Standard: ELAGSE3RI3: Describe the
relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect.
ELAGSE3RI2 Determine the main idea of a text; recount the key
details and explain how they support the main idea
ELAGSE5RL1: QUOTE accurately from a text when EXPLAINING what the
text says explicitly and when DRAWING INFERENCES from the text.
ELAGSE3W3 WRITE narratives to DEVELOP real or imagined
experiences. a. Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds naturally. b. Use dialogue
and descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations. c. Use temporal words
and phrases to signal event order. d. Provide a sense of closure
ELAGSE3RI5-Use text features and search tools (e.g., key words,
sidebars, hyperlinks) to locate information relevant to a given topic quickly
ELAGSE3W2: Write informative/explanatory texts to examine a topic
and convey ideas and information clearly. a. Introduce a topic and group
related information together; include illustrations when useful to aiding
comprehension. b. Develop the topic with facts, definitions, and details.
Learning Target: Students will complete a Close Read of the Scholastic News
article "A Hero at Home Plate" and respond to questions to
demonstrate their understanding of the material read and to also demonstrate
their ability to find details that support their answers.
1. First, go to Scholastic New using the following link. Find and
read "A Hero at Home Plate" article. Read the article more than one.
2. Then, Watch the video "The Great Jackie Robinson"
3. Finally, according to your reading group answer the follwowing
Bears-Answer question 1 only
Lions-Answer questions 1 and 2 only
Eagles-Answer questions 1 and 2 only
Tigers1-Answer questions 1, 2, and 3
Tigers2-Answer questions 1, 2, and 3
Directions: Refer to this week’s cover story, “A Hero at Home Plate,” to respond to the questions below. Reread the article to find details that support your answers. Remember to write in complete sentences and use text support phrases to cite information from the article. Use the link below to type in your answers.
1. What was professional baseball like in the 1940s?
2. What does Jackie Robinson’s daughter say about how her father dealt with racism?
3. What are two ways that people honor Jackie Robinson today?
Standard: MGSE3.NF.2 UNDERSTAND a fraction as a number
on the number line; REPRESENT fractions on a number line diagram.
MSGE3.NF.3 EXPLAIN equivalence of fractions
through reasoning with visual fraction models. COMPARE fractions by reasoning
of their size.
Learning Target: Students
will develop understanding of fractions as numbers.
1. First, watch the video about equivalent
fractions and fractions on a number line:
2. Second, go to the link below and play the game
3. Finally, go to Renaissance Learning using the
Username: student number (example: 9144444)
Password: birthday (example: 0112 for January
4. Go to your Virtual Learning Assignment in
Renaissance Learning. Complete the exercise(s) that are assigned to the Virtual
Learning Assignment Group. All exercises must be completed by March 5.
Standard: S3P1. OBSERVE, EVALUATE, and COMMUNICATE
information about the ways heat energy is transferred and measured.
a. Ask questions to identify sources of heat energy. (Clarification statement:
Examples could include sunlight, friction, and burning.)
Learning Target: Students
will understand that heat energy can change states of matter. Heat is
transferred from one place to another. Heat is transferred from warmer to
cooler objects. The transfer of heat energy from the sun differs according to
the materials. Some materials conduct heat better than others. Insulation
affects heating and cooling. A substance changes state when heat is added or
to Science Studies Weekly Third Grade.
on Week 8 (Physical Science - Observing Energy).
All articles pay special attention to:
Article Observing Energy
Standard: SS3H2: Describe European exploration in North
a. Describe the reasons for and obstacles to the
exploration of North America.
b. Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France).
c. Describe examples of cooperation and conflict
between European explorers and American Indians.
Learning Target: Students
will learn about early explorers Henry the Navigator, Ferdinand Magellan, and
Christopher Columbus. Students will also learn their reasons for exploring,
accomplishments and obstacles to the exploration of North America.
Use the Huntley Hills symbaloo to go to Launchpad. Use email@example.com and dekalb03 to log in if necessary. Scroll down to the Studies Weekly App. Click on Georgia 3rd Grade Studies Weekly. Then, scroll down and click on Week 6: Spanish and Portuguese Explorers. Read the entire article about Spanish and Portuguese Explorers.
Once you are finished reading the entire article, click on ‘Take the Test.
After answering the questions, click ‘Finish Test’ to have your answers submitted to your teacher.
Click on the purple ‘Bonus Sources’ tab to view and read about several images. Watch the video clips: ‘Discovering the Americas’ and ‘Christopher Columbus Intro.’ After each of these videos, answer the 3 questions about the videos.
6: Values physical activity for health,
enjoyment, challenge, self-expression, and/or social interaction.
will display the enjoyment of the activity as it is related to skill
mastery. Further, they will demonstrate the ability to participate in a
variety of activities.
will apply their favorite exercises to create their own Tabata workout.
Students will access the Tabata time through the internet at
workouts consist of 20 seconds of full-on exercise, followed by 10 seconds of
rest, repeated 8 times. This adds up to 4 minutes of high intensity,
effective exercises that will give you amazing results.
a stopwatch or an online Tabata timer (www.tabata.com) to perform the following
you finish, create your own Tabata exercise routine using your own favorite
fast moving exercises.
completing both Tabata exercise routines, please be able to answer the
following questions when returning to class.
you enjoy the Tabata exercises? Explain why or why not.
parts of your body to you think Tabata exercised?