Computer Technology
3rd Grade Computer Technology
Standard 1
Students will understand basic operations and concepts of technology.
Learning Expectations
⎯Students will demonstrate an understanding of the nature and operation of
technology systems.
⎯Students will exhibit a proficiency in the use of technology.
⎯Students will continue development of and master basic skills (alpha
numeric and special characters) for using the touch.
NOTE: The first 6 to 8 weeks of class will emphasize the mastery of the
touch system of keying on the alphanumeric keyboard.
___ Students will use devices such as cameras, scanners, and external drives
___ Students will save to additional devices such as ZIP, JUMP, or FLASH drives
___ Students will use both hands simultaneously on keyboard and will practice correct movement from home row to adjacent rows
___ Students will communicate file contents by correctly naming a file and saving it to the correct location
__ Students will understand and correctly use the following terms as they relate to the Internet: URL, browser, www, homepage, keyword, search, search engine, email, and intranet
__ Students will recognize the importance of formatting in various programs
___ Students will recognize the following terms and how they relate to various programs: insert, delete, undo, redo, import, export, word wrap, and print preview
__ Students will understand a computer’s ability to store information
___ Students will identify graphic files based on extensions such as: .gif, .jpeg, .bitmap, etc.
Standard 2
Students will understand the importance of social, ethical, and human issues associated with technology.
Learning Expectations
⎯Students will understand the ethical, cultural, and societal issues related to
technology.
⎯Students will practice responsible use of technology systems, information,
and software.
⎯Students will develop positive attitudes toward technology uses that
support lifelong learning, collaboration, personal pursuits, and productivity.
___ Students will discuss age appropriate websites
___ Students will discuss appropriateness and inappropriateness of website content and will discuss strategies for getting out of inappropriate websites
__ Students will compare and contrast the advantages and disadvantages of technology use
__ Students will describe ways that email is a way for people to communicate online
Standard 3
Students will use technology productivity tools.
Learning Expectations
⎯Students will use technology tools to enhance learning, increase
productivity, and promote creativity.
⎯Students will use productivity tools to collaborate in constructing
technology-enhanced models, prepare publications, and produce other
creative works.
__ Students will create and publish pictures with graphics and text using draw and paint applications to develop creative products in a variety of formats
__ Students will create simple slides using age appropriate software
__ Students will incorporate sound and graphics into multimedia presentations
__ Students will write paragraphs with word processing applications
__ Students will demonstrate appropriate use of print preview, undo, and redo functions
__ Students will write, illustrate, and publish books with software applications
__ Students will write a story or report in a word processing program and import graphics and pictures
__ Students will use editing tools to include thesaurus, grammar check, and line spacing
__ Students will change software view for zoom and layout
__ Students will be able to access and post information on interactive/collaborative websites
__ Students will load pictures to a computer from a digital camera and save them
Standard 4
Students will use technology communications tools.
Learning Expectations
⎯Students will use telecommunications to collaborate, publish, and interact
with peers, experts, and other audiences.
⎯Students will use a variety of media and formats to communicate
information and ideas effectively to multiple audiences. __
___ Students will be able to open, write, reply, and send email
___ Students will be able to save and delete email
Standard 5
Students will select and use appropriate technology research tools.
Learning Expectations
⎯Students will use technology to locate, evaluate, and collect information
from a variety of sources.
⎯Students will use technology tools to process data and report results.
⎯Students will evaluate and select new information resources and
technological innovations based on the appropriateness for specific tasks
__ Students will access a variety of electronic sources of information : CD-ROMs, Grolier on-line, Encyclopedia/Dictionary/Atlas, Tennessee Electronic Library, ProQuest, and United Streaming Video, Follett Online, etc.
__ Students will perform a simple search by opening a browser (ex. Explorer) and using a search engine
__ Students will access information by correctly typing URL/address
__ Students will use information from a created database to complete written documents
Standard 6.0
Students will utilize technology problem-solving and decision-making tools.
Learning Expectations
⎯Students will use technology resources for solving problems and making
informed decisions.
⎯Students will employ technology in the development of strategies for
solving problems in the real world.
__ Students will use simulations or on-line lessons to extend learning
Visual Arts
3rd Grade Visual Arts
Standard 1 Media, Techniques, and Processes
Students will understand and apply media, techniques, and processes.
Learning Expectations
The student will
⎯Use a variety of tools and materials to create a work of art.
⎯Use a variety of techniques and processes to produce original works of art that reflect personal experiences, imagination, and observations.
