2015-2016 Curriculum Thematic Unit
Grade_3__
Course_ELA, Math, Science, Social Studies
Unit/Theme Title: People and nature
Approximate
Time:
_10__ Days
Unit Overview
The purpose of this unit how do people and nature interact.
Vocabulary
Language
1.context clues
2. drawing conclusions
3.homophones
4.consonant diagraphs
5.fiction
6.contractions
7.action verbs
8.linking verbs
9.important ideas
Math
1.multiplication
2.array
3.equation
4.factor
5.product
6.zero identity property
Essential Questions
Science
1.physical change
2.chemical change
3. evaporation
4.condensation
5. Water cycle
6. corrosion
Social Studies
1. Civil rights
2. laws
3. rules
4. Jim Crow
5. segregation
6. landmarks
7.Fannie Lou Hamer
8. B.B. King
Week 1
1. How do people and nature interact?
2. What patterns can be used to find certain multiplication facts?
3. What is the difference between physical and chemical change?
4. Did the civil rights movement of the 1960s effectively change the nation?
WEEK 2
1. Why would a reader need a plan when it comes to learning new words?
2. How are multiplication and addition related?
3. What are the properties of matter and how can those properties be changed?
4. What overall impact did the Civil Rights movement have?
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GPSD TEACHERS 15-16
ELA Standards/ Instructional Activities
(Writing, Foundational, Listening & Speaking, Informational, Literature)
Week 1
1. Homophones: Which word in this sentence from the story is the homophone? What context clues help you figure out the correct meaning of the word?
What is a sentence that uses its homophone?
2. Contraction Concentrations- For practice, students can play “Contraction Concentration”. Have them write various contractions on index cards and the two
words they come from on separate cards. Shuffle the cards, lay they face down in rows, and have students take turns turning over two cards to find a match.
The player who collects the most pairs win.
3. Words in Context- Get a Clue- The students will use strategies to identify the meaning of words in context. Students will determine the meaning of
unfamiliar words by using context clues. (For the activity go to www.fcrr.org/studentactivities/v_041c.pdf)
4. Divide the class into groups and give each group a card with an emotion on it. Instruct each group to come up with several “hints” that would describe a
person who is feeling that emotion. Then have groups pair up and trade hints to see whether they can draw conclusions about how the person feels based on
the given hints. This is a great drawing conclusion activity to teach students how to draw conclusions about characters in texts they are reading.
(www.brighthubeducation.com/middle-school-english-lessons/58034-drawingconclusions-activities)
5. Ask and answer such questions as who, what, when, where, why, and how to demonstrate understanding key details in a text. The students will respond by
using Mobis and clickers.
Week 2
1. Acting out action verbs: TTW copy a page of action verbs. TTW cut into cards. TTW place in a stack face-down. Have students draw one card from the stack,
show it to you, ad pantomime action word to the class. Students calls on another student to guess. If correct, that student draws card and pantomimes. If
wrong, student calls on another student until guessed correctly. This fun games helps with sight reading, spelling, and recognition of action verbs.
(www.teachervision.com/tv/printables/Strouf_087628635x_203.pdf )
2. Make a homophone bank: Ask students to give examples of homophones they know. You can also ask them to spell the words, or use them in a sentence.
Then place the word pairs in the “homophone bank” folder for all to see.
(www. learningresources.com/text/pdf/Exclusive/2168_Homophones_BK_Activities.pdf)
3. Action vs Linking: Identify the verb and tell whether it is action or linking. (www.studystack.com/flashcard-161015)
4. Create an acrostic for your topic. Write out the name of your topic down the page. Then, for each letter in your topic, use meaningful information that you
learned from your research to explain your topic. (www.thoughtfulclassroom.com/PDFs/RIS_Activity_Samples.pdf)
5. TTW administer a written assessment. TSW complete assessment and turn in for a grade. TTW provide immediate feedback.
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GPSD TEACHERS 15-16
ELA Standards/ Instructional Activities
Cont’d
LIBRARY SKILLS
Week 1
 Discuss with the students about the different types of fiction: historical fiction, realistic fiction, myths, fables, fairy tales
 TTW discuss the differences and elements between fables and realistic fiction. TSW discuss what makes a realistic fiction seem like it could really
happen. TSW will discuss themes and morals for fables.
WEEK 2
 After the initial lesson, the librarian uses reader's theater to introduce more books from a variety of fiction genres. Reader's theater, used by many
school teachers and librarians, is a dramatic performance of a book in the form of a script. Since it does not require the use of scenery, costumes, or
props, students can easily perform the play. In reader's theater, students never need to memorize lines. They only need to read the words with
expression. Before teaching this second part of the unit, the librarian chooses books that represent each fiction genre. Next, the librarian selects an
interesting passage from each book. He or she then transforms the passage into a script. This is achieved by eliminating tag lines in dialog and
changing exposition to lines read by a narrator. He or she ends the script at a climactic part of the story.

