A complete 3rd grade homeschool curriculum

1. Unit 1: Finding the EvidenceThis is where the whole year starts: your child learns that an answer about a story is only as good as the exact sentence that backs it up. They'll practice the six question types (who, what, when, where, why, how), find the one sentence that answers each, and learn to tell a complete sentence from a fragment.7 skills ▸close ▾

   • The specific sentence in a text that answers a literal text-dependent questionGiven a one-sentence question about a short passage, students locate and underline the single sentence in the text that answers it.
   • The six question-word categories (who/what/when/where/why/how)Students classify a question as a who, what, when, where, why, or how question by identifying its question word.
   • The distinction between directly relevant evidence and a true-but-irrelevant sentence from the same textGiven two candidate sentences from a text, students determine which one better supports a given answer, and explain why the other is not sufficient.
   • The two-part test for a complete sentence (subject present, verb present)Students determine whether a given sentence is a complete sentence or a fragment by checking for a subject and a verb.
   • The specific missing part (subject or verb) in a given fragmentStudents explain, in a written sentence, why a given fragment is missing a subject or a verb.
   • Two distinct valid answers to one text-dependent question, each backed by a different sentence in the same passageGiven a short passage and two different but each-supportable answers to the same question, students identify the separate evidence sentence that supports each answer.
   • Evidence sentences supporting answers to six mixed-type text-dependent questions on an unfamiliar passageOn a brand-new 150-250 word passage never seen before, students answer six text-dependent questions and copy the exact sentence supporting each answer.
2. Unit 2: What the Story Is Really AboutNow they move from pointing at what's stated to figuring out what the story means when the author never says it outright. They'll separate what a character did from why, and build a 'lesson' out of a character's choice plus what happened because of it. Two fables get compared side by side before naming the pattern.8 skills ▸close ▾

   • Sequence of events in a fable, marked by past-tense verbsRecount the key events of a fable in the order they happened, using at least three past-tense verbs correctly.
   • The difference between a character's action and the character's motivationIdentify the sentence in a fable that states a character's action, and distinguish it from the sentence that reveals why the character acted.
   • Character motivation inferred from action plus situational detailInfer a character's motivation in a new short fable by combining what the character does with details about the situation.
   • The central message or lesson of a fable and its supporting evidenceState the central lesson of a fable and identify the one line of text that would make the lesson false if it were untrue.
   • Lessons of two fables compared for similarity and differenceCompare the lessons of two different fables that share a similar character choice, and explain what makes the lessons alike or different.
   • Relative strength of two competing evidence-based interpretations of the same fableJudge which of two proposed lessons for the same fable is better supported by evidence, and justify the judgment.
   • Past versus present tense verb use depending on whether recounting events or stating a lessonCorrectly use past tense verbs to recount completed story events and present tense verbs to describe a story's stated lesson.
   • Cause-effect link between a character's choice and a subsequent story eventExplain how a character's choice causes a specific later event in the fable.
3. Unit 3: Main Idea and How Nonfiction Is BuiltSwitching from stories to nonfiction. Your child learns that a nonfiction paragraph has one main idea with details supporting it, and that authors also use headings, captions, diagrams, and glossaries to carry information — not just sentences. A short daily grammar thread on subject-verb agreement runs alongside.8 skills ▸close ▾

   • Main idea of a nonfiction paragraphGiven a 3-5 sentence nonfiction paragraph, state the one sentence or idea that all other sentences support.
   • The relationship between a main idea and its supporting detailsSort a mixed set of sentences from a paragraph into 'main idea' and 'supporting detail.'
   • The fit between a specific detail and a stated main ideaExplain why a detail from a paragraph does or does not support the stated main idea.
   • The function of specific nonfiction text featuresName the text feature (heading, caption, diagram, glossary, or bold word) that would answer a given question fastest.
   • Information located specifically within a diagram or captionLocate the specific answer to a factual question inside a diagram or caption, not the body text.
   • Subject-verb agreement in simple sentencesIdentify the subject and verb in a sentence and fix a subject-verb agreement error.
   • The relative usefulness of different text features for a specific purposeCompare two nonfiction pages on the same topic and judge which text feature better answers a given question.
   • Main idea, supporting details, and text-feature use in an unseen informational textOn a completely new one-page informational text never seen in class, state the main idea, list two supporting details, and answer two questions using text features.
4. Unit 4: Reading Nonfiction CloselyThis unit pushes Unit 3's feature-spotting into actually combining information — connecting what a diagram shows to what the sentences say. Your child also learns to tell apart cause/effect from sequence-of-steps, two structures that look similar and are easy to mix up. Grammar adds future tense and irregular verbs in small daily doses.9 skills ▸close ▾

   • Cause-and-effect relationships within informational sentence pairsGiven two sentences describing an event and its result, state which sentence is the cause and which is the effect.
   • The distinction between causal and sequential text structureSort a mixed set of sentence pairs into 'cause and effect' or 'sequence of steps' categories.
   • Information carried by a diagram label that is absent from body textExplain how a diagram's label adds a specific fact that the surrounding sentences do not state.
   • Integration of textual and visual information to answer a single questionAnswer a comprehension question that requires combining one fact from the sentences with one fact from a diagram or photo caption.
   • Future-tense verb forms, including irregular verbsProduce a sentence describing a future action using correct future-tense verb form, including at least one irregular verb.
   • Irregular past-tense verb formsIdentify the correct past-tense form of an irregular verb from three answer choices.
   • The boundary between what running text states and what a visual feature adds, applied to an unpracticed passage and diagramGiven a new two-page informational passage with an unfamiliar diagram, decide which questions the sentences alone can answer and which require the diagram.
   • Text-feature vocabulary from Unit 3Recall the definition of a text feature term (heading, caption, diagram, glossary) taught in Unit 3.
   • The difference in organizing structure between two passages describing the same contentCompare a cause/effect passage and a sequence passage on the same topic and state which structure each uses and why.
5. Unit 5: Comparing Two TextsYour child learns to compare two texts on the same topic — two stories or two nonfiction pieces — and notice what each author chose to include or leave out. They'll take brief notes from each text, sort ideas into a comparison chart, and write sentences using 'and,' 'but,' or 'or' to state a similarity or difference, each one backed by evidence.8 skills ▸close ▾

