Virginia Standards Sample Curriculum Planning Charts: Third Grade
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CI Community involvement activity (collaboration)
CC Collaboration with colleagues
CE Character education
CL Cultural literacy and diversity
CT Critical thinking
D Dramatic Arts
EVAL Evaluation (assessment)
GA Group activity
LS Life skills
HS Home/school connection (collaboration)
MA Manipulative activity
OL Oral language/presentations (public speaking)
PE Physical education/movement
PS Problem solving
Running head: SAMPLE PLANNING CHARTS 1
SAMPLE PLANNING CHARTS 2
|Character Trait: Commitment|
|VA SOL Writing 3.8, 3.9; Reading 3.4 f, g
Cursive handwriting; write with purpose; expand vocabulary
|VA SOL MATH 3.2
Fractions, mixed numbers
|VA SOL SCIENCE 3.4
Physical and behavioral
|VA SOL HISTORY 3.1
|Fine Arts, Health, and
PE / Movement Connections
|E/HI/GA/CC/D: Students will continue to expand their understanding of content vocabulary and explore nonfiction writing by drafting a play with a group of students from the various third grade classes. Students will write the script for a play that showcases a display of direct and indirect democracy as studied in today’s History lesson.
E/CE: Creating a play is a large undertaking that requires commitment on the part of everyone involved to make it successful. Students will watch a portion of Admiral William McRaven’s speech at the 2014 University of Texas commencement. The teacher will make sure to discuss with students how important it is to work through challenges and obstacles to overcome adversity and to be successful.
https://www.youtube.com/watch?v=Z7QL6hjeNDA (Begin video at the 8:18 minute mark and end at the 9:43 minute mark.)
DA: Students in the group may act as scribe for students who struggle with writing.
|M/A: To cement the terminology: mixed numbers and improper fraction, students will be given construction paper with block numbers showing mixed numbers and improper fractions. Students will color and decorate the numbers with squiggly lines, polka dots or in any way they chose and will then cut out the numbers. On a display board in the classroom, the teacher will have the words “Improper Fractions” and “Mixed Numbers.” Students will place their numbers under the proper headings.
M: Next, the teacher will review the models that were created by the students in previous days. She will demonstrate how to write equations from these models and explain how the numbers represent the same equation that the models represented.
M/GA/CT/PS: The teacher will use the smart board to present models of improper fractions. In pairs, students will work together to write down the equation the model represents.
|S/T: The teacher will review the lessons learned so far about camouflage. She will discuss with the class the other ways animals avoid predators in the environment. She will introduce behavioral adaptation to the study of physical adaptations. Students will watch a video discussing these adaptations. https://www.youtube.com/watch?v=B2JdRPKYyTc
S/T/HW: For homework, students will research and print two images each of animals displaying either behavioral or physical adaptations. They will write sentences under each picture describing what physical adaptation the animal in the picture is using or what behavioral adaptation the animal is exhibiting making sure to clearly label whether the adaptation is behavioral or physical.
EVAL: The teacher will collect papers to assess understanding of animal adaptations.
DA: If students do not have access to computers or printers at home, they may be given time in the computer lap to complete this activity.
|HI/T: Continuing the Ancient Greece unit, the teacher will discuss representative and direct democracy. She will tell the students how Greek democracy functioned in comparison to how American’s current form of democracy functions. Students will watch a video on Ancient Greece’s democratic system.
HI/D/CC/A/GA: Together with the other third grade classes, students will work together to create performances of Ancient Greek democracy (direct) and American democracy (representative). Students will divide into groups of at least 10 students. They will work together to create a play that acts out a Greek democratic system and an American democratic system. Each play should be narrated and may include dress up, designed props using materials from the classroom. It should be unique, but it must clearly explain and perform a representation of a direct democracy and a representative democracy. (Multiple day project)
· Dramatic art – Democracy play
· Visual art – Democracy play props
· Visual art – Improper fractions and mixed numbers display.
· The teacher will discuss with the children how predators can be dangerous to humans and ways students can be aware and avoid the dangers they present to them.
MOVEMENT / PE
· Acting in the play provides a chance for all students to be active and to move around.
SAMPLE PLANNING CHARTS 4
Black, I. (2013). Animal adaptations. [Video file]. Retrieved from
Flocabulary. (2018). Ancient Greece. [Video file]. Retrieved from
Motivational Archive. (2018 Mar. 9). Watch this everyday-motivational speech by navy seal admiral
William H. McRaven. [Video file]. Retrieved from
Rayor, L. (2012). Avoiding predators: How to avoid being eaten. [Video file]. Retrieved
Schwartzberg, M. (n.d). What did democracy mean in Athens? [Video file]. Retrieved from
Scientist Cindy. (2016). Coolest camouflage – animal adaptations. [Video file]. Retrieved
Virginia Department of Education. (2008). History and social science standards of learning
for Virginia public schools: Grade 3 introduction to history and social science.
Virginia Department of Education. (2010). English standards of learning curriculum
framework. Retrieved from http://www.doe.virginia.gov/testing/sol/frameworks/
Virginia Department of Education. (2010). Grade three science standard of learning for Virginia public schools-
2010. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/k-
Virginia Department of Education. (2013). Music standards of learning for Virginia public schools.
Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts
Virginia Department of Education. (2013). Visual arts standards of learning for Virginia public schools.
Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts/2013
Virginia Department of Education. (2015). Physical education standards for Virginia public schools. Retrieved
Virginia Department of Education. (2016). Mathematics standards of learning for Virginia
public schools: Grade 3. Retrieved from http://www.doe.virginia.gov/testing/sol/