⎯Use tools and materials in a safe and responsible manner.
Standard 2 Structures and Functions
Students will use knowledge of structures and functions.
Learning Expectations
The student will
⎯Recognize and identify elements and principles of art.
⎯Use the elements and principles of art to communicate ideas.
⎯Develop an awareness of the function of art in their environment.
⎯Create art with a specific function.
⎯Recognize the difference between functional/nonfunctional art and the qualities of artwork.
Standard 3 Evaluation
Students will choose and evaluate a range of subject matter, symbols, and ideas.
Learning Expectations
The student will
⎯Explore and understand content in works of art by others.
⎯Select subject matter and content in their own artworks.
Standard 4 Historical and Cultural Relationships
Students will understand the visual arts in relation to history and cultures.
Learning Expectations
The student will
⎯Relate works of art to different times, civilizations and places.
⎯Discuss how art, history, and culture influence each other.
Standard 5 Reflection and Assessment
Students will reflect upon and assess the characteristics and merits of their work and the work of others using self assessment sheets, rubrics, etc.
Learning Expectations
The student will
⎯Recognize that artists create work for a variety of purposes.
⎯Discuss the characteristics and merits of their work and the work of others.
⎯Understand that viewers have different responses to artworks.
Standard 6.0 Interdisciplinary Connections
Students will make connections between visual arts and other disciplines.
Learning Expectations
The student will
⎯Experience similarities and differences between the visual arts and other arts disciplines.
⎯Identify connections between the visual arts and other disciplines in the curriculum.
Physical Education/Health
Third Grade Physical Education
Standard 1 Movement Forms
The student will demonstrate competency in many movement forms and proficiency in a few movement forms.
Learning Expectations
The student will
⎯demonstrate mature form in all locomotor patterns and selected manipulative and non-locomotor skills.
⎯recognize, apply and analyze knowledge of elements in basic skills.
⎯apply basic skills in game-like experiences.
⎯introduce strategies that occur in game-like situations (team/ dual ways to succeed in a game).
⎯acquire beginning skills in specialized movement forms.
⎯combine basic movement skills into specialized sequences (predetermined sequence-routine).
⎯demonstrate how movement concepts can be expressed through rhythmic activities.
⎯demonstrate and modify traditional and popular dance sequences (square dance, line sequences, etc.)
⎯demonstrate and refine specialized educational gymnastics skills (e.g. weight transfer, rolling, balance, jumping, and landing) using equipment (beam, mats, etc.).
⎯develop and refine a gymnastic sequence demonstrating smooth transitions.
⎯demonstrate safety procedures in educational gymnastics.
⎯develop patterns and combinations of movements into repeatable dance sequences.
⎯use responsible behavior in safety procedures for all physical activities.
Standard 2 Motor Concepts and Principles
The student will apply movement concepts and principles to the learning and development of motor skills.
Learning Expectations:
The student will
⎯apply critical elements to improve personal performance in fundamental and selected motor skills.
⎯use information from a variety of sources (e.g., teacher, peers, and self) to improve performance (visual assessment, constructive criticism, etc.).
⎯use critical elements of fundamental and specialized movement skills to provide feedback to others (recognition of incorrect technique and give corrective feedback to others).
⎯recognize and apply concepts that impact the quality of increasingly complex movement performance.
⎯practice basic offensive and defensive strategies in non-complex settings such as a dynamic, unpredictable game.
⎯apply the concepts of balance and transfer of weight to the performance of educational gymnastic skills (movement sequence).
Standard 3 Personal and Social Responsibility
The student will demonstrate responsible personal and social behavior in physical activity settings.
Learning Expectations
The student will
⎯apply rules honestly, procedures, and safe practices with little or no reinforcement.
⎯accept and respect the decision made by game officials or teachers.
⎯work cooperatively and productively with a partner or small group through dual or team games/situations.
⎯work independently and on-task for increasingly longer periods of time.
⎯assess and accept own behavior and understand the consequences for unacceptable behavior.
⎯explore cultural/ethnic self-awareness through participation in physical activity.
⎯consider the attributes that individuals with differences can bring to group activities.
⎯experience differences and similarities in physical activity among people of different backgrounds
⎯cooperate with peers with disabilities and those of different gender, race, and ethnicity through teamwork activities.
⎯work cooperatively with more and less skilled peers to help others succeed in the physical education setting.
⎯understand the role of games and sports in establishing behaviors in social interaction through teamwork activities.