   • A two-circle comparison chart (Venn-style) sorting shared and unique details from two texts on one topicSort a list of details from two texts into 'both,' 'only text A,' or 'only text B' on a comparison chart.
   • Shared versus unique details across two informational texts on the same topicState one detail found in both of two informational texts and one detail found in only one.
   • Coordinating conjunctions (and, but, or) used to join two ideas from a comparisonCombine two related sentences about compared texts using and, but, or or, choosing the conjunction that matches the relationship.
   • The idea that authors choose which true details to include or leave outExplain why two accurate texts about the same event can emphasize different details.
   • Lesson/theme comparison across two narrative textsCompare the lessons two characters learn in two different stories on a similar theme.
   • Evidence that a similarity or difference claim depends onJudge which of two provided details would most weaken a stated similarity claim if it were false.
   • A short written comparison of two unfamiliar texts on a shared topicWrite 4-5 sentences comparing two new texts on the same topic, stating one similarity and one difference each with evidence.
   • The terms compare and contrastRecall the meaning of the terms compare and contrast as used for two texts.
6. Unit 6: Writing to Give an OpinionYour child writes a 4-paragraph opinion piece: a stated opinion, two reasons each backed up by something from a short text, and a closing. This is the first unit where they're producing a full piece of writing graded against everything built so far — especially 'evidence' from Unit 1.9 skills ▸close ▾

   • Opinion statement (claim sentence)State an opinion as a complete sentence that names the topic and takes a clear side.
   • The difference between a reason, a fact, and a restated feelingSort a list of sentences about a topic into 'reason' (supports opinion, can be argued) versus 'fact' (true statement, not an opinion) versus 'feeling' (restates emotion, gives no support).
   • Matching textual support to a specific stated reasonSelect the sentence from a short provided text that best supports a given reason, and explain why it supports that reason rather than a different one.
   • Linking words joining reason and supportCombine a reason and its supporting detail into two sentences using a linking word (because, also, another reason).
   • The 4-paragraph opinion structurePlan a 4-paragraph opinion piece using a graphic organizer that separates opinion, reason 1 with support, reason 2 with support, and closing.
   • A complete 4-paragraph opinion pieceDraft an opinion piece independently from a planning organizer and a new short text, stating an opinion and supporting it with two reasons.
   • Support-for-reason check in peer draftsCheck a partner's draft for one specific issue: does each reason have a supporting sentence from the text, or is it a restated feeling.
   • Verb tense consistency across a paragraphRevise a sentence with an incorrect or shifting verb tense so the tense is consistent across the paragraph.
   • Independent construction of a supported opinion piece on an unseen topicWrite a complete opinion piece on a new topic, with a new short text, choosing which of three provided facts best supports each reason without being told which one fits.
7. Unit 7: Writing to InformInformative writing as the flip side of nonfiction reading skills built since Unit 3. Your child gathers facts from short sources, groups them into three paragraph topics, writes topic sentences, and adds a heading plus one text feature (a diagram or caption) they design themselves.10 skills ▸close ▾

   • Text features (heading, caption, diagram) and topic sentence as named parts of an informational textLabel a heading, caption, diagram, and topic sentence in a short sample text.
   • Grouping related facts by subtopic within an informative topicSort a list of 10-12 facts about one topic into 3 groups by shared subtopic.
   • Topic sentences that state the main idea of a paragraph's factsWrite a topic sentence that names the shared idea of a group of facts.
   • Note-taking from a source using paraphrased short phrasesRecord facts from a short provided source using short phrases, not copied sentences.
   • A heading that names the shared topic of a completed 3-paragraph pieceWrite a heading that fits all 3 paragraphs of a given draft and check it against each one.
   • Text features (diagram or caption) as carriers of a specific stated factDesign a diagram or caption that matches one fact stated in an original paragraph.
   • Subject-verb agreement across a full paragraphEdit a paragraph for subject-verb agreement, correcting each mismatched verb.
   • Consistent verb tense across a paragraphEdit a paragraph so verb tense stays consistent across all sentences.
   • Fit between a fact and a stated topic sentenceChoose which of two facts is a better fit for a given paragraph's topic sentence.
   • A complete informative piece organized into topic-grouped paragraphs with a text featureCompose a 3-paragraph informative piece on an unfamiliar topic with a heading and one text feature.
8. Unit 8: Writing a Story in OrderThe final unit: writing an original narrative with a clear starting situation, an ordered middle, and an ending that shows change. It's not new from scratch — it pulls together sequencing from Unit 2, motivation vocabulary from Unit 2, the compare structure from Unit 5, and grammar built across Units 1-4, and combines them for the first time into one piece.8 skills ▸close ▾

   • Chronological sequence of story eventsStudent identifies whether a given three-sentence story excerpt is in chronological order or scrambled.
   • Beginning-middle-end story structureStudent arranges four events from a picture-based story prompt into a beginning-middle-end sequence chart.
   • Showing character feeling through action rather than naming itStudent rewrites a sentence that names a character's feeling directly into a sentence that shows the feeling through an action.
   • Temporal words signaling sequence relationshipsStudent selects the temporal word (first, next, then, finally) that correctly signals the relationship between two given story events.
   • A character's choices compared across a story's arcStudent compares a character's choice at the story's beginning to the same character's choice at the story's end, explaining what changed and why.
   • Sentence-combining with coordinating conjunctionsStudent combines two short related sentences into one sentence using a coordinating conjunction (and, but, or, so).
   • Consistent verb tense across a paragraphStudent corrects a verb tense error in a sentence so that tense stays consistent with the surrounding paragraph.
   • A complete original 3-paragraph narrative with beginning-middle-end sequence and a motivation detailStudent plans and drafts an original 3-paragraph narrative with a clearly established situation, a sequenced middle using temporal words, and an ending, including at least one motivation detail.

Try a real Reading, Thinking, Writing: Grade 3 English Language Arts lesson, no account needed →

1. Unit 1: Equal Groups, Arrays, and the Meaning of MultiplicationThis unit gives a name and a picture to something your child already half-knows: counting things in equal groups. They'll learn two pictures - equal groups and arrays (rows and columns of dots or tiles) - and the words that go with them: factor, product, row, column. The array picture is the star here because rotating it shows, without any rule to memorize, that 4 groups of 6 and 6 groups of 4 come out the same.8 skills ▸close ▾

