, radius, circumference, and diameter. 3-4.2 3-4.3 3-4.4 3-4.5 Classify polygons, as either triangles, quadrilaterals, pentagons, hexagons, or octagons according to the number of their sides. Classify lines and line segments as parallel, perpendicular, or intersecting. Classify angles as right, acute, or obtuse. Classify triangles by the length of their sides as scalene, isosceles, or equilateral according and by the sides of their angles as acute, obtuse, or right. Exemplify points, lines, line segments, rays, and angles. Analyze the results of combining and subdividing circles, triangles, quadrilaterals, pentagons, hexagons, and octagons. Predict the results of one transformational---slide, flip, or turn--of a geometric shape.

Envision Math

## Topic 10 Lesson 5 Topic 10 Lesson 7

Topic 10 Lesson 3

## 3-4.6 3-4.7 3-4.8

Topic 10 Lessons 3,4 Topic 11 Lesson 4 Topic 11 Lesson 1 Geometry Lesson 3 (Hands on Standards, Grades 3-4)

## Whitney Mae Brown 3 3rd Grade Pacing Guide

Science
Months Unit 1st Nine Weeks August
3-1.1: Classify objects by two of their properties (attributes).

Standard

# of lessons

S3Docoument

Other Resources

## Science Module 3-1.2

Scientific Inquiry

September October

3-1.3

Generate questions such as what if? or how? about objects, organisms, and events in the environment and use those questions to conduct a simple scientific investigation. 3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction.

## Scientific Inquiry (Complete by th Sept 9 )

3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data. 3-1.6 Infer meaning form data communicated in graphs, tables, and diagrams. 3-1.7 Explain why similar investigations might produce different results.

## Whitney Mae Brown 4 3rd Grade Pacing Guide

3-1.7 3-1.8 Use appropriate safety procedures when conducting investigations.

## Science Module 3-1.8

3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats 3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants. 3-2.3 Recall the characteristics of an organisms habitat that allow the organism to survive there. 3-2.4 Explain how changes in the habitats of plants and animals affect their survival. 3-2.5 Summarize the organization of simple food chains (including the role of producers, consumers, and decomposers).

1+

## Science Module 3-2.1

Textbook pg. 21, 38,41 AIMS Life Science Textbook pg. 48 AIMS Life Science

2+

1+

## Textbook pg. 106 AIMS Life Science

2nd Nine Weeks Month(s) Units 3-3.1 Classify rocks (including sedimentary, igneous, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties.
3

Standards

# of lessons

S3 Document

Other Resources

Module 3-3.1

## Textbook pg 200, p.208 STC Kit Rocks and

October

Whitney Mae Brown 5 3rd Grade Pacing Guide November December 3-3.2 Identify common minerals on the basis of their properties by using a minerals identification key.
Earths Materials and Changes

## Minerals AIMS Earth Science 2

Module 3-3.2

Textbook pg. 202 STC Kit Rocks and Minerals AIMS Earth Science

3-3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and animals).

Module 3-3.3

Textbook pg 22-25 STC Kit Rocks and Minerals AIMS Earth Science

3-3.4 Infer ideas about Earths early environments from fossils of plants and animals that lived long ago

Module 3-3.4

## STC Kit Rocks and Minerals AIMS Earth Science

3-3.5 Illustrate Earths saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).

Module 3-3.5

Textbook pg. 224 STC Kit Rocks and Minerals AIMS Earth Science

3-3.6 Illustrate Earths land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.

Module 3-3.6

Textbook pg. 224 STC Kit Rocks and Minerals AIMS Earth Science

Whitney Mae Brown 6 3rd Grade Pacing Guide 3-3.7 Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants.
2

Module 3-3.7

Textbook pg. 247 STC Kit Rocks and Minerals AIMS Earth Science

3-3.8 Illustrate changes in Earths surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes)

Module 3-3.8

Textbook pg. 226-230 STC Kit Rocks and Minerals AIMS Earth Science

Social Studies
Standards
First Nine Weeks 3-3.5: Outline the structure of state government, including the branches of government (legislative, executive, and judicial), the representative bodies of each branch (general assembly, governor, and supreme court), and the basic powers of each branch. 3-1.1: Categorize the six landform regions of South Carolinathe Blue Ridge, the Piedmont, the Sand Hills, the Inner Coastal Plain, the Outer Coastal Plain, and the Coastal Zoneaccording to their climate, physical features, and natural resources. 3-1.2: Describe the location and characteristics of significant features of South Carolina, including landforms;

Whitney Mae Brown 7 3rd Grade Pacing Guide river system such as the Pee Dee River Basin, the Santee River Basin, the Edisto River Basin, and the Savannah River Basin; major cities; and climate regions. 3-1.3: Explain interactions between the people and the physical landscape of South Carolina over time, including the effects on population distribution, patterns of migration, access to natural resources, and economic development. Second Nine Weeks 3-2.1: Compare the culture, governance, and physical environment of the major Native American tribal groups of South Carolina, including the Cherokee, Catawba, and Yemassee. 3-2.2: Summarize the motives, activities, and accomplishments of the exploration of South Carolina by the Spanish, French, and English. 3-2.3: Describe the initial contact, cooperation, and conflict between the Native Americans and European settlers in South Carolina. 3-2.4: Summarize the development of the Carolina colony under the Lords Proprietors and the royal colonial government, including the settlement by and trade with the people of Barbados and the influence fo other immigrant groups. 3-2.5: Explain the role of Africans in developing the culture and economy of South Carolina, including the growth of the slave trade; slave contributions to the plantation economy; the daily lives of the enslaved people; the development of the Gullah culture; and their resistance to slavery.

## English Language Arts

Area of focus
1 Nine Weeks August September
st

Standard
RL. 1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL. 2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

## Writing & Language

W.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W. 4- With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing W. 8- Recall information from experiences or gather information from print and digital resources W. 10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,

Whitney Mae Brown 9 3rd Grade Pacing Guide purposes, and audiences. October Reading RL. 1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL. 2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL. 3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

## Writing & Language

W. 3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W. 4- With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W. 5- With guidance and support from peers and adults develop and strengthen writing as needed by planning, revising and editing. W. 6- With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Whitney Mae Brown 10 3rd Grade Pacing Guide 2nd Nine Weeks November December Reading RL. 1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL. 2- Determine the main idea of a text; recount the key details and explain how they support the main idea. RL. 4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RL. 5- Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RL. 7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why and how key events occur). RL.8- Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Writing & Language W.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4- With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

Whitney Mae Brown 11 3rd Grade Pacing Guide W. 5- With guidance and support from peers and adults develop and strengthen writing as needed by planning, revising, and editing. W. 6- With guidance and support from adults use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. W.7- Conduct short research projects that build knowledge about a topic. W.8- Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.