Académique Documents
Professionnel Documents
Culture Documents
COMPANION DOCUMENTS
Contains:
- Science Companion Document for 3rd Grade Changes in Motion unit
- General Inquiry Questions Assessment questions
- 3rd Grade Changes in Motion Assessment questions
- 3rd Grade Science Expectations
- 3rd Grade ELA Expectations
- 3rd Grade Mathematics Expectations
- 3rd Grade Social Studies Expectations
- Grade 3-5 Technology Expectations
Third Grade
Science Content Expectations
Companion Document
SCIENCE
• Unit 1: Changes in Motion
• Unit 2: Light and Sounds
• Unit 3: Structures and Functions of
Living Things
• Unit 4: Earth Materials, Change, and
Resources
v.1.09
Introduction to the K-7 Companion Document
An Instructional Framework
Overview
The Michigan K-7 Grade Level Content Expectations for Science establish
what every student is expected to know and be able to do by the end of
Grade Seven as mandated by the legislation in the State of Michigan. The
Science Content Expectations Documents have raised the bar for our
students, teachers and educational systems.
In an effort to support these standards and help our elementary and middle
school teachers develop rigorous and relevant curricula to assist students in
mastery, the Michigan Science Leadership Academy, in collaboration with the
Michigan Mathematics and Science Center Network and the Michigan Science
Teachers Association, worked in partnership with Michigan Department of
Education to develop these companion documents. Our goal is for each
student to master the science content expectations as outlined in each grade
level of the K-7 Grade Level Content Expectations.
These companion documents are an effort to clarify and support the K-7
Science Content Expectations. Each grade level has been organized into four
teachable units- organized around the big ideas and conceptual themes in
earth, life and physical science. The document is similar in format to the
Science Assessment and Item Specifications for the 2009 National
Assessment for Education Progress (NAEP). The companion documents are
intended to provide boundaries to the content expectations. These
boundaries are presented as “notes to teachers”, not comprehensive
descriptions of the full range of science content; they do not stand alone, but
rather, work in conjunction with the content expectations. The boundaries
use seven categories of parameters:
SCIENCE
• Big Ideas • Instructional Framework
• Clarifications • Enrichment
• Inquiry • Intervention
• Vocabulary • Real World Context
• Instruments • Literacy Integration
• Measurements • Mathematics Integration
v.1.09
Third Grade Companion Document
Vocabulary Page 10
Enrichment Page 16
Intervention Page 16
1
3rd Grade Unit 1:
Changes in Motion
2
3 Unit 1: Changes in Motion
• The position of the observer and object affect the description of motion.
• Forces are pushes and pulls.
• Gravity is the force that pulls objects to the Earth.
• Motion is affected by the strength of the force and the mass of the object.
Content Expectation
P.FM.03.22 Identify the force that pulls objects towards the Earth.
Instructional Clarifications
1. Identify means to recognize that gravity is the force that pulls objects to
Earth.
2. Gravity is the force that pulls objects towards the Earth.
3. The term gravity is very abstract. Third grade students do not need to
define the term gravity. They need only to observe that dropped or
thrown objects eventually fall to the ground. Some exceptions are helium
and hot air balloons, or objects rising in water. Third graders may be
aware of the exceptions but do not need to understand the science behind
it.
4. Gravity is the attraction between all matter; it is the force that pulls
objects toward each other. The larger the object, the greater the force.
Because of the Earth’s size, the pull of gravity is very apparent.
5. The downward force of gravity is called weight. Weight is the measure of
the pull, or force, of gravity on an object.
6. Weight is measured using a scale, whereas mass is measured using a
balance.
7. The emphasis of this expectation is that gravity is the force that pulls
objects to the Earth. Weight is the measure of the pull of gravity.
3
Students describe objects as having more or less pull by the Earth and
more or less weight.
8. A common misconception is that only large objects have gravitational
force.
9. A common misconception is that energy and force are interchangeable.
Assessment Clarification
1. Gravity is the force that pulls objects towards the Earth.
Content Expectations
Instructional Clarifications
1. Describe means to tell or depict in spoken or written words that a force is
a push or pull.
2. Force is a push or a pull on an object or substance by another object or
substance.
3. A push is to move an object away.
4. A pull is to move an object toward.
5. Forces can change the shape of an object or speed up, slow down, change
the direction, start or stop the motion of an object.
6. Examples of forces are limited to gravity and pushes and pulls caused by
people, machines, magnets or nature (wind and water).
Assessment Clarifications
1. Force is a push or a pull on an object or substance.
2. Examples of forces are gravity and pushes and pulls caused by people,
machines, magnets or nature (wind and water).
3. A push moves an object away from another object and a pull moves an
object toward another object.
Instructional Clarifications
1. Relate means to establish an association or connection between a force
and how it causes a change in motion of an object.
4
2. Forces cause objects to slow down, speed up, change direction, stop and
start.
3. A change in motion is to slow down, speed up, stop, or change direction.
4. The emphasis of the expectation is for students to identify the force that
causes the change in motion. These forces include gravity; sliding or
rubbing (friction) to stop, start or slow things down; pulling, as with a
rope; and pushing.
5. Force descriptions are limited to people, machines, wind, and water.
Assessment Clarifications
1. Forces cause changes in motion.
2. Forces cause objects to slow down, speed up, change direction, stop or
start.