   • Equal-groups pictures as a model of multiplicationGiven a picture of equal groups (e.g., 4 baskets of 3 apples), the student writes the total as repeated addition and as a multiplication equation.
   • Arrays: rows, columns, and totalThe student builds an array with a stated number of rows and columns and states the total.
   • Factor and product vocabularyThe student names the factors and product in a given multiplication equation and in a matching array.
   • Commutative property shown by rotating an arrayGiven an array, the student rotates it 90 degrees (physically or by redrawing) and explains why the total does not change.
   • Equal-groups and array pictures as two representations of one factThe student compares an equal-groups picture and an array for the same fact and explains what stays the same and what looks different.
   • Equal-groups word problems within 100Given a word problem describing equal groups, the student selects and draws the matching picture and writes the equation.
   • Limits of the repeated-addition analogy for multiplicationThe student identifies a case where repeated addition describes a situation but an array does not fit naturally (e.g., 3 groups of a half-sandwich), and explains why.
   • Commutative property as evidenced by array rotationGiven a multiplication fact never shown in class, the student draws an array, rotates it, and explains using the picture why the two factor orders give the same product.
2. Unit 2: Division, Fact Families, and Fluency Within 100Division isn't a new topic here - it's the same array from Unit 1, looked at from a different angle. Every array hiding a multiplication fact is also hiding two division facts, and your child learns to see all four before drilling any one of them. The unit moves from splitting real arrays, to naming fact families, to solving for missing factors, to fast recall, ending with two-step word problems.9 skills ▸close ▾

   • The four related facts (fact family) shown by one arrayGiven an array of up to 10 rows and 10 columns, state the two multiplication facts and two division facts it represents.
   • The vocabulary labels divisor, dividend, quotient mapped onto an already-drawn arrayIdentify the divisor, dividend, and quotient in a division fact when the fact and its array are both shown.
   • Division as splitting an array into equal rows or columnsDivide a set of up to 100 objects into equal rows, using an array drawing, to find the number in each row.
   • Division facts within 100 (10x10 table)Recall the quotient for any division fact with a divisor and dividend within 10x10, without counting or drawing.
   • Unknown-factor multiplication equationsFind the missing factor in an equation such as 6 x ? = 42 or ? x 7 = 56, presented with the product in either position.
   • Whole-number answers versus leftover amounts in equal-sharing situationsExplain why a set of objects cannot always be split into equal whole-number groups, using a specific non-even example.
   • Unknown-factor problems embedded in multi-step word problemsSolve a two-step word problem requiring one multiplication step and one related division step, drawn from an unfamiliar context.
   • Regularity in repeated reasoning within the multiplication tableIdentify the pattern of increasing products in a multiplication table (e.g. the 9s pattern) and use it to predict an unfamiliar fact.
   • Array rotation and the commutative property within a fact familyCompare two array drawings that represent the same fact family rotated 90 degrees and judge whether they show the same facts.
3. Unit 3: Place Value to 10,000 and RoundingNumbers get bigger - up to 10,000 - and rounding gets taught as a real choice ('which friendly number is this closer to on a line?') instead of a digit-underlining trick. Your child builds a place value chart through the thousands, places numbers on number lines with no marked ticks except two endpoints, and rounds to the nearest 10 and 100 using that line. They also multiply single digits by multiples of 10 using the array knowledge from Units 1-2.9 skills ▸close ▾

   • Place value of digits in numbers up to 10,000 (thousands, hundreds, tens, ones)Given a 4-digit number, write how many thousands, hundreds, tens, and ones it has using a place value chart.
   • Expanded form of numbers to 10,000Write a 4-digit number in expanded form as the sum of thousands, hundreds, tens, and ones.
   • The open number line as a tool for locating a whole number between two benchmarksPlace a given whole number as a point on an open number line marked only with two benchmark endpoints.
   • Rounding to the nearest 10 using distance on a number lineRound a given whole number to the nearest 10 by identifying which benchmark on a number line it is closer to.
   • Rounding to the nearest 100 using distance on a number lineRound a given whole number to the nearest 100 using the same number-line reasoning applied to the nearest 10.
   • The dependence of a rounded answer on the chosen rounding unit and purposeExplain why a number can round differently depending on whether the purpose calls for nearest 10 or nearest 100.
   • Multiplying a one-digit number by a multiple of 10 using place valueMultiply a one-digit number by a multiple of 10 (10-90) using an array or equal-groups picture from Units 1-2.
   • Using rounded estimates to check the reasonableness of an exact sum or differenceEstimate a sum or difference by rounding both numbers first, then compare the estimate to a computed exact answer to judge reasonableness.
   • Choosing between exact computation and estimation based on the purpose stated in a problemDecide, for an unfamiliar word problem with no rounding cue given, whether an exact answer or an estimate best fits the situation, and justify the choice.
4. Unit 4: Area and Perimeter: Two Questions About One ShapeSame rectangle, two different questions: how much space is inside it (area), and how far around the outside (perimeter). Your child tiles rectangles with unit squares to build area as an honest count, then connects that count to the array's rows-times-columns from Units 1-2, now relabeled length-times-width. Perimeter goes on the very same rectangles on purpose, so the two ideas get compared side by side instead of learned as unrelated facts.9 skills ▸close ▾

   • Area of a rectangle found by counting unit squaresFind the area of a rectangle by tiling it with unit squares and counting them.
   • The equivalence between counting tiled unit squares and the rows x columns array pictureExplain why the number of unit squares in a tiled rectangle equals rows times columns.
   • The area formula length x width applied to whole-number rectangle dimensionsCompute the area of a rectangle using the formula length times width, given whole-number side lengths.
   • The distinction between area (square units, interior count) and perimeter (linear units, distance around)Distinguish area problems from perimeter problems by identifying which unit label (square units vs. linear units) and which count (interior squares vs. distance around) each requires.
   • An unknown rectangle side length derived from a given perimeter and one known sideFind an unknown side length of a rectangle given its perimeter and one known side.
   • Area and perimeter recorded for rectangles built from a fixed tile countBuild rectangles from a fixed number of unit tiles and record their area and perimeter accurately.
   • The relationship between fixed area and variable perimeter across different rectangle shapesPredict, for a new fixed number of tiles not yet built, whether area or perimeter will stay the same across different rectangles.
   • Rectangle dimension choices applied to an unfamiliar real-world area or perimeter scenarioDetermine the rectangle dimensions that would use a given number of square tiles most efficiently for a real fencing or flooring scenario not previously discussed in class.
   • Rounding rectangle side lengths to estimate areaRound three-digit rectangle side lengths to the nearest ten to estimate area before computing the exact product.
5. Unit 5: Unit Fractions and Fractions on the Number LineFractions arrive as pictures, not symbols, first. Your child folds and divides shapes and number lines into equal parts, names unit fractions like 1/4, and places fractions as points or hops on a line rather than as two numbers stacked on top of each other. A big chunk of this unit is spent on unequal partitioning, because that's the single most common way this goes wrong.9 skills ▸close ▾

