Heat (Unit 8)

Hello! This is our last unit before we begin reviewing for the end of year assessment. This unit begins our 4th nine week grading period in March.

First, we will start off by taking a look at our physical science standards for this unit:

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.

a. Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another.

b. Investigate how insulation affects heating and cooling.

c. Investigate the transfer of heat energy from the sun to various materials.

d. Use thermometers to measure the changes in temperatures of water samples (hot,

warm, cold) over time.

We have quite a lot to cover in this unit- but it can and will be done! :-) This unit makes me think of the humidity we have had this summer-- WHEW! I think our students will be very surprised at how many ways heat is produced… ways that they probably have overlooked or never thought of! They will also be encouraged to investigate the transfer of heat. We will also explore heat using thermometers as a measurement tool. We will use these thermometers in varying water temperatures.

Students will:

-Understand which materials are good insulators.

-Categorize ways to produce heat energy such as burning, rubbing, and mixing one thing with another.

-Investigate how insulation affects heating and cooling.

-Investigate the transfer of heat energy from the sun to various materials.

-Use thermometers to measure the changes in temperatures of water samples.

A very informative song to learn about heat!

As always- if you are in need of resources or help, please ask!

Best,

Mrs. Foster

Habitats and Pollution (Unit 7)

This unit is about Georgia Habitats and Pollution. We begin this unit when we come back from Winter Break in January! :) We are going to spend about 25 days on this unit before moving on to our unit on Heat!

Here are the Georgia life science standards that we will be covering:

S3L1 Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.

a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.

b. Identify features of green plants that allow them to live and thrive in different regions of Georgia.

c. Identify features of animals that allow them to live and thrive in different regions of Georgia.

d. Explain what will happen to an organism if the habitat is changed.

S3L2 Students will recognize the effects of pollution and humans on the environment.

a. Explain the effects of pollution (such as littering) to the habitats of plants and animals.

b. Identify ways to protect the environment.

Conservation of resources
Recycling of materials

This unit is closely related to the Georgia regions. Within these regions can be many different types of habitats. For example, where we live (The Coastal Plain) there are many different habitats: marsh/swamp, coast, and the Atlantic ocean. Here is a link to our region and the habitats that are in it.

Where We Live

In these regions, there are habitats: Piedmont, Marsh/Swamp, Mountains, Coast, and Atlantic Ocean. There are plants and animals that are unique to these habitats. For example, the gopher tortoise is unique to the coastal plain region of Georgia near the coast.

Watch this neat video about Georgia Habitats!

Pollution

This part of the unit is about pollution and the effects that pollution has on the environment. Students will learn ways to conserve resources and how to recycle! :)

Here is a neat website with some great videos about recycling!

Kids Recycle!

As always, please contact me for more help or resources! :)

Best,

Mrs. Foster

Famous Americans (Units 5 & 6)

Eleanor Roosevelt Franklin D. Roosevelt Frederick Douglass

Lyndon B. Johnson Mary McLeod Bethune Paul Revere

Susan B. Anthony Thurgood Marshall

This post is a combination of two units. In unit 5 we will be covering Thurgood Marshall, Lyndon B. Johnson, Paul Revere, and Franklin Delano Roosevelt. In unit 6, we will be covering the lives of Frederick Douglass, Susan B. Anthony, Eleanor Roosevelt, and Mary McLeod Bethune. This handful of Americans made a HUGE impact on our country and how to be an upstanding citizen. Both of these units will be 15 days each (about 30 days total)

Thurgood Marshall- Civil Rights
Lyndon B. Johnson- Great Society and voting rights
Paul Revere- Independence
Franklin Delano Roosevelt- New Deal and World War II
Frederick Douglass- Civil Rights
Susan B. Anthony- Women's Rights
Eleanor Roosevelt-United Nations and human rights
Mary McLeod Bethune- Education

Here are the Georgia Standards that we will be covering:

SS3H2 The student will discuss the lives of Americans who expanded people's rights and freedoms in a democracy.

a. Paul Revere (independence), Frederick Douglass (Civil rights), Susan B. Anthony (women's rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights)…
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

SS3CG2 THe student will discuss the character of different historical figures in SS3H2.
a. Describe how the different historical figures in SS3H2 display positive character traits of cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2 used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.

A great link to help with studying about these famous Americans! Click the link below :)

Famous Americans

A video that is very informative! :)

YouTube video about Famous Americans

Here are some of our American Hero Projects!! :)

As always, please let me know how I can help!

Best,

Mrs. Foster

Greek Influence and Government (Unit 5)

This is the biggest unit that we will cover this school year lasting about 30 days (then it's Christmas break! Woo!). This unit begins at the middle of October and also starts our 2nd 9 week grading period. We will be covering Greek influence, Government, and Famous Americans. Seems like we have a lot of big topics to cover! :) Half way to the end! Wow!

Here are the standards that we will be covering:

SS3H1 The student will explain the political roots of our modern democracy in the US.

a. Identify the influence of Greek architecture (columns on the Parthenon, U.S. Supreme Court Building), law, and the Olympic Games on the present.
b. Explain the ancient Athenian's idea that a community should choose its own leaders.
c. Compare and contrast Athens as a direct democracy with the U.S. as a representative democracy.

