Embedded Files
Next Generation Science Standards - Comprehensive
EARTH AND SPACE SCIENCE
Earth's Systems - Students who demonstrate understanding can:
(3-ESS2-1.) Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Disciplinary Core Ideas
Weather and Climate
(ESS2.D:1.) Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)
Crosscutting Concepts
Patterns
(3-ESS2.CC.1.1.) Patterns of change can be used to make predictions. (3-ESS2-1), (3-ESS2-2)
New Jersey Core Curriculum Content Standards -- Science Grade 3
EARTH AND SPACE SCIENCE
Earth's Systems - Students who demonstrate understanding can:
Crosscutting Concepts
Patterns
(3-ESS2.CC.1.1.) Patterns of change can be used to make predictions. (3-ESS2-1), (3-ESS2-2)
Earth and Human Activity - Students who demonstrate understanding can:
Disciplinary Core Ideas
Natural Hazards
(ESS3.B:1.) A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3-ESS3-1) (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2.)
New Jersey Core Curriculum Content Standards -- Mathematics Grade 3
Measurement and Data
Represent and interpret data.
(3.MD.B.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.
New Jersey Core Curriculum Content Standards -- Language Arts Grade 3
Progress Indicators for Reading Informational Text
Craft and Structure
(RI.3.5.) Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Progress Indicators for Writing
Text Types and Purposes
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
(W.3.2.A.) Introduce a topic and group related information together; include text features (e.g.: illustrations, diagrams, captions) when useful to support comprehension.
Anchor Standards: Writing
(NJSLSA.W2.) Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Production and Distribution of Writing
(W.3.4.) With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
(NJSLSA.W4.) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge
(W.3.7.) Conduct short research projects that build knowledge about a topic.
(W.3.8.) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
(NJSLSA.W7.) Conduct short as well as more sustained research projects, utilizing an inquiry based research process, based on focused questions, demonstrating understanding of the subject under investigation.
(NJSLSA.W8.) Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
(NJSLSA.W9.) Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
(W.3.10.) Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
(NJSLSA.W10.) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Research to Build and Present Knowledge
(W.2.8.) Recall information from experiences or gather information from provided sources to answer a question.
(NJSLSA.W8.) Gather relevant information from multiple prints and digital sources, assess the credibility and accuracy of each source, and integrate
Production and Distribution of Writing
(W.2.5.) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed through self-reflection, revising, and editing.
(NJSLSA.W4.) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
the information while avoiding plagiarism.
Anchor Standards: Writing
Production and Distribution of Writing
(NJSLSA.W5.) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Anchor Standards: Language
Vocabulary Acquisition and Use
(NJSLSA.L6.) Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
LIFE SCIENCE
Ecosystems: Interactions, Energy, and Dynamics - Students who demonstrate understanding can:
Disciplinary Core Ideas
Interdependent Relationships in Ecosystems
(LS2.A:1.) Plants depend on water and light to grow. (2-LS2-1)
(LS2.A:2.) Plants depend on animals for pollination or to move their seeds around. (2-LS2-2)
Biodiversity and Humans
(LS4.D:1.) There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS4-1)
Biological Evolution: Unity and Diversity - Students who demonstrate understanding can:
(2-LS4-1.) Make observations of plants and animals to compare the diversity of life in different habitats[Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]
Progress Indicators for Language
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
(L.2.1.F.) Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
Vocabulary Acquisition and Use
(L.2.6.) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Anchor Standards: Writing
Production and Distribution of Writing
(NJSLSA.W4.) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Range of Writing
(NJSLSA.W10.) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor Standards: Speaking and Listening
Comprehension and Collaboration
(NJSLSA.SL2.) Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Technology
Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.
Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
Select and use applications effectively and productively.
(8.1.2.A.5.) Enter information into a spreadsheet and sort the information.
(8.1.2.A.6.) Identify the structure and components of a database.
(8.1.2.A.7.) Enter information into a database or spreadsheet and filter the information.
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