   • Partitioning a whole shape into b equal partsPartition a rectangle or circle into b equal-sized parts, b up to 8, using folding or drawn lines.
   • Fraction bar model of a/b as a shaded parts of b equal partsShade a of b equal parts on a fraction bar to represent a given fraction a/b.
   • Equal versus unequal partitioning of a shape into b partsIdentify which of several partitioned shapes shows equal parts versus unequal parts, given shapes cut to look plausible but unequal.
   • The requirement of equal-sized parts for a fraction to be definedExplain why a fraction label is meaningless if the parts of the whole are not equal in size.
   • Unit fractions as equal-length partitions of the 0-1 segment on a number linePartition a number line segment from 0 to 1 into b equal lengths and label each tick with the correct unit fraction.
   • A fraction a/b as a point on the number line reached by counting a hops of size 1/bLocate and label a given fraction a/b as the point reached after a hops of length 1/b from 0.
   • Equivalence between the fraction bar shading and the number line hop-point for the same fractionCompare a fraction bar model and a number line model of the same fraction and explain that both represent the same distance from a whole.
   • The dependence of a fraction's actual size on the size of its wholeDetermine whether 1/2 of two different-sized wholes (a long strip and a short strip, both cut fairly) names the same actual size of piece.
   • Transferring equal-partitioning and number-line placement to a new real-world contextGiven an unfamiliar real object (a garden bed, a ribbon length) never used in class examples, partition it into equal fourths and mark the 1/4 point on a corresponding number line.
6. Unit 6: Comparing Fractions with ModelsNow that your child can build and place fractions, this unit compares them - using bars and number lines, never by comparing the numerators or denominators alone. Same-denominator and same-numerator comparisons come first because the picture gives an obvious answer; comparing against the benchmark 1/2 comes next for trickier pairs; whole numbers as fractions (3 = 3/1) closes the unit out.8 skills ▸close ▾

   • Comparison of fractions with the same denominator using a bar modelGiven two fraction bars split into the same number of equal parts, state which shaded amount is greater by counting shaded parts.
   • Comparison of fractions with the same numerator using piece sizeGiven two fraction bars with the same numerator but different denominators, explain why the fraction with fewer parts is greater.
   • Fractions as points and distances on a number lineLocate two given fractions as points on the same number line and state which point is farther from zero.
   • Equivalent fractions shown on matched fraction bar and number-line modelsIdentify two fractions shown on stacked, equal-length fraction bars as equivalent when their shaded lengths match exactly.
   • Benchmark comparison strategy using 1/2Compare two fractions that share neither numerator nor denominator by reasoning about each fraction's distance from the benchmark 1/2.
   • The limits of comparing fractions by number alone, without equal wholesExplain why two fractions with different denominators cannot be compared by comparing the denominators alone.
   • Whole numbers written as fractions with denominator 1Represent a whole number such as 3 as a fraction (3/1) and place it correctly on a number line alongside fractions less than one.
   • Selecting and constructing a fraction model to justify a comparisonGiven a new pair of fractions and two blank equal-length strips with no marks, choose and draw a model that shows which fraction is greater, then justify the choice.
7. Unit 7: Telling Time to the Minute and Elapsed TimeA clock face gets introduced as a number line bent into a circle - the same skip-counting-by-5s your child already has gets pointed at a new, round context. The unit builds clock reading first, then elapsed time using a timeline drawing, adding one complication at a time: within an hour, crossing an hour, comparing two gaps, crossing noon or midnight. Unlike most of this course, clock-reading itself is taught fairly directly - it's a genuinely new structure, not something to rediscover.9 skills ▸close ▾

   • The correspondence between a minute-hand position and its 5-count value on a clock faceGiven an analog clock with only hour marks labeled, skip-count by 5s aloud or in writing to name the exact minute the minute hand points to.
   • Clock reading to the nearest minute, including unlabeled single-minute ticksRead any analog clock face and state the time to the nearest minute, including times where the minute hand sits between labeled 5-minute marks.
   • The structural analogy between a linear number line and the circular clock faceExplain why the clock face can be thought of as a number line bent into a circle, using the wrap-around at 12 as evidence.
   • A timeline model of elapsed time as a distance between two clock times, within a single hourDraw a timeline with labeled hops of 5 minutes to represent the elapsed time between a given start time and end time that do not cross an hour boundary.
   • Elapsed-time word problems that cross an hour boundarySolve a word problem requiring addition or subtraction of a time interval that crosses one hour boundary, using a drawn timeline.
   • Elapsed time as an invariant distance independent of the specific start and end clock timesCompare two different start-and-end time pairs and determine whether they represent the same elapsed time.
   • Elapsed time across compound boundary crossings in a novel schedule contextSolve a multi-step elapsed-time word problem set in an unfamiliar real-world context (e.g. a multi-stop bus schedule) that crosses both an hour boundary and the a.m./p.m. divide, with no explicit cue that a timeline should be used.
   • The skip-count-by-5 sequence to 60Recall the skip-count sequence by 5s to 60 from memory within 30 seconds.
   • Structural features of elapsed-time problems that determine solution difficultyClassify a set of mixed elapsed-time word problems by which structural feature makes them hard (crosses an hour, crosses noon/midnight, or neither) before solving any of them.
8. Unit 8: Scaled Picture Graphs and Bar GraphsThis closing unit reveals that a graph's scale - one symbol equals 5, one gridline equals 5 - is just an equal group from Unit 1 wearing a costume. Your child reads scaled picture graphs, then scaled bar graphs, then builds their own bar graph from a data table, and uses rounding from Unit 3 to sanity-check totals they compute from a graph.8 skills ▸close ▾

   • The multiplication relationship between symbol count and total quantity on a scaled picture graphFind the total number of items shown by a set of symbols on a scaled picture graph, given a key stating one symbol equals a fixed number.
   • The multiplication relationship between bar length in grid units and total quantity on a scaled bar graphDetermine the total represented by a bar on a scaled bar graph by multiplying the bar's grid length by the graph's scale value.
   • The two-step procedure of multiplying each bar or symbol group by the scale before subtracting to compare quantitiesSolve a two-step 'how many more/fewer' comparison problem using data from a scaled bar or picture graph.
   • The idea that scale is a stand-in for equal groups, so raw bar length or symbol count is meaningless without itExplain why a graph's scale must be read before its bars or symbols can be compared to another graph of different data.
   • The construction of a scaled bar graph, including axis labels, scale key, and correctly proportioned barsConstruct a scaled bar graph from a given data table, choosing and labeling an appropriate scale.
   • The invariance of underlying quantities across different visual scale choices for the same dataCompare two bar graphs of the identical data set drawn at different scales and judge whether either graph misrepresents the data.
   • The use of rounding to the nearest ten (from Unit 3 place value) as a check on a multiplication-derived graph totalRound a graph-derived total to the nearest ten to judge whether a computed answer is reasonable.
   • The terms scale, key, and axis as applied to picture and bar graphsRecall the meaning of graph vocabulary (scale, key, axis) introduced in this unit.