When students come to the library to receive this part of the lesson, the librarian gives each student a part in the reader's theater script. The class
then performs the script together, striving to read the dialog with fluency and feeling. Since the prepared script ends as a cliffhanger, students will be
eager to check out the book to find out what happens next. By employing reader's theater, the librarian can encourage students to read books from
different genres in the library. Students also continue to learn the characteristics of different fiction genres. Several days are required to introduce a
book from each genre students must learn to recognize.
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GPSD TEACHERS 15-16
Math Standards/ Instructional
Activities
Science Standards/ Instructional
Activities
Week 1
Week 1
1. The mockingbird became
1. Dancing raisins: mix
the Arkansas state bird in
solution of water and
1929. The mockingbird got
vinegar and add baking
its name because it is able
soda- gas bubbles visibly
to imitate the songs of
form on the raisins and
other birds. It eats ants,
cause them to rise then
beetles, grasshoppers,
lower once the bubbles
seeds, and berries. The
pop
mockingbird lives in all
2. Physical changes: tear
areas of the United States,
paper, cut an orange,
and it is also the state bird
break a pencil, mold clay,
of Florida, Mississippi,
put a flower in water with
Tennessee, and Texas.
food coloring
Divide the class into three
3. Dip a steel wool in vinegar
groups. Put more students
and set on paper towel, it
in Group 3 than in Groups 1
will begin to rust
and 2. Give each group a
4. Put food coloring in water
sheet of poster board on
(physical change) add
which you have drawn ten
bleach (chemical change)
parallel lines across twoit will take a few minutes
thirds of the sheet. Number
for water to go back clear
the lines 1 through 10. Tell
5. Baking soda in water
students that these are
(physical change)
telephone wires. Group 1
should draw 2 birds on each WEEK 2
wire; Group 2, 5 birds on
each wire; Group 3, 10
1. Curdle milk with vinegar
Social Studies Standards/ Instructional Activities
Week 1
1. TSW create a time line using 10 key figures/events from the civil rights era. The
students will work on this for 3 days. TTW post the students’ final work with
appropriate feedback.
2. TSW create a time line using 10 key figures/events from the civil rights era. The
students will work on this for 3 days. TTW post the students’ final work with
appropriate feedback.
3. This is the final day for the time line. TTW post the students’ final work with
appropriate feedback. (http://www.infoplease.com/spot/civilrightstimeline1.html)
4. Living Human Rights in the classroom(http://www.instructorweb.com/linkgo.asp?L=429&B=resources/humanrights.asp)
5. Review and reteach strategies taught for the week.
WEEK 2
1.“I Have a Dream” bulletin board. TSW will write about what he/she has a dream
about for their future.
http://www.instructorweb.com/linkgo.asp?L=429&B=resources/humanrights.asp
2.Civil Rights Activity Book- (download from the following site:
www.tolerance.org/civil-rights-activity-book)
3. The class will interview a person that experienced life during the civil rights era
4. The students will write about the person they interviewed the day before
5. TSW will complete and assessment using clickers. TSW provide immediate
feedback.
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GPSD TEACHERS 15-16
birds on each wire. Then
have students write the
multiplication sentences
that show how many birds
are on 1 wire, 2 wires, 3
wires, and so on. Display
the posters and use them
to generate multiplication
problems.
2. Word study Map: Students
will complete a word study
map using a vocabulary
word from the unit (Word
Study Map: Word,
Definition, Example,
Equation)
3. Students work in pairs.
Provide each pair with a tub
of linking cubes. Assign
each pair a multiple. For
example, if you assign 4,
the partners use the cubes
to make one group of 4 and
write the corresponding
equation, 1 * 4 = 4. The pair
continues to make 2 groups
of 4, writing the equation, 2
* 4 = 8. Continue through
10 * 4 = 40. Change
multiples and continue the
activity.
4. Introduce arrays with
geoboards. Show students
how to make squares or
rectangles with rubber
bands. Discuss each array
(e.g., 3 rows of 3 pegs is 9
pegs or 3 x 3 = 9). Students
2. See how detergent interacts
with food coloring and milk to
make colors move! What you will
need: -goggles-regular whole
milk-1 small shallow plate or
bowl-liquid dish detergent-food
coloring-cotton swabs *Carefully
pour some milk in a dish so it just
covers the bottom *Gently add
one or two drops of red, blue, and
yellow food coloring to the same
spot in the center of the milk *Dip
a cotton swab in your detergent,
then gently touch the center of
the food coloring (Do not stir)
*Push the cotton swab down in
the same spot all the way to the
bottom of the plate and hold it
there *Dip a new cotton swab in
the detergent. Then touch
different areas of food coloring
along the edge of the plate to see
if the color will move again
3. Demonstrate a chemical change
for the whole class. Have students
observe baking soda and vinegar
in their separate bowls and write
down the properties. Then
combine the two together in a
large bowl. (Be sure students
stand away from the bowl.) What
happens? Have students take
notes, draw pictures, or even take
photos. Explain that when baking
soda and vinegar are combined,
they go through a chemical
change. Bubbles form because a
gas is released, which is a
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GPSD TEACHERS 15-16
form squares or rectangles
on the geoboards with
rubber bands. Identify the
arrays and record the
multiplication equations.
