March 21, 2014
We have finished our Nifty Fifty unit. You should soon receive in the mail a persuasive letter your child wrote to you as a culminating activity for this unit.
Our next unit is Pele's Peak, a unit on volcanoes. Have you ever wondered what it would be like to study a volcano? Well, you are about to find out! Our class is embarking on a journey that will take us to the beautiful Hawaiian Islands as well as make each of us an expert in volcanology. PELE’S PEAK is an interactive unit of study that combines the study of Hawaii and the study of volcanoes with fun cooperative group activities. Students will be working in small cooperative learning teams. Each team will complete certain tasks – such as writing a myth, identifying how to predict a volcanic eruption, identifying types of volcanoes, labeling parts of volcanoes, identifying positive and negative effects of volcanic eruptions - as they make their way to the top of Pele’s Peak. There is a short research section within this unit as students find information about one of theHawaiian Islands and a famous volcano. Students will receive information about both of those assignments later. This is an exciting adventure full of hands-on learning. I am looking forward to our journey to the peak!
Standards covered in this unit include:
ELACC3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. d. Explain their own ideas and understanding in light of the discussion.
S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.
S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat.
S3CS5. Students will communicate scientific ideas and activities clearly.
b. Make sketches to aid in explaining scientific procedures or ideas.
c. Use numerical data in describing and comparing objects and events.
d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases
December 13, 2013
On Tuesday, December 17 we will take a quiz on the Southern states. Click here for a study guide to help you prepare.
December 6, 2013
Make sure you are spending a few minutes each night studying your states and capitals! So far in class we have covered the Northeastern region and the Mid Atlantic region. Next week we will have a quiz on both of those regions. You will need to be able to locate and label the state on a map, and name its capital city. Use the web sites listed under "links" to help you prepare for your quizzes!
December 2, 2013
We have begun our next enrichment unit, Traveling through the Nifty Fifty. During this unit, students will explore the geography of the United States, learning the location of all 50 states and the capital of each state, as well as interesting facts about the states and regions. Students will take a quiz on each region, labeling each state and identifying its capital, to help prepare for the final test. Our project for this unit will involve researching a state, planning a family vacation, and writing a persuasive letter.
New Unit Information Below:
Unit Title: Traveling Through the Nifty Fifty
Big Idea: Knowing where each state is located helps us to better understand where places are, and where events happen.
Gifted Strand: Research skills, Communication skills
Curriculum Theme: Knowledge
*SS3G1 The student will locate major topographical features of theUnited States of America.
*ELA3W1- The student demonstrates competence in persuasive writing.
*ELA4W3- The student uses research and technology to support writing.
*M4P4- Students will make connections among mathematical ideas and to other disciplines. (distance and travel)
September 30, 2013
We have learned about raptors and just finished our owl pellet dissection. Ask your child to tell you what they found in their pellet, and what they've learned about owls. Next we will focus on food chains.
August 18, 2013
Soon we will embark on our first interdisciplinary unit of the school year, Interdependence & Owl Pellets. During this unit, students will analyze and examine the roles different organisms have in an ecosystem.
Unit Title: Interdependence and Owl Pellets
Big Idea: Organisms in an ecosystem depend on one another for food. Maintaining a balance in an ecosystem is key to its survival.
Gifted Strand: Research skills, Critical thinking skills
Curriculum Theme: Interdependence
Standards: S3L1- Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.
S3L2- Students will recognize the effects of pollution on humans and the environment.
S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.
A. Identify the roles of producers, consumers, and decomposers in a community.
B. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
C. Predict how changes in the environment would affect a community (ecosystem) of organisms.
D. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many.
S3CS3- Students will use tools and instruments for observing measuring and manipulating objects in scientific activities utilizing safe laboratory procedures.
S3CS5- Students will communicate scientific ideas clearly.
S3CS8- Students will understand important features of the process of scientific inquiry.
SS3G1- Students will locate major topographical features of the USA.
CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Ways to Support Student Learning at Home:
* examine habitats in your neighborhood- look for producers, consumers, predators, prey/ discuss the food chains that you observe
*visit the public library for books about habitats and/or owls
Welcome to Discovery!
The model used to deliver gifted instruction is the Resource Model. This model allows identified gifted students to be served out of their regular education classroom for gifted instruction. Students will receive a minimum of 225 minutes a week (45 minutes a day) of gifted instruction. Third grade will meet 10:30-11:15.
Discovery will be full of exciting and challenging interdisciplinary enrichment units. Enrichment units will follow the grade level Georgia Performance Standards (GPS) and the Common Core State Standards (CCSS). At the beginning of each unit of study a letter will be posted detailing the unit, the standards covered, and possible work that can be done at home. Discovery homework will be assigned from time to time, but not every night, and will come in various forms. Please check this website for unit information and updates.
Please feel free to contact me if you have any questions or concerns, or if you just want to introduce yourself. I look forward to meeting you, and to working with you and your child for the remainder of this year!
Nifty Fifty Web Sites
1. Sheppard Software games
2. U.S. capitals map quiz
3. Capitals map game
4. State location quiz
5. Map quiz – choose difficulty level
6. Agricultural information sheets
7. Travel and tourism sites for each state
8. 50States.com fact sheets for each state
CLICK HERE to play a Jeopardy game to review some of the concepts we covered during our unit on interdependence unit.