3. A change in motion is to slow down, speed up, stop, start, or change
direction.
4. The emphasis of the expectation is for students to identify the force that
causes the change in motion. These forces include gravity; sliding or
rubbing to stop, start or slow things down; pulling, as with a rope; and
pushing.
5. Force descriptions are limited to people, machines, wind, and water.
Instructional Clarifications
1. Demonstrate means to show through manipulation of materials, drawings
and written and verbal explanations how a change in the motion of an
object is related to the strength of the force and the mass of the object.
2. The terms weight and mass are often used interchangeably. However,
they are not the same. Mass is the amount of matter in an object, which
is a constant amount. Weight is a measure of the gravitational pull of an
object. The weight of an object changes if the gravitational pull changes;
for example, the weight of an object differs on Earth when compared to
the weight of the same object on the moon, yet the mass of the object
stays the same. The use of the word mass is more accurate than the
word weight in most cases. The use of the word mass is highly
recommended.
3. Changes in motion are related to the strength of the force acting on an
object. The larger the force the greater the change in motion.
4. Changes in motion are related to the mass of an object. Heavier objects
require a stronger force to cause a change in motion. Lighter objects
require less force to cause a change in motion.
5. The term mass has not been introduced to students at the third grade
level. Third grade students should use the term weight.
6. A common misconception is that large objects always exert a greater
force than small objects.
5
7. Students at the third grade level are not expected to measure force; they
make observations of changes in motion due to stronger and weaker
forces.
Assessment Clarifications
1. The larger the force the greater the change in motion.
2. Heavier objects need a stronger force to cause a change in motion.
Lighter objects need less force to cause a change in motion.
Instructional Clarifications
1. Demonstrate means to show through manipulation of materials, drawings,
and written and verbal explanations when an object does not move in
response to a force, it is because another force is acting on it.
2. There may be many forces acting on an object at one time. The
combination of all the forces result in changes in motion or no motion.
3. A common misconception is that when an object is at rest, there are no
forces acting on the object.
4. If forces are equal and opposite, an object will remain at rest.
5. Third grade students do not need to understand these concepts; they
simply observe the results of opposing and equal forces and recognize
that more than one force acts on an object.
6. At this level, demonstrations include such examples as pushing on a large
object such as a boulder (friction is another force) tug-of-war games
(equal pulling on opposite ends of the rope) and lifting a heavy object
(gravity is the other force).
Assessment Clarifications
1. There may be many forces acting on an object at one time. The
combination of all these forces results in changes in motion or no motion.
2. When a heavy object, such as a boulder, is pushed and does not move
another force is acting on it.
Content Expectations
Instructional Clarifications
1. Describe means to tell or depict in spoken or written words the motion of
objects in terms of path and direction.
6
2. Motion is described relative to a frame of reference (relative to something
else).
3. Motion is a change in position.
4. Motion is the movement of an object from one place to another or
physical motion such as twirling and waving.
5. The path of motion can be described as moving away from, toward,
around, above, below, behind, between and through an object that is not
moving.
6. The terms north, south, east and west describe motion with reference to
the Earth.
Assessment Clarifications
1. Motion is movement from one place to another.
2. Motion can be physical movement (twirling, waving, blinking, bending).
3. The path of motion is moving away from, toward, around, above, below,
behind, between and through an object that is not moving.
4. Describe the direction of an object as it relates to an object that is not
moving. (A girl is walking toward the desk but a boy is walking away
from the desk.)
Instructional Clarifications
1. Identify means to recognize changes in motion as changing direction,
speeding up or slowing down.
2. Students identify changes in motion as a change in direction, speeding
up, or slowing down.
3. A common misconception is that acceleration is speeding up. The term
“acceleration” should not be used in the third grade.
4. Changes in direction include north, south, east, west, right, left, up, and
down.
Assessment Clarification
1. A change in motion can be identified as a change in direction, speeding
up, or slowing down.
Instructional Clarifications
1. Relate means to establish an association or connection between distance,
time and speed.
2. Third grade students are not expected to calculate speed. Students often
confuse speed and distance. Students describe speed as the distance an
object travels in a standard amount of time or the amount of time it takes
an object to travel a standard distance. For example, if it takes car A 5
seconds longer to travel the same distance as car B, car B is traveling at
a faster speed. If car A travels a further distance than car B, in the same
amount of time, then car A is traveling at a faster speed.
7
3. Students’ measurement abilities include measuring the distance
something travels (kilometers, meters, centimeters) and the amount of
time it takes to travel a certain distance (hours, minutes, seconds).
4. Measurement tools include meter sticks, rulers, measuring tapes, stop
watches, clocks with a second hand.
5. Speed descriptions include faster and slower.
Assessment Clarifications
1. Speed is the distance an object travels in a certain amount of time.
2. Speed descriptions include faster and slower.
8
Inquiry Process, Inquiry Analysis and Communication,
Reflection and Social Implication
Inquiry Processes
S.IP.03.11 Make purposeful observations of motion of objects in terms of
direction.
S.IP.03.12 Generate questions based on observations of objects in motion.
S.IP.03.13 Plan and conduct simple and fair investigations to compare and
contrast the motion of objects in terms of path and direction.
