SC Interdisciplinary Plans Grade: 3 Subject Math Vocabulary:

data, data table

Date: November Higher Order Questions

How can fractions be modeled, compared, and ordered? How do fractions relate to whole numbers? Where would you find this fraction in the real world? How can you represent this fraction in a variety of ways? What are fractions and how will I use them in real life? What are the parts of a fraction? How do I represent parts of a whole as a fraction? How can I tell if fractions are equal? How do I place fractions on a number line? How do I order unit fractions and how will it help me in the real world? Is this fraction closer to 0, 1/2, or 1? When is an estimate more appropriate then an actual measurement? How are units of measurement related? What are the tools of measurement and how are they used? What is the purpose of standard units of measure? What strategies help estimate measurements? How does measurement keep our world organized? How might measurement errors occur? What units of measure do I use for length? How can I use real life objects to measure length? How can I use real life objects to estimate length? How can the possible outcomes for an event be determined? How can fairness be determined? How is the probability of an event determined and described? How can we make predictions when we are faced with uncertainty? How can probability outcomes be represented?

SC Indicators
4.A.1.b Organize and display data to make tables using a variety of categories and sets of data A.L. Use no more than 4 categories from one set of data and whole numbers (01000) 4.B.1.a Interpret data contained in tables using a variety of categories and intervals A.L. Use no more than 4 categories from one set of data and whole numbers (01000) 6.A.2.a Read, write, and represent fractions as parts of a single region using symbols, words, and models A.L. Use fractions with denominators of 2, 3, or 4 3.A.1.a Estimate and determine length A.L. Use the nearest centimeter or inch 3.B.1.a Measure the length of objects and pictures of objects using a ruler, tape measure, a yardstick, or a meter stick A.L. Use a ruler and the nearest centimeter or inch 1.C.1.b Represent proper fractions on a number line A.L. Use fractions that have denominators of 2, 3, or 4 3.C.2.a Determine equivalent units of length A.L. Use 12 inches = 1 foot and 3 feet = 1 yard and whole numbers (030) 6.A.2.b Read, write, and represent fractions as parts of a set using symbols, words, and models A.L. Use fractions with denominators of 2, 3, or 4, and use sets of 2, 3, 4 items, respectively 5.B.1.a Describe the probability of an event using words A.L. Use probability terms of more (or most) likely, less (or least) likely, or equally likely

Linear Measurement
tape measure yard stick centimeter meter stick foot (feet) meter ruler yard inch longer centimeter shorter equivalent length convert height measure taller

Fractions
half (halves) set fourths region whole numerator denominator

Probability
outcome possible outcome probability likely less (least) likely more (most) likely equally likely certain impossible chance

Science Vocabulary:
Sound discrimination, property, code, vibration, sound source, sound receiver, volume, pitch, frequency, kalimba, xylophone, tension, stethoscope, amplify, megaphone, outer ear, inner ear

Ongoing Vocabulary:
Investigations, data, models, work, matter, energy, observe, temperature, motion, speed, forces, gravity, vibration, sound, matter, energy

K.5.D.2.a Observe and relate the vibrations of objects that make sounds (drums, guitar, string, and tuning forks) to the sounds felt and heard K.5.D.2.b Based on information from observations identify the source of vibrations in familiar objects that produce sounds 3.5.D.2.a Based on observations of objects that produce sound, relate vibration to the back and forth motion of parts of the object 3.5.D.2.b Pose questions concerning the relationship between loudness or pitch and the vibration of an object 3.5.D.2.c Cite examples of sound sources and sound receivers 6.5.D.1.a Cite examples to show that waves transfer energy from one place to another 6.5.D.1.b Measure and describe the wavelength, frequency, and amplitude of waves on: Water, Ropes, Springs 6.5.D.2.a Investigate and describe that the pitch of sounds can be varied by changing the rate of vibration 6.5.D.2.b Identify and describe the relationship among frequency, wavelength, and pitch 6.5.D.2.c Observe and describe the relationship between amplitude and loudness 6.5.D.2.d Cite evidence that sound waves transfer energy using observation of sympathetic tuning forks, tuned guitar strings, etc.

What is sound? How can we describe sound? What are the properties of sound that make sounds identifiable? How can you use the discrimination of sounds to make a code for sending messages? How are sounds made? Why did that happen? What would happen if I did this differently? What can cause changes in sound?

English Language Arts Vocabulary:

text-to-text, text-to-self, text-to-world, schema, questioning, connections, monitor and clarify, inner conversation, distracting connections, genre, format, form, author, text structure, signal words, writing style, literary features, text

1E2d: Make connections to the text from prior knowledge and experiences 1E3i: Explain personal connections to the ideas or information in the text 1E4d: Draw conclusions based on the text and prior knowledge 1E4h: Connect the text to prior knowledge or personal experience. 2A4j: Connect the text to prior knowledge or experience 2A4i: Identify and explain how someone might use the text 3A6e: Identify and explain personal connections to the text 1E2c-Make predictions and ask questions about the text 1E3d-Look back through the text to search for connections between and among ideas 1E3e-Make, confirm, or adjust predictions 3A3c: Identify and describe the setting and the mood 3A3d: Identify and analyze the characters 3A3e: Identify and explain relationships between and

What is the story about? What does it remind you of? Have you ever faced a problem like the one presented in this story? What other stories have we read about similar problems? How can illustrating and writing about a piece of text help us connect the text to our lives? How does the setting of the story make you feel? In what ways does this story remind you of other stories we have read? How does the main character remind you of someone that you know? In what ways does the main character remind you of other characters from other stories we have read?

among characters, setting, and events

Suppose the main character lived in your neighborhood. What kinds of adventures might he or she have here? How does the new information you learn ed change your thinking? Using your prior knowledge, what information in this text do you agree/disagree with?
Formatted: Line spacing: single

Social Studies Vocabulary:

Tragedy Hijacked Islamic extremists Democracy Patriotism heroism Terrorist Iraq Afghanistan War Beliefs Sacrifice Culture Memorial Controversy

1A2b: Describe practices such as voting, following rules, volunteering, and recognizing national holidays associated with democratic principles 1A2a: Identify and explain democratic principles, such as individual rights and responsibilities, patriotism, common good, justice, and equality 1B1b: Describe the contributions of people who contributed to the common good of society 2A1a: Use fiction and non-fiction to compare the elements of several cultures and how they meet their human needs for clothing, food, shelter, recreation, education, stories, art, music, and language. 2A1b: Explain how and why media, such as the internet, television, radio, and newspaper, provide an opportunity to understand various perspectives about cultures 2B1a: Use non-fiction texts to identify and discuss examples of how communities borrow and share from other cultures 2C1a: Identify and demonstrate appropriate social skills necessary for working in a cooperative group such as sharing concern, compassion, and respect among group members 2C1b: Analyze how different points of view in school and community situations may result in compromise or conflct 3A1a: Describe the purposes of a variety of maps and atlases 3A1b: Identify the location of communities, major cities in Maryland and the United States using a globe, map, and atlases 3B1 5A1b: Explain the relationship among events in a variety of timelines. 6A3a: Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning 6A3b: Read slowly and carefully, restate, or read on and revisit difficult parts 6A3e: Make, confirm, or adjust predictions about the text 6A3f: Periodically summarize or paraphrase important ideas while reading

Why is it important for Americans to know about and remember September 11? How have the lives of Americans changed since Sept 11? What are beliefs? How did a difference in beliefs contribute to the tragedy of th September 11 ? What words come to your mind when thinking about th September 11 ? th How would you memorialize September 11 ? How is the Islamic culture different from American culture? th How has September 11 brought fear and controversy to the United States?