•  MATH

     

    Unit #9 - Data

    MAFS.3.MD.2.3- 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.

     

    Learning Goals:

    Goal # 1: I can organize data by making a table.

    Goal # 2: I can read and interpret data in a scaled picture graph.

    Goal # 3: I can draw a scaled picture graph to represent data using several categories.

    Goal # 4: I can read and interpret data in a scaled bar graph.

    Goal # 5: I can draw a scaled bar graph to represent data using several categories.

    Goal # 6: I can solve one and two-step word problems involving data and graphs.

     

     

     

    Unit 10 - Time

    MAFS.3.MD.1.1- Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. (DOK 2)

     

    Learning Goals

    • Goal # 1: I can tell and write time to the nearest 5 minutes.
    • Goal # 2: I can tell and write time to the nearest minute.
    • Goal # 3: I can use clock models to solve addition and subtraction word problems with time intervals.
    • Goal # 4: I can use a number line to represent a word problem including addition and subtraction of time intervals in minutes.

     

     

    SCIENCE

    Unit 6:  Diversity and Evolution of Living Organisms

    SC.3.L.15.1 (DOK 2) – Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.

     

    Unit 7: Interdependence - Adaptations of Plants and Animals

    SC.3.L.17.1 (Assessed as SC.5.L.17.1)

    • Students will explain, compare, and/or contrast how adaptations displayed by animals or plants enable them to survive in different environments.
    • Students will describe or explain how animals and/or plants respond to changing seasons.
    • Students will distinguish plant or animal characteristics that are inherited from those that are affected by the environment.
    • Students will identify characteristics of animals that are inherited or distinguish inherited characteristics from those that are shaped by learning.
    • Students will compare the seasonal changes in Florida plants and/or animals to those in other regions of the country.
    • Students will identify ways in which plants and/or animals can impact the environment.
    • Students will describe how, when the environment changes, differences between organisms allow some plants and animals to survive and reproduce while others die or move to new locations.

     

    SC.3.L.15.2 (Assessed with SC.4.L.17.3)

    • Students will describe or explain how energy is transferred from the Sun through a food chain.
    • Students will explain that plants make their own food using carbon dioxide, water, and energy from the Sun.
    • Students will explain that animals obtain energy from the plants and/or animals they eat.