S.IP.03.14 Manipulate simple tools (for example ruler, meter stick, stop
watch/timer) to determine the speed of an object by measuring the time it
took to travel a measured distance.
S.IP.03.15 Make accurate measurements with appropriate units
(centimeters, meters, seconds, minutes) of the distance an object traveled in
a measured time.
S.IP.03.16 Construct simple charts and graphs from data and observations
of time and distance of an object’s travel.
Inquiry Analysis and Communication
S.IA.03.11 Summarize information from charts and graphs to answer
questions about the speed of a moving object.
S.IA.03.12 Share ideas about changes in motion through purposeful
conversation in collaborative groups.
S.IA.03.13 Communicate and present findings of investigations that
describe the motion of objects in terms of direction.
S.IA.03.14 Develop research strategies and skills for information gathering
and problem solving about determining the speed of a moving object.
S.IA.03.15 Compare and contrast sets of data from multiple trials of an
investigation on the motion of objects to explain reasons for differences.
Reflection and Social Implications
S.RS.03.11 Demonstrate similarities and differences in the motion of objects
in terms of direction through various illustrations, performances or activities.
S.RS.03.14 Use data/samples as evidence to separate fact from opinion
about the speed of an object.
S.RS.03.15 Use evidence when communicating, comparing and contrasting
the motion of objects in terms of path and direction.
S.RS.03.16 Identify technology used in everyday life to measure speed.
S.RS.03.17 Identify current problems about changes in the motion of
objects that may be solved through the use of technology.
S.RS.03.19 Describe how people such as al Jazari, Isaac Newton, the Wright
Brothers, Sakichi Toyoda, and Henry Ford have contributed to science
throughout history and across cultures.
9
Vocabulary
10
Instruments, Measurement, and Representations
11
Instructional Framework
Instructional Examples
Gravity: P.FM.03.22
Force: P.FM.03.35, P.PM.03.36, P.FM.03.37, P.FM.03.38
Speed: P.FM.03.41, P.FM.03.42, P.FM.03.43
Objectives
12
• Take the students on a motion walk to make observations of different
forces and the resulting motions in and around the school. (P.FM.03.36)
• In collaborative groups, students participate in a variety of games or
sports (floor hockey, paper football, kickball, marbles, basketball, soccer,
and baseball) to discover and describe how objects move due to the
forces acting on them.
• After students discuss the motion of the objects in their activity, challenge
them to evaluate the motion of the objects in terms of path and direction.
Organize their observations into a chart with the heading, Motion, and
subheadings: Path and Direction.
• Create a list of observations and words that describe the path(s) and
direction(s) the objects in their activity were moving. Draw a diagram of
the motion of the objects in the games and label the forces and the
changes in motion (change in direction, speeding up, slowing down,
starting and stopping). Add Changes in Motion to the chart and list
observations and descriptions of how the objects changed their motion.
(P.FM.03.36, P.FM.03.37, S.IP.03.11, S.IA.03.11, S.IA.03.12)
• Explain and create classroom definitions for the terms gravity, motion,
force, direction and speed. (P.FM.03.35, P.FM.03.36, P.FM.03.43)
• During the discussion, add to the descriptive terms on the chart used to
describe direction and changes in motion. (P.FM.03.41, P.FM.03.42,
P.FM.03.43)
13
Elaborate and Apply
14
Students construct simple charts and graphs from the data and from
observations of time and distances of the toy cars’ travel. (P.FM.03.42,
P.FM.03.43, S.IP.03.14, S.IP.03.15, S.IP.03.16, S.IA.03.11, S.IA.03.14,
S.RS.03.14)
15
Enrichment
Intervention
16
Examples, Observations, and Phenomena (Real World Context)
Throwing balls, running, rolling balls, swinging, and sliding are all common
activities for children. Everyday experiences naturally include a description
of the direction of motion and the speed at which motion occurs.
17
Literacy Integration
Reading
Writing
Speaking
18
• Plan and deliver presentations comparing and contrasting the motion of
objects in terms of direction using an informational organization pattern
(descriptive); and supportive facts and details reflecting data collected
from a simple investigation.
Mathematics Integration
N.ME.03.01 Read and write numbers to 10,000 in both numerals and words,
and relate them to the quantities they represent.
N.FL.03.07 Estimate the sum of and difference of two numbers with three
digits (sums up to 1,000), and judge reasonableness of estimates.
Measurement
D.RE.03.01 Read and interpret bar graphs in both horizontal and vertical
forms.
19
Science Grade 3: General Inquiry Questions » Teacher Version
Directions: For each of the following questions, decide which of the choices is best and fill in the corresponding
space on the answer document.
1. Bev thinks that heavy objects will sink and light 3. Ms. Wong’s class was discussing whether it was
objects will float. What would be the BEST way to better for the environment to use paper or
find out if this is true? styrofoam cups in fast food restaurants. Which of
A. Gather many heavy objects and many light the properties below would be MOST important
objects. Place each one in a tub of water and to consider in choosing a material that would be
see if it floats or sinks. better for the environment?
A. whether it will decay when disposed of
B. Find one heavy object and one light object
and whether it is made from a renewable
and test them by placing them in a tub of
resource
water.