Try a real Number, Shape, and Pattern: Grade 3 Mathematics lesson, no account needed →

1. Unit 1: Forces and MotionYour child pushes and pulls real objects, measures force with a spring scale, and rolls balls down ramps to collect real data. They learn motion has both a speed and a direction, that forces can cancel out or not, and that a pattern in their own trial data lets them predict something they haven't tried yet.11 skills ▸close ▾

   • Push and pull as the two basic forcesGiven a photo or short video of an action, students classify the force shown as a push or a pull.
   • Force measured in newtons or spring-scale units on varying surfacesStudents use a spring scale to measure the force needed to start a toy car moving on three different surfaces.
   • Balanced forces on a stationary objectStudents explain why an object sitting still on a table has balanced forces acting on it, using the table's push-back as evidence.
   • Unbalanced forces and net direction of motionGiven two forces acting on the same toy from opposite directions with different strengths shown by arrow length, students predict which way the object will move.
   • Speed and direction as the two parts of motionStudents describe an object's motion using both its speed (fast/slow) and its direction (which way) from a rolling-ball demonstration.
   • Pattern between ramp height (force input) and roll distance (motion outcome)Students record ramp-height and roll-distance data across at least four trials and identify the pattern connecting them.
   • Predicting an untested case from a data patternUsing their own trial data pattern, students predict how far the ball will roll from an untested ramp height and justify the prediction with the data.
   • Balanced vs. unbalanced force applied to an unfamiliar deviceGiven a description of a brand-new device the class has never seen (a wind-up toy on a slanted tray), students decide whether the forces on it are balanced or unbalanced and predict its motion.
   • Claim-evidence-reasoning structure applied to ramp investigation dataStudents write a claim-evidence-reasoning paragraph that states a prediction, cites their trial data as evidence, and explains why the pattern supports the prediction.
   • Limits of a single-variable pattern when a second force-changing variable is introducedGiven a new case where BOTH ramp height and surface friction change together, students decide whether height alone still explains the distance and identify what else must be considered.
   • Force vocabulary applied to informational text about toolsStudents identify the push or pull force and the object it acts on in a short nonfiction passage about simple machines.
2. Unit 2: Invisible Forces: Magnets and Static ElectricityYour child takes the push/pull vocabulary from Unit 1 and applies it to forces that work without anything touching. They test which ends of magnets attract or repel, build a static charge with a balloon and wool, and design a fair test that changes only distance to see how magnet strength changes.8 skills ▸close ▾

   • Contact force vs. non-contact forceGiven a labeled diagram of two objects interacting, students classify the interaction as contact force or non-contact force.
   • Magnetic attraction and repulsion by pole orientationStudents predict whether two magnets will attract or repel based on which poles face each other, then test the prediction with real magnets.
   • Static electric charge produced by frictionStudents explain why a balloon rubbed with wool sticks to a wall, using the term static electric charge from friction.
   • Isolating distance as the one changed variable in a magnet-strength testStudents design a test that changes only the distance between a magnet and a paperclip, holding the magnet and paperclip the same, to find how force strength changes.
   • The pattern between distance and magnetic force strengthStudents compare their magnet-distance data across multiple trials to identify the pattern connecting distance and force strength.
   • Contact vs. non-contact force in an unfamiliar mechanical systemGiven a new, unfamiliar object pair never discussed in class (for example, a doorbell button and a doorbell), students infer whether the interaction is contact or non-contact and justify the choice with evidence.
   • Balanced/unbalanced force logic applied to magnetic force data, including the case of a stationary object under opposing forcesStudents argue from their own distance-force data whether magnetism follows the same balanced/unbalanced force logic taught for pushes and pulls in Unit 1, correctly identifying that a stationary object held against a magnet's pull still has forces acting on it.
   • Definitions of static electric charge and non-contact forceStudents recall the definition of static electric charge and non-contact force when prompted with a word bank.
3. Unit 3: Life Cycles of Plants and AnimalsYour child follows a frog and a bean plant through their repeating stages, noticing that each stage has traits that fit what the organism needs right then. A weeks-long bean-plant log is the backbone of the unit — dated, measured entries that become evidence for a final diagram and comparison.10 skills ▸close ▾

   • The sequence of frog life cycle stages (egg, tadpole, froglet, adult)Students identify the four stages of a frog's life cycle from a labeled diagram.
   • The closed-loop diagram structure for a life cycle already demonstrated by the teacher (frog, then bean plant)Students copy a labeled stage-and-loop diagram for a life cycle shown in a worked example, reproducing stage names in the correct closed-loop order.
   • The relationship between a life stage and the trait it needs to survive that stageStudents match a stage-specific trait (gills, lungs) to the correct life cycle stage and explain why that trait suits what the organism needs at that stage.
   • The difference between metamorphosis and direct growth as two patterns of life cycle changeStudents distinguish metamorphosis (frog, butterfly) from direct growth (human, dog) using two contrasted animal cases.
   • The bean plant's current growth stage and its change since the last recorded entryStudents record a dated, measured observation of their bean plant's stage and describe one visible change from the prior entry.
   • The boundary between force (instant push or pull) and growth response (change over time)Students classify a plant's growth toward light as a life-cycle response, not a force, using the force definition from Unit 1.
   • The life cycle stage order of an organism not taught in this unitStudents sequence the life cycle stages of an unfamiliar organism from unlabeled photos and justify the order using visible traits.
   • The main idea and supporting details of a life-cycle informational textStudents summarize the main idea and key details of a short informational text about an animal life cycle.
   • Information located in diagrams versus information located in running textStudents use text and diagram together to answer a question a diagram alone could not answer.
   • The contrast between gradual life-cycle change and instant force-caused changeStudents write a short explanation comparing a life-cycle change to a force-caused change, using evidence from their observation log and Unit 1 notes.
4. Unit 4: Inheritance and Variation of TraitsYour child learns offspring inherit traits from parents, but no two offspring turn out exactly alike. They build a firm line between traits you're born with and traits you pick up during life, then measure a real trait across many samples and graph how much it varies.9 skills ▸close ▾