5. Review and reteach
strategies for the week.
Week 2
1. Vocabulary Activity: TicTac-Toe- Display a large tictac-toe grid. Write a
vocabulary word in each
square. Divide the class into
two teams. Team X ant
Team O. Determine the
starting team, and have the
first person on that team
state the definition of a
word on the grid. If correct,
that team claims the square
with their letter, and play
passes to the other team.
The first team with 3 marks
in a row wins the game.
2. Create index cards with a
multiplication or division
word problem written on
each card. Distribute the
cards to groups of students.
Each group gathers needed
materials and determines
how to act out the solution
to the problem. Groups
present word problems to
the class. Observers record
the appropriate equation
on individual dry-erase
byproduct of the chemical
change!
4. Materials Needed: -2 ice cubes
–one balance with gram mass
cubes – 2 Ziploc bags – 6 x 6 inch
square of cardboard – scissors – 2
tsp. of salt in a very small
container or bag – 100 mL
graduated cylinder – small cup –
spoon – 1 Alka-Seltzer tablet –
piece of wax paper – water squirt
bottle or beaker with an
eyedropper – toothpicks –
container of Dawn detergent
mixed in water – one petri dish –
pepper 1. Put two ice cubes into a
Ziploc bag. Find the mass. Have
the students predict if there will
be a change in the mass of the
bag after the ice melts. 2. Let the
ice cubes melt until the end of the
class and then find the mass of
the bag with ice/water again. Be
sure and wipe off any
condensation from the outside of
the bag. Ask the kids why you are
doing this.
5. Materials Needed: -2 ice cubes
–one balance with gram mass
cubes – 2 Ziploc bags – 6 x 6 inch
square of cardboard – scissors – 2
tsp. of salt in a very small
container or bag – 100 mL
graduated cylinder – small cup –
spoon – 1 Alka-Seltzer tablet –
piece of wax paper – water squirt
bottle or beaker with an
eyedropper – toothpicks –
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GPSD TEACHERS 15-16
boards.
3. Students work in pairs to
write a multiplication word
problem involving array of
items (e.g., a garden with 4
rows of 8 tomato plants
each). Students switch
problems and model the
array or arrangement, using
counters to find the
solution.
4. Provide students with a
multiplication table or grid.
The teacher identifies a
product on the table and
students mark the product
with a counter. The teacher
then identifies one factor of
the product. Students
record the numbers as an
equation with a symbol
representing the unknown.
Determine the missing
number in the equation.
For example, 48 = * x 6.
Students use the
multiplication table to
locate the missing factor, 8.
5. TTW administer a written
assessment. TSW complete
assessment and turn in for
a grade. TTW provide
immediate feedback.
container of Dawn detergent
mixed in water – one petri dish –
pepper 1. Take the square piece
of cardboard and fid the mass o
the balance. Leave the cubes on
the balance and cut the cardboard
into at least 10 pieces. Be sure not
to lose any pieces. Predict
whether or not the mass will
change. 2. Re-mass the cardboard
pieces.
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GPSD TEACHERS 15-16
Assessment
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Group participation
Formative assessment
KWL
Student observation
Exit cards
Resources
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Reading Street text book
1st Step
Motivational Math
Education.com
Ehow.com
Dictionary.com
www.uen.org
Mobi
Clickers
Projectors
Document camera
http://www.brighthubeducation.com/lesson-plans-grades-3-5/47691-teaching-fictiongenres/
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GPSD TEACHERS 15-16
Reading
Language
Math
Science
Social Studies
Reading whole and small
group, reading for fluency,
small group to introduce
and review vocabulary.
Mobi to write
paragraphs, edit, and
written response.
Hands on and
manipulatives from the
Envision kits. Whole
and small group
Conduct experiments
and explore various
methods of research.
Small and whole group
Computer to generate
research and complete
presentations.
Art
Music
Cooking
Smart board
Library/AR
Have the students visit
the library to find
resources about their
community. Gather
information to answer
questions.
Student based activities
(create puppets, reinforce
the story). Remedial group
will draw pictures to retell
the story.
Health
Writing
Listening
Clickers
IPad
Daily for DOL and
also to enforce
writing skills whole
group and small
group for
remediation
Students will listen to
story on CD while
introducing the story.
whole and small group
Responses to teacher
made test. Whole group
Will use during small
group to remediate low
performing readers.
Accommodations:
Enrichment:
After reading the story, have students choose 4 or 5 contractions from the story and write a sentence for each word.
Remediation:
If students have difficulty reading the base word in a contraction, then use the Blending Strategy Routine on the Routines Flip Chart to
practice blending decodable base words.
ELL: Contractions: Some languages, such as Spanish or Portuguese, use contractions. If possible, provide some examples of contractions
in the home language. (In Spanish, d + el= del; in Portuguese, por + os = pelos.) Explain that in English, contractions that use an
apostrophe to replace the missing letters.
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GPSD TEACHERS 15-16
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GPSD TEACHERS 15-16