B. whether it is light and whether it will burn
C. Find one heavy object and one light object
easily
and test them by placing them in a tub of
hot water. C. whether it will decay when disposed of and
whether it will burn easily
D. Find an object that sinks in a tub of water
and see if it is heavy or light. D. whether it is made from a renewable
ItemID kmorgan.1964
resource and whether it is light
Correct A ItemID kmorgan.1966
Standard(s) SCI.3.S.IP.03.13 ( 3 ) Correct A
Standard(s) SCI.3.S.IP.03.12 ( 3 )
DataDirector Exam ID: 430 Page 1 of 2 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 3: General Inquiry Questions » Teacher Version
Stop! You Go
have
onfinished
to the next
thispage
exam.
»
DataDirector Exam ID: 430 Page 2 of 2 © 2009 Houghton Mifflin Harcourt. All rights reserved.
Science Grade 3, Unit 1: Changes in Motion » Teacher Version
Directions: For each of the following questions, decide which of the choices is best and fill in the corresponding
space on the answer document.
Stop! You Go
have
onfinished
to the next
thispage
exam.
»
DataDirector Exam ID: 407 Page 1 of 1 © 2009 Houghton Mifflin Harcourt. All rights reserved.
THIRD GRADE SCIENCE
SCIENCE
GRADE LEVEL
CONTENT
EXPECTATIONS
v.1.09
Development
In developing these expectations, the K-7 Scholar Work Group depended heavily
on the Science Framework for the 2009 National Assessment of Educational
Progress (National Assessment Governing Board, 2006) which has been the
gold standard for the high school content expectations. Additionally, the
National Science Education Standards (National Research Council, 1996), the
Michigan Curriculum Framework in Science (2000 version), and the Atlas for
Science Literacy, Volumes One (AAAS, 2001) and Two (AAAS, 2007), were
all continually consulted for developmental guidance. As a further resource
for research on learning progressions and curricular designs, Taking Science
to School: Learning and Teaching Science in Grades K-8 (National Research
Council, 2007) was extensively utilized. The following statement from this
resource was a guiding principle:
“The next generation of science standards and curricula at the national and
state levels should be centered on a few core ideas and should expand on
them each year, at increasing levels of complexity, across grades K-8. Today’s
standards are still too broad, resulting in superficial coverage of science that
fails to link concepts or develop them over successive grades.”
Michigan’s K-7 Scholar Work Group executed the intent of this statement
Office of School Improvement in the development of “the core ideas of science...the big picture” in this
document.
www.michigan.gov/mde
Curriculum
Using this document as a focal point in the school improvement process, schools
and districts can generate conversations among stakeholders concerning current
policies and practices to consider ways to improve and enhance student achievement.
Together, stakeholders can use these expectations to guide curricular and instructional
decisions, identify professional development needs, and assess student achievement.
Assessment
The Science Grade Level Content Expectations document is intended to be a curricular
guide with the expectations written to convey expected performances by students.
Science will continue to be assessed in grades five and eight for the Michigan
Educational Assessment Program (MEAP) and MI-Access.
02-Second Grade
Content statements are written and coded for Elementary and Middle School Grade
Spans. Not all content expectations for the content statement will be found in each
grade.
The content expectations for third grade science students present high interest content that leads
to investigations, data collection, raising questions, and the identification of current problems in
the environment that society faces on Earth.
The third grade science content expectations introduce the concept of energy through
the study of light and sound. Students explore light and how light travels in a straight
path, how shadows are made, and the behavior of light through water. Students
discover that different objects interact differently with light; objects can reflect,
absorb, or refract light. Objects can also absorb heat energy when exposed to light.
Properties of sound are also introduced in the third grade curriculum. Students are
given the opportunity to explore how different pitches are produced and sound as a
result of vibrations.
The common idea of the dependency of life on the environment and the effects of
humans and other living organisms on the environment, provides the opportunity for
students to apply their knowledge to current environmental problems and what the
third grader can do to protect the environment.
Energy
* Revised expectations marked by an asterisk.
Solid Earth
K-7 Standard E.SE: Develop an understanding of the properties
of Earth materials and how those properties make materials useful.
Understand gradual and rapid changes in Earth materials and features
of the surface of Earth. Understand magnetic properties of Earth.
3
GRADE LEVEL
ELA
CONTENT
EXPECTATIONS v.12.05
Welcome to Michigan’s K-8 Grade Level Content Expectations
R EA D I N G
Purpose & Overview
In 2004, the Michigan Department of Education embraced the challenge of creating
Grade Level Content Expectations in response to the federal No Child Left Behind Act
W R IT I N G of 2001. This act mandated the existence of a set of comprehensive state grade level
assessments that are designed based on rigorous grade level content.
In this global economy, it is essential that Michigan students possess personal, social,
occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills
S P EA K I N G
defined in Michigan’s Grade Level Content Expectations will increase students’ ability to
be successful academically, contribute to the future businesses that employ them and the
communities in which they choose to live.
L I ST E N I N G The Grade Level Content Expectations build from the Michigan Curriculum Framework
and its Teaching and Assessment Standards. Reflecting best practices and current
research, they provide a set of clear and rigorous expectations for all students and
provide teachers with clearly defined statements of what students should know
V I EW I N G
and be able to do as they progress through school.