SS3H2 The student will discuss the lives of Americans who expanded people's rights and freedoms in a democracy.

a. Paul Revere (independence), Frederick Douglass (Civil rights), Susan B. Anthony (women's rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights)…
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

SS3CG1 The student will explain the importance of the basic principles that provide the foundation of a republican form of government.

a. Explain why in the US there is a separation of power between branches of government and levels of government.
b. Name the three levels of government (national, state, local) and the three branches in each (executive, legislative, judicial), including the names of the legislative branch (Congress, General Assembly, county commission or city council).
c. State an example of the responsibilities of each level and branch of government.

SS3CG2 THe student will discuss the character of different historical figures in SS3H2.
a. Describe how the different historical figures in SS3H2 display positive character traits of cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2 used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.

Greece is the small country right under the "boot" that is Italy. Greek influence on America is neat because we get to cover a little bit about the Olympics since the Greek started the Olympics. Buildings in America like the Supreme Court building have Greek influenced architecture.

Architecture is the art and science of building. Buildings today that have columns copy the Greek building style made most famous by the Parthenon. The Parthenon was a temple built to honor Athena, the goddess of wisdom and warfare.

We will cover more about Greek influence in class and also about the Olympics!

Greece also had an impact on our government here in America. Greece was a direct democracy, while America is a representative democracy. In a democracy, the people vote to make decisions.

There are 3 branches of Government here in America: Judicial, Legislative, and Executive.

A neat video by Schoolhouse Rock about the three branches of government:

Click here! --> Branches of Government Game!

~Famous Americans on the next blog :)

As always- please contact me if you need further resources and/or help! :)

Best,

Mrs. Foster

Rocks, Minerals, and Magnets~ It's Science time! (Unit 4)

Change can be a good thing and I think after a few weeks of Social Studies, we are all excited about moving on to Rocks, Minerals, and Magnets! I LOVE Science and I hope that I can teach your child many new things that they will be able to apply to their own lives. We will be spending about 25 days on this unit so we will have plenty of time to EXPLORE! :)

We are going to start our Science unit with Earth Science. Here are the standards:

S3E1 Students will investigate the physical attributes of rocks and minerals.
a. Explain the difference between a rock and mineral.
b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness).
c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam, or potting soil, and sand).
d. Determine how water and wind can change rocks and soil over time using observation and research.

S3E2 Students will investigate fossils as evidence of organisms that lived long ago.
a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago.
b. Describe how a fossil is formed.

Next, we will move on to Magnets which are Physical Science. Here is the standard:

S3P2 Students will investigate magnets and how they affect other magnets and common objects.
a. Investigate to find common objects that are attracted to magnets.
b. Investigate how magnets attract and repel each other.

Rocks and Minerals (20 Days):
Students will be able to:

Explain the difference between a rock and mineral.
Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness).
Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam, or potting soil, and sand).
Determine how water and wind can change rocks and soil over time using observation and research.

Important vocabulary: Rocks, minerals, hardness scale, characteristics, scratch test, attributes of rocks- shape, color, texture, igneous rock, sedimentary rock, metamorphic rock, rock cycle, erosion, weathering, glacier, soil,

Magnets (5 Days):
Students will be able to:

Identify, through experimentation, objects that are attracted to magnets and their common characteristics.
Illustrate how a magnetic field is formed.
Describe the ways magnetic poles.

Students will know that:

Magnets attract objects that contain iron or steel.
Magnets are surrounded by a magnetic field.
Magnets have two poles (north and south)

Important Vocabulary: magnets, repel, attract, opposite, north, south, metal, steel, iron, hypothesis, conclusion, magnetic, horseshoe magnet, disk magnet, bar magnet, investigate.

Rocks and Minerals Resources/Books:

Why Do We Need Rocks and Minerals? by Kelley Macaulay

Neat interactive website about rocks and soils!

~ CLICK HERE! ~

This link takes you to a neat website about minerals~ click here: ~ MINERALS IN YOUR HOME! ~

CLICK HERE->Website about rocks and their characteristics!

A Website Mrs. Foster Uses

Magnet Resources/Books:

Click here~ A List of Kids' Books About Magnets!

Click here-> Magnets Game

Please do not hesitate to come and talk with me about more resources for your child!

Best,

Mrs. Foster

The Life and Legacy of Cesar Chavez (Unit 3)

We are now moving into a little history. This unit will be taught right after our unit on Resources/Economics. We will spend about 5 days on this unit. Cesar Chavez is a very interesting and influential historic individual. He made an impact that still resonates us today. He fought very hard for workers' rights. He himself was a migrant farm worker and experienced many of the hardships that they experienced. It's important that we learn about individuals such as Cesar Chavez because we need to see where our country has come from, and how it came to be what it is today. Cesar Chavez is still loved and respected by a lot of people.

The standard that we will be using in our learning experience of Cesar Chavez is:

SS3H2 The student will discuss the lives of Americans who expanded people's rights and freedoms in a democracy.

a. … Cesar Chavez (worker's rights)

b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

There are so many beautiful children's books about Cesar Chavez that help us all to better understand and respect his life, obstacles, and legacy.

Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull

Cesar Chavez : The Struggle for Justice Cesar Chavez : La lucha por la justicia

by Anthony Accardo, Jose Juan Colin, Richard Griswold Del Castillo

Elegy on the Death of César Chávez

by Rudolfo A. Anaya

Take a look at this website about Cesar Chavez:

http://www.biography.com/people/cesar-chavez-9245781

Cesar Chavez is a very neat person that helped so many people. I hope that my students can learn to respect and understand the hardships that individuals like Cesar Chavez went through.

At some point during this unit, students will:

Discuss the life of Cesar Chavez (His life, hardships, and legacy)
Discuss why Cesar Chavez is important.
Explain the social barriers, restrictions, and obstacles that Cesar Chavez went through.

Best,

Mrs. Foster

Resources and Economics (Unit 2)

Wow! Isn't it interesting that third graders learn about ECONOMICS? I think it's great! These are skills (yet again!) that they will certainly use for the rest of their lives. Think about your job, are you providing a service, or helping create a good? What about taxes? We all know about those! I do for sure. My mom and husband are accountants! Do you know a farmer? Farmers use capital resources like tractors to help grow a natural resource! It's really neat how these all work together to create things that we use or eat everyday!

Students will be learning all about resources (natural, human, capital) and all about economics (goods and services, producers, consumers, currency, costs and spending, saving choices, taxes, government goods and services, and more!)

This unit will last about 10 days.
Our next unit of study will be covering the life and legacy of Cesar Chavez!

Georgia Performance Standards (GPS) to be covered:

SS3E1 (Social Studies, 3rd, Economics, 1st standard): The student will describe the four types of productive resources: a. Natural (Land)
b. Human (Labor)
c. Capital (Capital goods)
d. Entrepreneurship (Used to create goods and services)

SS3E2 The student will explain that governments provide certain types of goods and services in a market economy, and pay for these through taxes and will describe services such as schools, libraries, roads, police/fire protection, and military.

SS3E3 The student will give examples of interdependence and trade and will explain how voluntary exchange benefits both parties.
a. Describe the interdependence of consumers and producers of goods and services.
b. Describe how goods and services are allocated by price in the marketplace.
c. Explain that some things are made locally, some elsewhere in the country, and some in other countries.
d. Explain that most countries create their own currency for use as money.

SS3E4 The student will describe the costs and benefits of personal spending and saving choices.

WHOA!

We have a lot to cover! :)

We will be using our interactive notebooks, textbooks, and workbooks a lot during this unit!

Helpful resources are below-- just copy and paste the URL :)

http://quizlet.com/9597941/3rd-grade-georgia-economics-flash-cards/ (Click on flashcards to review important Economic terms)

https://www.youtube.com/watch?v=WiFflszadhQ (Songs about Economics by Scottndisa)

Students will definitely be learning how to use economics in my classroom ~ MORE on this later! :)

Please ask me about more resources and/or help!

Best,

Mrs. Foster

Map and Globe Skills (Unit 1)

Map and Globe skills are super important not only for third grade, but for life! Think about it. Whenever you go on a trip, whether you use a paper map or a GPS, you are using map skills to get from point A to point B! Even going from your home to Wal-Mart- you use directions skills subconsciously to get from point A to point B. Globe skills are also important. Using skills like locating certain places, using latitude, longitude, north, south, east, and west, and so on are skills that I still use today!

This Map and Globe Skills unit is very short- only lasting about 10 days! This means that we will be doing a lesson a day.

Here is the Georgia Performance Standard for Map and Globe Skills:

SS3G1 (Social Studies 3rd Geography Standard 1): The student will locate major topographical features.
a) Identify major rivers in the US: Mississippi, Ohio, Rio Grande, Colorado, Hudson.
b) Identify major mountain ranges of the US: Appalachian and Rocky
c) Locate the equator, prime meridian, and lines of latitude and longitude on a globe.

I have also listed some helpful websites, games, and information to engage your child at home and help them with map and globe skills. All you need to do is copy and paste the website into your URL and it will take you to the webpage :)

http://www.apples4theteacher.com/map-of-usa.html (Map of the United States of America. Learn state names and where they're located. Also learn state capitals and state nicknames.)

http://stellar-students.blogspot.com/2012/09/maps-and-globes-continents-and-oceans.html (Another 3rd grade teacher posts links to Map Skills information, games, and videos)

http://www.totally3rdgrade.com/globe.html (A helpful song about Map/Globe skills!)

https://www.youtube.com/watch?v=NazvXwWumaQ (There's a Map on My Lap! by Tish Rabe)

https://www.youtube.com/watch?v=UeeLivQH7Ok (The Cardinal Directions Song by Adam Crossley

https://www.youtube.com/watch?v=gRYSSNq5GSc (An introduction to Maps and Globes by Larry Sanger)

**I will be using something like this with the kids when we learn about maps and globes.

http://www.teacherspayteachers.com/Product/Georgia-Social-Studies-Map-Skills-Activity-Bundle-3rd-Grade-330665