   • Inheritance of traits from parent to offspringStudents state that offspring inherit traits from parents.
   • Inherited vs. acquired traitsStudents classify a given trait as inherited or acquired using the birth-presence test.
   • Inherited vs. acquired traits applied to new examplesStudents classify a novel trait example not used in instruction as inherited or acquired, and justify the classification.
   • Measured variation in a single trait across a sampleStudents measure a trait across at least 10 samples and record the values.
   • Range and typical value as evidence of variation, including that differing individual data points are not errorsStudents explain how the range and typical value in a graphed trait relate to variation within a group, and accept a data point that differs from their own as legitimate rather than a mistake.
   • Comparison of variation across two data setsStudents compare two data sets of the same trait from different groups and infer which shows more variation.
   • Context-dependence of whether a trait is helpful or harmfulStudents explain that a trait's value for survival depends on the environment, not on the trait alone.
   • Inherited vs. acquired traits in an unfamiliar organism and contextStudents classify an unfamiliar organism's trait as inherited or acquired using only a written description, no picture or class discussion cue.
   • Written classification argument for trait cardsStudents generate a written argument sorting trait cards into inherited vs. acquired, citing the birth-presence test as evidence.
5. Unit 5: Fossils and Environments of the PastYour child learns a fossil is evidence of something that lived long ago, not a living thing itself. They compare specific traits on fossils to the same traits on living things today, learn that rock layers stack oldest-at-bottom, and combine both ideas to figure out what an ancient environment might have looked like.9 skills ▸close ▾

   • Fossils as evidence of past lifeIdentify that a fossil is evidence of a living thing from long ago, not a living thing itself.
   • The three-way distinction between fossil, living thing, and non-living rockSort picture cards into fossil, living thing, and non-living rock using the definitions taught on Day 1.
   • Fossil traits compared to living-organism traitsCompare a named trait on a fossil to the same trait on a living organism today.
   • Rock layers as a record of relative time, oldest at bottomExplain how the position of a rock layer indicates its relative age.
   • Relative age ranking from a new rock-layer diagramRank an unfamiliar rock-layer diagram from oldest to youngest using layer position.
   • Past environment inferred from fossil trait evidenceInfer a past environment from a fossil's trait, citing the specific trait as support.
   • Limits of fossil evidenceDistinguish a question a fossil can answer from a question it cannot answer.
   • Two texts describing the same fossil siteCompare information about the same fossil site from two different texts.
   • Past environment inference from a novel fossil sampleInfer the likely past environment of an unfamiliar rock-and-fossil sample never discussed in class.
6. Unit 6: Organisms in a Changing EnvironmentYour child asks whether a trait that helps in one environment can hurt in another if that environment changes. They build out everything 'environment' actually includes — weather, food, water, other organisms, shelter — and compare what happens to a population when change is fast (a fire) versus slow (temperature drifting over years).8 skills ▸close ▾

   • Environment as everything around an organism, including weather, food, water, and other organismsStudents list at least four components of an environment (weather, food, water, other organisms) for a given habitat picture.
   • The distinction between fast and slow environmental changeStudents classify a given environmental change as fast (fire, flood, new predator arriving) or slow (temperature drift, gradual habitat loss).
   • The fit between a specific trait and a specific environmentStudents explain why a specific trait (e.g., thick fur, long beak, camouflage color) helps an organism survive in one named environment.
   • Trait-environment fit applied to an unfamiliar organism-environment pairGiven a new organism and environment not used in class examples, students predict whether a named trait would help or hurt survival.
   • Population outcomes under fast versus slow environmental changeStudents compare what happens to a population when its environment changes quickly versus slowly, using the idea that slow change gives more time for some individuals to survive by chance variation.
   • A trait-environment survival claim supported by cited evidence from a prior unitStudents construct a written argument that states a claim about whether a given trait helps or hurts survival under a stated environmental change, supported by at least one piece of evidence drawn from Unit 4 or Unit 5 content.
   • The logical connection between claim, environmental change, and cited evidence in a peer's argumentStudents critique a peer's written survival argument by checking whether the claim, the stated environmental change, and the cited evidence actually connect to each other.
   • Trait-environment fit judgment under a genuinely novel scenarioGiven a completely novel scenario (an environment changing in a way never discussed in class, e.g., a new food source appearing) students judge whether a stated trait would now help, hurt, or make no difference, and justify the judgment.
7. Unit 7: Weather Patterns and HazardsYour child collects real weather data, graphs it, and uses the pattern they find to justify a preparedness action. It moves from daily readings (temperature, wind, rain) to a multi-week household weather log, then to reasoning about whole seasons, then to matching a hazard to a real preparedness step.8 skills ▸close ▾

   • The three measurable weather variables: temperature, wind, precipitationGiven a thermometer reading, a wind description, and a sky description, the student names each as temperature, wind, or precipitation.
   • Thermometer reading procedureThe student reads a household or classroom thermometer and records the temperature to the nearest labeled line, on at least 5 different days.
   • A temperature line graph of a recorded data setGiven two weeks of a class temperature log shown as a line graph, the student identifies the day with the highest and lowest recorded temperature.
   • The relationship between season and typical weather patternGiven a season and a region description, the student explains why that season's typical temperature and precipitation pattern occurs there, using the recorded-data evidence from the class log.
   • The distinction between a repeating seasonal pattern and unpredictable daily variationGiven a new city's multi-week weather data table (not used in class), the student determines whether the data shows a seasonal pattern or random day-to-day variation.
   • The match between a weather hazard and a preparedness action suited to itGiven descriptions of three weather hazards (flood, severe storm, extreme heat/cold), the student matches each hazard to one preparedness action and explains why that action addresses that specific hazard.
   • A graph of the student's own collected weather dataUsing their own multi-week household weather log, the student constructs a bar or line graph of one weather variable across the log's dates.
   • A hazard-preparedness action justified by a student's own weather-pattern evidenceUsing their own graphed log and a stated seasonal pattern, the student designs one preparedness action and justifies it in writing using the words 'pattern' and 'evidence.'
8. Unit 8: Capstone: Systems We Can ExplainNo new content here — this unit asks your child to take four ideas built all year (force, pattern, trait, evidence) and use them on scenarios mixed from every unit, then design and run their own small investigation with household materials, ending in a written explanation and a family showcase.11 skills ▸close ▾