Assessment
The Grade Level Content Expectations document is intended to be a state assessment
tool with the expectations written to convey expected performances by students. The
Office of Assessment and Accountability was involved in the development of version 12.05
and has incorporated the changes in the construction of test and item specifications for
the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated
version will assist us in the creation of companion documents, content examples, and
to guide program planners in focusing resources and energy.
Office of School Improvement
www.michigan.gov/mde
Curriculum
Using this document as a focal point in the school improvement process, schools and districts
can generate conversations among stakeholders concerning current policies and practices
to consider ways to improve and enhance student achievement. Together, stakeholders can
use these expectations to guide curricular and instructional decisions, identify professional
development needs, and assess student achievement.
Domains
Word Recognition and Genre (GN) Conventions (CN) Conventions (CN)
Word Study (WS) Process (PR) Discourse (DS) Response (RP)
• Phonemic Awareness Personal Style (PS)
• Phonics Grammar & Usage (GR)
• Word Recognition Spelling (SP)
• Vocabulary Handwriting (HW)
Fluency (FL) Writing Attitude (AT)
Narrative Text (NT)
Informational Text (IT)
Comprehension (CM)
Metacognition (MT)
Critical Standards (CS)
Reading Attitude (AT)
Word Recognition
Students will…
R.WS.03.01 automatically recognize frequently encountered words in print
whether encountered in connected text or in isolation with the number of words
that can be read fluently increasing steadily across the school year.
R.WS.03.02 use structural, syntactic, and semantic cues including letter-sound,
rimes, base words, and affixes to automatically read frequently encountered words,
decode unknown words, and decide meanings including multiple meaning words.
R.WS.03.03 know the meanings of words encountered frequently in grade-level
reading and oral language contexts.
R.WS.03.04 automatically recognize the 220 Dolch basic sight words and 95
common nouns.
R.WS.03.05 make progress to automatically read by sight the Dolch First 1000
Words for mastery in fifth grade.
R.WS.03.06 acquire and apply strategies to identify unknown words or word
parts; self-monitor and construct meaning by predicting and self-correcting, applying
knowledge of language, sound/symbol/structural relationships, and context.
Fluency
Students will…
R.WS.03.07 apply the following aspects of fluency: pauses and emphasis,
punctuation cues, intonation, and automatic recognition of identified grade-level
specific words and sight words while reading aloud familiar grade-level text.
Vocabulary
Students will…
R.WS.03.08 in context, determine the meaning of words and phrases including
synonyms, homonyms, multiple meaning words, content vocabulary, and literary
terms using strategies and resources including context clues, concept mapping, and
the dictionary.
Narrative Text
Students will…
R.NT.03.01 explain how characters express attitudes about one another in familiar
classic, multicultural, and contemporary literature recognized for quality and literary
merit.
R.NT.03.02 identify and describe the basic elements and purpose of a variety of
narrative genre including folktales, fables, and realistic fiction.
R.NT.03.03 identify and describe characters’ thoughts and motivations, story level
themes (good vs. evil), main idea, and lesson/moral (fable).
R.NT.03.04 explain how authors use literary devices including prediction,
personification, and point of view to develop a story level theme, depict the setting,
and reveal how thoughts and actions convey important character traits.
Comprehension
Students will…
R.CM.03.01 connect personal knowledge, experiences, and understanding of the
world to themes and perspectives in text through oral and written responses.
R.CM.03.02 retell in sequence the story elements of grade-level narrative text and
major idea(s) and relevant details of grade-level informational text.
R.CM.03.03 compare and contrast relationships among characters, events, and key
ideas within and across texts to create a deeper understanding; including a narrative
to an informational text, a literature selection to a subject area text, and an historical
event to a current event.
R.CM.03.04 apply significant knowledge from grade-level science, social studies, and
mathematics texts.
Metacognition
Students will…
R.MT.03.01 self-monitor comprehension when reading or listening to texts by
automatically applying strategies used by mature readers to increase comprehension
including: predicting, constructing mental images, visually representing ideas in text,
questioning, rereading or listening again if uncertain about meaning, inferring, and
summarizing.
R.MT.03.02 plan, monitor, regulate, evaluate skills, strategies, and processes to construct
and convey meaning, (e.g., decoding unknown words), and use graphic organizers to
deepen understanding of problem/solution and organizational patterns.
Critical Standards
Students will…
R.CS.03.01 develop, discuss, and apply individual and shared standards using student/
class created rubrics and begin to assess the quality and accuracy of their own writing
and the writing of others.
Reading Attitude
Students will…
R.AT.03.01 be enthusiastic about reading and do substantial reading and writing on
their own.
Writing Process
Students will…
W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and patterns
when writing a narrative or informational piece.
W.PR.03.02 apply a variety of pre-writing strategies for both narrative and informational
writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate,
sequence, and structure ideas (e.g., sequence for beginning, middle, and end, problem/
solution, or compare/contrast).
W.PR.03.03 draft focused ideas in written compositions using multiple sentences
and paragraphs to slow down or speed up reading; including varying patterns and/or
organizational text structures (e.g., compare/contrast, cause/effect, or problem/solution).
W.PR.03.04 revise drafts based on constructive and specific oral and written responses
to writing by identifying sections of the piece to improve sequence and flow of ideas
(e.g., arranging paragraphs, connecting main and supporting ideas, transitions).
W.PR.03.05 proofread and edit writing using appropriate resources (e.g., dictionary,
spell check, writing references) and grade-level checklists, both individually and in groups.