   • The definitions of pattern and evidenceStudents state the definitions of 'pattern' and 'evidence' from memory without a prompt card.
   • The definitions of force and traitStudents state the definitions of 'force' and 'trait' from memory without a prompt card.
   • The claim-evidence-reasoning structureStudents recall the three parts of a CER explanation, in order, from memory.
   • Contact vs. non-contact force in an unfamiliar scenarioStudents correctly classify a novel scenario as involving a contact force, a non-contact force, or no force, using the Unit 1-2 push/pull definition.
   • Force, pattern, trait, and evidence as applied across all prior-unit contextsGiven a mixed set of scenario cards from all seven prior units, students sort each card under the correct master idea (force, pattern, trait, or evidence).
   • The shared structure underlying 'pattern' across the fossil-layer and weather-data contextsStudents explain why the same word 'pattern' correctly describes both a fossil rock layer sequence and a week of weather data.
   • An original testable investigation combining force-and-weather or life-cycle-and-variation ideasStudents design one testable investigation, choosing a variable to change and a measurement to collect, from a bounded set of integrated scenario options.
   • Their own chosen investigation's data collectionStudents run their designed investigation with household materials and record measured results in a data log.
   • A claim-evidence-reasoning explanation linking their investigation to specific prior unitsStudents construct a claim-evidence-reasoning explanation of their investigation, naming which prior unit each piece of reasoning came from.
   • The match between a stated claim and the evidence offered for itStudents evaluate a peer's claim by checking whether the stated evidence actually supports it.
   • The limits of evidence from a single household investigationStudents identify what their own investigation's evidence can and cannot show about their claim.

Try a real Investigating Our World: Forces, Life, and Earth Systems lesson, no account needed →

1. Unit 1: What Makes a CommunityThis is where the whole year's vocabulary starts: community, need, want, role, interdependence (that's just a big word for 'we depend on each other'). Your child tests groups they already know — family, class, town — against the question 'who depends on whom, for what?' to decide if it really counts as a community.8 skills ▸close ▾

   • The definition of community as people who depend on each other, not just people who live near each otherStudent states the definition of 'community' as a group of people who depend on each other.
   • The distinction between a community and a group that merely shares a locationStudent sorts given examples of groups of people into 'community' and 'not a community' based on whether members depend on each other.
   • The difference between a need and a wantStudent distinguishes a need from a want in examples drawn from home, school, and town life.
   • Interdependence among roles within a specific community (e.g., class or town, held apart from the family example used in instruction)Student explains why a community depends on people filling different roles, using a named community that was NOT the community modeled in Day 6 instruction.
   • The differing needs met by two named communities the student belongs toStudent compares two different communities (e.g., family and town) to identify one need each meets that the other does not.
   • The minimum conditions for a group to count as a community, applied to an unfamiliar hypothetical caseStudent infers whether a hypothetical group of one family alone, with no outside contact, could be a full community.
   • Needs met by family, class, and town communitiesStudent identifies which of three named groups students belong to (family, class, town) meets a given need.
   • The structure connecting a named community, the need it meets, and the reason members depend on each otherStudent organizes evidence about three communities (need met, role, and reason for interdependence) into a short written and drawn response.
2. Unit 2: Map and Globe SkillsYour child learns that maps and globes are choices someone made, not exact copies of a place. Over about 3.5 weeks they build a full toolkit — directions, symbols, scale, landforms, continents, oceans, and why a globe and a flat map don't quite agree — that every later unit depends on to find and compare places.10 skills ▸close ▾

   • Cardinal directions (N, S, E, W) shown on a compass roseStudent names the four cardinal directions and points to each on a compass rose.
   • Relative cardinal direction between two locations on a given mapStudent uses a compass rose to state the cardinal direction from one labeled point on a map to another.
   • Intermediate directions and their position between cardinal directionsStudent identifies intermediate directions (NE, NW, SE, SW) as halfway points between two cardinal directions.
   • Map symbols and their listed meanings in a map key/legendStudent matches a map symbol to its meaning using a provided map key.
   • The idea that mapmakers choose what to include, so maps of one place can differStudent explains why two accurate maps of the same place can show different information.
   • Scale as a tool relating map distance to real-world distanceStudent uses a map's scale tool to estimate the real distance between two points.
   • Landforms (mountain, valley, island, plain) and bodies of water (river, lake, ocean)Student classifies landforms and bodies of water by matching a picture to its correct name.
   • Shape distortion that results from flattening a globe into a mapStudent compares a globe and a flat map of the same area and infers why their shapes differ.
   • The seven continents and five oceansStudent locates and names all seven continents and four of the five oceans on an unlabeled world map.
   • A complete original map including title, legend, symbols, and compass roseStudent draws an original map of an unfamiliar space with a title, key, at least four symbols, and a compass rose.
3. Unit 3: Communities Around the WorldYour child compares how communities in different parts of the world meet the same basic needs — shelter, food, getting around — differently, because of land, climate, and resources. They study at least three real communities (desert, coastal or river, cold or mountain) and build a comparison chart, using the map skills from Unit 2 to actually locate them.8 skills ▸close ▾

   • Urban, suburban, and rural settlement typesSort images of settlements into urban, suburban, or rural using density of buildings and land use as evidence.
   • The effect of climate and landform on daily lifeExplain how a community's climate and landform affect one daily-life choice, such as house material or clothing.
   • Location of studied communities using map toolsLocate three studied world communities on a map using latitude clues, continent names, and legend symbols from Unit 2.
   • Same need met by different methods across two communitiesCompare how two studied communities meet the same need, identifying at least one shared purpose and one different method.
   • Resource choice inferred from climate and landformInfer why a community likely uses a resource for shelter based on climate and landform clues in a new, unstudied region.
   • Respectful versus judgmental language about another community's way of lifeClassify a written statement about another community as respectful description or as an unfair judgment.
   • Comparison chart structure for community evidenceOrganize evidence about two communities into a comparison chart with need, method, and reason columns.
   • Written comparison of two communities' solutions to one need, applied to a new pairingProduce a short written piece comparing how two studied communities meet one need, using map evidence and specific details, and extend that same comparison logic to one need/community pairing not charted together in class.
4. Unit 4: Communities Across TimeYour child studies one local or regional community at two points in time — old photos, old objects, and modern comparisons. They learn to tell a primary source (from that time) from a secondary source (told about later), then build a then/now chart comparing homes, work, and transport.8 skills ▸close ▾

   • Primary vs. secondary source classificationSort a set of source materials into primary (from that time) and secondary (told about later) using date and authorship clues.
   • The defining feature (time of creation) of primary sourcesExplain why a source made during the time period counts as primary even if it looks similar to a later secondary source.
   • Then/now comparison of homes, work, and transport in the studied local or regional communityCompare homes, work, and transport in one studied community at two time periods using a then/now chart.
   • Change and continuity within one community's traditionsIdentify at least one tradition that has continued and one thing that has changed in the same studied community.
   • Citing source evidence to support a then/now claimSupport a then/now claim about a category (homes, work, or transport) with one specific piece of source evidence.
   • The limits of a single piece of evidence for future historical inferencePredict what a future community member might wrongly conclude from a single object left behind today.
   • Unit vocabulary: primary source, secondary source, then/now, change, continuity, traditionRecall the definitions of primary source, secondary source, then/now, change, continuity, and tradition.
   • Map location of the studied local or regional communityLocate the studied community on a map using cardinal directions and a legend before comparing it across time.
5. Unit 5: Rules, Laws, and GovernmentYour child learns why communities need rules, the difference between a rule and a law, and who actually makes each — a mayor and council for local rules, the president at the national level. They also learn the difference between a citizen's right (allowed to) and responsibility (expected to).9 skills ▸close ▾

   • The distinction between rule and law based on maker and scopeStudents distinguish a rule from a law by identifying who made it and how many people it applies to, given a written example.
   • Local government roles (mayor, council)Students identify the mayor and town council as the people who make local rules, given a description of a town decision.
   • The difference in scope between national and local governmentStudents explain why the president's role differs from the mayor's role by comparing the size of community each governs.
   • Classification of rules by level of governmentStudents classify a set of new rule examples as local or national government responsibility, using scope as evidence.
   • The distinction between right and responsibilityStudents distinguish a citizen's right from a citizen's responsibility, using the test question of 'allowed to' versus 'expected to.'
   • The purpose behind a specific real local ruleStudents infer one likely reason a specific real local rule exists, based on a problem it probably solves.
   • Variation in rules across communities solving similar problemsStudents explain why two different communities might have different rules for the same problem, citing a difference in the community's situation.
   • The relationship between personal disagreement and a rule's fairnessStudents evaluate whether a specific rule can be fair even if a person disagrees with it, by checking whether the rule's stated purpose is addressed.
   • The summative task structure of maker, reason, and responsibility for an unfamiliar local ruleGiven a real local rule never discussed in class, students construct a short response naming its likely government maker, one reason, and one related citizen responsibility.
6. Unit 6: Goods, Services, and TradeYour child learns that no community makes everything it needs on its own. They sort goods from services, learn producer and consumer, meet scarcity as the reason trade exists, and trace one good from producer to consumer on a flowchart.9 skills ▸close ▾

   • The word labels 'good' and 'service' matched to a pictureMatch a picture card of a good or a service to its correct word label.
   • The difference between goods and servicesSort pictures and words into goods and services.
   • Producer and consumer rolesLabel a person in a scenario as producer or consumer.
   • Scarcity of resources in a specific placeExplain why a community cannot produce everything it needs, using a specific region's resources.
   • Trade motivated by differing regional resourcesCompare two communities' resources to infer why they would trade with each other.
   • The path of one specific good from production to saleSequence the steps a good takes from producer to consumer into a flowchart.
   • Opportunity cost as a simple trade-offIdentify what a person gives up when choosing one option over another (opportunity cost) in a new, unfamiliar scenario.
   • Fairness of unequal regional resourcesJudge whether it is fair for one community to have more resources than another, citing a reason.
   • The reason a specific community imports a specific good, and the benefit to the trading partnerWrite 2-3 sentences explaining why a community trades for a good instead of making it locally, and state what the other community gets from the trade.
7. Unit 7: Connected CommunitiesThis takes the trade ideas from Unit 6 global. Your child traces an everyday object — a banana, a phone, a t-shirt — back to where it actually came from, measures the real distance on a map, and looks at how a problem somewhere else (a drought, a factory closing) can reach a community that had nothing to do with causing it.8 skills ▸close ▾

   • Modes of transport that connect distant trade communitiesStudent names three ways a distant community's products reach their home community (ship, truck, plane).
   • The import/export distinction from a community's point of viewStudent labels an imported item as an import and a locally made item as an export, using the community's point of view.
   • Location of a trade origin point on a world mapStudent locates the country of origin of a tagged object on a world map using latitude/longitude-free grid or continent key.
   • Reasons a community imports rather than produces a good locallyStudent explains why a community trades for a good instead of producing it locally, citing climate, resource, or skill limits.
   • Distance and steps in two different supply chainsStudent compares two objects' supply chains to identify which traveled farther and which used more transport steps.
   • The effect of a distant problem on a local community's access to goods, including non-obvious or indirect linksStudent infers how a problem in a distant community (drought, factory closure) could change something available in their own community, including cases where the link is not obvious.
   • Responsibility for shared environmental or resource problems across distant communitiesStudent evaluates whether a community should help fix a problem it did not cause but that affects a distant community, using evidence to support a position.
   • The supply-chain journey of a chosen everyday objectStudent constructs a map-and-text trace of one everyday object's journey from origin community to home, using at least two forms of evidence.
8. Unit 8: Being a Contributing Community MemberThe year's final project. Your child picks a real local need, proposes a rule-change to address it, maps exactly where it applies, and justifies it with a cost and a benefit — pulling together civics language from Unit 5 and cost/benefit thinking from Unit 6, applied for the first time to something they chose themselves.9 skills ▸close ▾

   • Citizen rights and responsibilities (Unit 5 vocabulary)State the citizen right and the matching responsibility in a given local scenario.
   • Scale difference between a rule and a lawSort community actions into rule-scale (classroom, home) or law-scale (city, state) categories.
   • The difference between a specific local need and a vague complaintPick out a specific, real community need from a mix of specific and vague examples, using the modeled specific-versus-vague pattern.
   • Cost/benefit of a proposed community actionList a cost and a benefit, naming at least one person besides the student, for a proposed action.
   • Connection between a proposed rule-change and a community needExplain how a stated rule-change addresses the identified community need.
   • Map location of a proposed actionProduce a labeled map showing the exact location of a proposed community action.
   • A full community-improvement proposalCompose a 4-5 sentence proposal connecting a need, a rule-change, a map, and a cost/benefit into one justification.
   • Oral defense of a community-improvement proposalPresent the proposal orally, responding to one classmate question with a relevant answer.
   • Cumulative vocabulary and facts from Units 1-7Retrieve one vocabulary term or fact from each of Units 1-7 during cumulative review.

Try a real Communities Near and Far lesson, no account needed →