Personal Style
Students will…
W.PS.03.01 exhibit personal style and voice to enhance the written message in both
narrative (e.g., varied word choice and sentence structure, character description) and
informational writing (e.g., examples, transitions, grammar and usage).
Handwriting
Students will…
W.HW.03.01 fluently and legibly write the cursive alphabet.
Writing Attitude
Students will…
W.AT.03.01 be enthusiastic about writing and learning to write.
Discourse
Students will…
S.DS.03.01 engage in interactive, extended discourse to socially construct meaning
in book clubs, literature circles, partnerships, or other conversation protocols.
S.DS.03.02 discuss narratives (e.g., folktales, fables, realistic fiction), conveying the
story grammar (e.g., characters’ thoughts and motivation, setting, plot, story level theme)
and explain why the story is worthwhile and how it is relevant to the storyteller or the
audience.
S.DS.03.03 respond to multiple text types by reflecting, making connections, taking
a position, and/or showing understanding.
S.DS.03.04 plan and deliver presentations using an effective informational
organizational pattern (e.g., descriptive, problem/solution, cause/effect); supportive
facts and details reflecting a variety of resources; and varying the pace for effect.
Response
Students will…
L.RP.03.01 listen to or view knowledgeably and discuss a variety of genre and compare
their responses to those of their peers.
L.RP.03.02 select, listen to or view knowledgeably, and respond thoughtfully to both
classic and contemporary texts recognized for quality and literary merit.
L.RP.03.03 respond to multiple text types listened to or viewed knowledgeably, by
discussing, illustrating, and/or writing in order to reflect, make connections, take a position,
and/or show understanding.
L.RP.03.04 combine skills to reveal strengthening literacy (e.g., viewing then analyzing
orally, listening then summarizing orally).
L.RP.03.05 respond to and retell what a speaker said, paraphrasing and explaining the
main idea, and then extend their response by connecting and relating it to personal
experiences.
3
GRADE LEVEL
MATH
CONTENT
EXPECTATIONS v. 1 2 . 0 5
NUMBER & OPERATIONS Welcome to Michigan’s K-8 Grade Level Content Expectations
Purpose & Overview
In 2004, the Michigan Department of Education embraced the challenge of creating
A L G E B RA
Grade Level Content Expectations in response to the federal No Child Left Behind Act
of 2001. This act mandated the existence of a set of comprehensive state grade level
assessments that are designed based on rigorous grade level content.
M EA S U R E M E NT In this global economy, it is essential that Michigan students possess personal, social,
occupational, civic, and quantitative literacy. Mastery of the knowledge and essential
skills defined in Michigan’s Grade Level Content Expectations will increase students’
ability to be successful academically, contribute to the future businesses that employ
G E O M ET RY
them and the communities in which they choose to live.
The Grade Level Content Expectations build from the Michigan Curriculum Framework
and its Teaching and Assessment Standards. Reflecting best practices and current
DATA & PROBABILITY research, they provide a set of clear and rigorous expectations for all students and
provide teachers with clearly defined statements of what students should know
and be able to do as they progress through school.
Assessment
The Grade Level Content Expectations document is intended to be a state assessment
tool with the expectations written to convey expected performances by students. The
Office of Assessment and Accountability was involved in the development of version
12.05 and has incorporated the changes in the construction of test and item specifications
for the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated
version will assist us in the creation of companion documents, content examples, and to
guide program planners in focusing resources and energy.
Office of School Improvement
www.michigan.gov/mde
Curriculum
Using this document as a focal point in the school improvement process, schools and districts can
generate conversations among stakeholders concerning current policies and practices to consider
ways to improve and enhance student achievement. Together, stakeholders can use these
expectations to guide curricular and instructional decisions, identify professional development
needs, and assess student achievement.
Strand 1 Strand 5
Strand 3 Strand 4
Number & Strand 2 Algebra Data and
Measurement Geometry
Operations Probability
Domains
Meaning, notation, Patterns, relations, Units and systems of Geometric shape, Data representation
place value, and functions, and measurement (UN) properties, and (RE)
comparisons (ME) change (PA) mathematical
Techniques and arguments (GS) Data interpretation
Number Representation (RP) formulas for and analysis (AN)
relationships measurement (TE) Location and spatial
and meaning of Formulas, relationships (LO) Probability (PR)
operations (MR) expressions, Problem
equations, and solving involving Spatial reasoning
Fluency with inequalities (RP) measurement (PS) and geometric
operations and modeling (SR)
estimation (FL)
Transformation and
symmetry (TR)
2 THIRD GRADE M A T H E M A T I C S ■ v. 1 2 . 0 5 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N
NUMBER AND Understand and use number notation and place value
OPERATIONS N.ME.03.01 Read and write numbers to 10,000 in both numerals and words, and relate them
to the quantities they represent, e.g., relate numeral or written word to a display of dots or
objects.
N.ME.03.02 Identify the place value of a digit in a number, e.g., in 3,241, 2 is in the hundreds
place. Recognize and use expanded notation for numbers using place value through 9,999,
e.g., 2,517 is 2000+ 500+10+ 7; 4 hundreds and 2 ones is 402.*
N.ME.03.03 Compare and order numbers up to 10,000.
M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v. 1 2 . 0 5 ■ M A T H E M A T I C S THIRD GRADE 3
Problem-solving with whole numbers
N.MR.03.15 Given problems that use any one of the four operations with appropriate
numbers, represent with objects, words (including “product” and “quotient”), and mathematical
statements; solve.
MEASUREMENT Measure and use units for length, weight, temperature and time
M.UN.03.01 Know and use common units of measurements in length, weight, and time.
M.UN.03.02 Measure in mixed units within the same measurement system for length, weight,
and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces,
liters and milliliters, hours and minutes, minutes and seconds, years and months.
M.UN.03.03 Understand relationships between sizes of standard units, e.g., feet and inches,
meters and centimeters.
M.UN.03.04 Know benchmark temperatures such as freezing (32ºF, 0ºC); boiling (212ºF, 100ºC);
and compare temperatures to these, e.g., cooler, warmer.
4 THIRD GRADE M A T H E M A T I C S ■ v. 1 2 . 0 5 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N
Estimate perimeter and area
M.TE.03.09 Estimate the perimeter of a square and rectangle in inches and centimeters;
estimate the area of a square and rectangle in square inches and square centimeters.
M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v. 1 2 . 0 5 ■ M A T H E M A T I C S THIRD GRADE 5
Michigan Studies Grade Three
Third grade students explore the social studies disciplines of history, geography, civics and government, and economics
through the context of Michigan studies. Building on prior social studies knowledge and applying new concepts of
each social studies discipline to the increasingly complex social environment of their state, the third grade content
expectations prepare students for more sophisticated studies of their country and world in later grades.
History
In third grade, students refine their abilities to think like a historian by identifying the types of questions that
historians ask. Building upon experiences of timeline construction, students sequence early periods of Michigan
history from exploration through attaining statehood. The expectations move students from examining a variety
of simple sources to understanding how historians use both primary and secondary sources to learn about the
past. Students use both types of sources as they explore the early history of Michigan, providing a rich connection
to the English language arts. Through traditional stories, students learn about the beliefs of American Indians. They
compare how American Indians and settlers interacted with their environment through informational text. The
skill of constructing historical narratives is developed using the context of daily life in the early settlements. The
expectations build on students’ sense of chronology by requiring students to describe causal relationships among
events. These foundational understandings prepare students for more sophisticated writing and analyses as they
prepare to study United States history in subsequent grades.
Geography
Third grade students draw upon prior knowledge to create more complex understandings of geographic concepts
using the context of Michigan. They further develop spatial awareness through the use of more complex maps of
Michigan. Students refine the concept of regions as they explore different ways Michigan can be divided into regions
and learn about the different geographic regions to which Michigan belongs. Building upon their knowledge of human
systems, students investigate current economic activities in Michigan and explore factors that influence the location
of these economic activities. The expectations also extend the geographic theme of movement as students describe
current movements of goods, people, jobs, or information to, from, or within Michigan, and investigate the reasons for
the movements. In addressing human-environment interactions, the expectations integrate history as students apply
their knowledge of how people adapt to, use, and modify the environment to the more complex social environment
of their state. More sophisticated understandings are also created as students locate different natural resources
in Michigan and analyze the consequences of their use. These foundations prepare students for a more elaborate
understanding of geography as they examine their country and world in subsequent grades.
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 23
Economics
Third grade students refine their understanding of the principles and concepts of economics. Building on a basic
understanding of scarcity and choice, students learn to appreciate the relationships among scarcity, choice, and
opportunity costs in making economic decisions. In addition, students are introduced to how incentives impact
economic decision making. Students explore Michigan’s economy by examining how natural resources have
influenced economic development in the state. An introduction to the concepts of entrepreneurship, specialization,
and interdependence allows students to explore the relationship of Michigan to the national and global economies.
Finally, students use these concepts to consider the role of new business development in Michigan’s future.
24 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Three
History
H3 History of Michigan (Through Statehood)
Use historical thinking to understand the past.
3 – H3.0.1 Identify questions historians ask in examining the past in Michigan (e.g., What happened? When
did it happen? Who was involved? How and why did it happen?)
3 – H3.0.2 Explain how historians use primary and secondary sources to answer questions about the past.
3 – H3.0.3 Describe the causal relationships between three events in Michigan’s past (e.g., Erie Canal, more
people came, statehood).
3 – H3.0.4 Draw upon traditional stories of American Indians (e.g., Anishinaabeg - Ojibway (Chippewa),
Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in Michigan in order to
make generalizations about their beliefs.
3 – H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early
history of Michigan adapted to, used, and modified their environment.
3 – H3.0.6 Use a variety of sources to describe interactions that occurred between American Indians and
the first European explorers and settlers in Michigan.
3 – H3.0.7 Use a variety of primary and secondary sources to construct a historical narrative about daily life
in the early settlements of Michigan (pre-statehood).
3 – H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the
history of Michigan.
3 – H3.0.9 Describe how Michigan attained statehood.
3 – H3.0.10 Create a timeline to sequence early Michigan history (American Indians, exploration, settlement,
statehood).
Geography
G1 The World in Spatial Terms
Use geographic representations to acquire, process, and report information from a spatial perspective.
3 – G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative location of significant
places in the immediate environment.
3 – G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan.
G2 Places and Regions
Understand how regions are created from common physical and human characteristics.
3 – G2.0.1 Use a variety of visual materials and data sources to describe ways in which Michigan can be
divided into regions.
3 – G2.0.2 Describe different regions to which Michigan belongs (e.g., Great Lakes Region, Midwest).
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 25
Social Studies Content Expectations Grade Three
G4 Human Systems
Understand how human activities help shape the Earth’s surface.
3 – G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn,
cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research
and development (e.g., Automation Alley, life sciences corridor, university communities), and
explain the factors influencing the location of these economic activities. (E)
3 – G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons why they came
(push/pull factors). (H)
3 – G4.0.3 Describe some of the current movements of goods, people, jobs or information to, from, or
within Michigan and explain reasons for the movements. (E)
3 – G4.0.4 Use data and current information about the Anishinaabeg and other American Indians living in
Michigan today to describe the cultural aspects of modern American Indian life; give an example
of how another cultural group in Michigan today has preserved and built upon its cultural
heritage.
C1 Purposes of Government
Explain why people create governments.
3 – C1.0.1 Give an example of how Michigan state government fulfills one of the purposes of government
(e.g., protecting individual rights, promoting the common good, ensuring equal treatment under
the law).
26 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Approved by the State Board of Education - October 2009
Grades 3-5
A goal of No Child Left Behind is that schools will “assist every State Board of Education
student in crossing the digital divide by ensuring that every student is
Kathleen N. Straus, President
technologically literate by the time the student finishes the eighth grade,
regardless of the student’s race, ethnicity, gender, family income, John C. Austin, Vice President
The Michigan Educational Technology Standards for Students (METS-S) Marianne Yared McGuire, Treasurer
are aligned with the International Society for Technology in Education’s Nancy Danhof, NASBE Delegate
(ISTE) National Educational Technology Standards for Students (NETS-S)
Elizabeth W. Bauer
and the Framework for 21st Century Learning. The Michigan standards are
intended to provide educators with a specific set of learning expectations Reginald M. Turner
that can be used to drive educational technology literacy assessments. Casandra E. Ulbrich
These standards are best delivered by authentic instruction and assess- Jennifer M. Granholm Governor
ment with direct curricular ties and it is intended that these Standards will
Michael P. Flanagan, Superintendent
be integrated into all content areas. The preparation of our students to
the successful in the 21st Century is the responsibility of all educators.
Technology Literacy
Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and
access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire
lifelong knowledge and skills in the 21st century.
For additional information and resources relating to the 2009 METS-S, please visit: http://www.techplan.org/METS
Page 1 of 2
2009 Michigan Educational Technology Standards—Grades 3-5
3-5.CI. Creativity and Innovation—By the end of grade 5 each student will:
3-5.CI.1. produce a media-rich digital project aligned to state curriculum standards (e.g., fable, folk tale, mystery, tall
tale, historical fiction)
3-5.CI.2. use a variety of technology tools and applications to demonstrate his/her creativity by creating or modifying
works of art, music, movies, or presentations
3-5.CI.3. participate in discussions about technologies (past, present, and future) to understand these technologies are
the result of human creativity
3-5.CC. Communication and Collaboration—By the end of grade 5 each student will:
3-5.CC.1. use digital communication tools (e.g., e-mail, wikis, blogs, IM, chat rooms, videoconferencing, Moodle,
Blackboard) and online resources for group learning projects
3-5-2.CC.2. identify how different software applications may be used to share similar information, based on the in-
tended audience (e.g., presentations for classmates, newsletters for parents)
3-5-2.CC.3. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, bro-
chures, web pages) to communicate information and ideas to various audiences
3-5.RI. Research and Information Literacy—By the end of grade 5 each student will:
3-5.RI.1. identify search strategies for locating information with support from teachers or library media specialists
3-5.RI.2. use digital tools to find, organize, analyze, synthesize, and evaluate information
3-5.RI.3. understand and discuss that web sites and digital resources may contain inaccurate or biased information
3-5.RI.4. understand that using information from a single Internet source might result in the reporting of erroneous
facts and that multiple sources should always be researched
3-5.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 5 each student will:
3-5.CT.1. use digital resources to access information that can assist in making informed decisions about everyday mat-
ters (e.g., which movie to see, which product to purchase)
3-5.CT.2. use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational
software) to collect, organize, and evaluate information to assist with solving problems
3-5.CT.3. use digital resources to identify and investigate a state, national, or global issue (e.g., global warming, econ-
omy, environment)
3-5.DC.2. recognize issues involving ethical use of information (e.g., copyright adherence, source citation)
3-5.DC.3. describe precautions surrounding personal safety that should be taken when online
3-5.DC.4. identify the types of personal information that should not be given out on the Internet (name, address,
phone number, picture, school name)
3-5.TC. Technology Operations and Concepts—By the end of grade 5 each student will:
3-5.TC.1. use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors)
3-5.TC.2. describe ways technology has changed life at school and at home
3-5.TC.3. understand and discuss how assistive technologies can benefit all individuals
3-5.TC.4. demonstrate proper care in the use of computer hardware, software, peripherals, and storage media
3-5.TC.5. know how to exchange files with other students using technology (e.g., network file sharing, flash drives)
Page 2 of 2 Approved by the Michigan State Board of Education—October 2009