Standard 4 Fitness
The student will understand, achieve, and maintain a health-enhancing level of fitness leading to a physically active lifestyle.
Learning Expectations
The student will
⎯select and regularly participate in lifetime physical activity through outside/extracurricular activities.
⎯identify several activities related to each component of physical fitness (cardio respiratory endurance, muscular strength and endurance, flexibility).
⎯describe healthful benefits that result from regular and appropriate participation in physical activity (physical fitness, mental improvement, social interaction, etc.).
⎯begin to develop a strategy for the improvement of selected fitness components.
⎯work independently with minimal supervision in pursuit of personal fitness goals (weight loss/gain, muscle gain) through physical fitness tests.
⎯correctly demonstrate activities designed to improve and maintain muscular strength and endurance, flexibility, cardio respiratory functioning, and proper body composition.
⎯recognize that time and effort (practice time) are prerequisites for skill improvement and fitness benefits.
Standard 5 Understanding Physical Activity
The student will understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction.
Learning Expectations:
The student will
⎯experience enjoyment while participating in physical activity.
⎯recognize physical activity as a positive opportunity for social and group interaction.
⎯enjoy practicing activities to increase skill competence.
⎯use physical activity as a means of self-expression through a selection of an activity/sport.
⎯interact with friends/peers while participating in group activities.
⎯seek personally challenging experiences in physically active opportunities (challenge to higher levels of performance).
⎯celebrate personal successes and achievements as well as those of others.
Health
Third Grade Health
Personal Health and Wellness
Personal Health and Wellness is influenced by individual heredity and involves a lifelong process of choices and behaviors that lead to healthful living and disease prevention
Standard 1
The student will understand the role of personal hygiene practices as it relates to healthful living.
Learning Expectations:
The student will:
⎯demonstrate the concepts of personal hygiene in daily life;
⎯describe physical/mental/social health implications of personal hygiene;
⎯identify personal health responsibilities
Standard 2
The student will understand the role of body systems as related to healthful living.
Learning Expectations:
The student will:
⎯describe the basic human body structures;
⎯describe the functions of the human body systems;
⎯explain how health is influenced by the interaction of human body systems.
Standard 3
The student will understand the relationship of physical activity to healthful living.
Learning Expectations:
The student will:
⎯explain the importance of physical activity to personal health;
⎯identify personal physical activity practices in order to achieve desired physical fitness levels.
Nutrition
Proper nutrition is essential for maintaining a healthy lifestyle. Healthful nutrition helps to prevent chronic diseases such as diabetes, cancer, and cardiovascular disease. Using the Food Guide Pyramid can provide guidelines for healthy eating. It is important to balance food intake and physical activity to promote healthful living.
Standard 4
The student will understand the relationship of nutrition to healthful living.
Learning Expectations:
The student will:
⎯use the Food Pyramid as a guide for choosing a variety of foods necessary for good health;
⎯explain how weight is controlled by balancing diet and physical exercise.
Family Life
The dynamic process of growth and development encompasses physical, mental, emotional, and social maturation. Positive personal and family relationships provide a foundation that promotes healthy development. (Refer to TCA 49-6-1303 with regard to children excused from family life instruction by parent or guardian).
Standard 5
The student will understand the contributions of family relationships to healthful living.
Learning Expectations:
The student will:
⎯identify all families as unique;
⎯demonstrate respect for the responsibilities of each person within the family;
⎯identify how to improve family relationships;
⎯describe how family structures change.
Standard 6
The student will understand the stages of human growth and development.
Learning Expectations:
The student will:
⎯identify changes in the body that occur throughout the life cycle;
⎯demonstrate respect for others as physical changes occur at varying rates.
Standard 7
The student will understand the need and process of setting personal goals and standards for healthful living.
Learning Expectations:
The student will:
⎯identify effective decision making techniques;
⎯determine influences on setting personal goals and standards;
⎯apply the decision-making process in developing personal goals and standards that affect family life.
Emotional, Social, and Mental Health
Emotional, social, and mental health is dependent upon a healthy self-concept and communicating needs, wants, and feelings in a healthy manner. Conflict resolution, anger management, and stress management provide skills for healthful living.
Standard 8
The student will understand the importance of positive self-concept and interpersonal relationships for healthful living.
Learning Expectations:
The student will:
⎯describe how feelings affect behavior;
⎯demonstrate respect for the unique qualities of self and others;
⎯describe characteristics to be a responsible friend and family member.
Standard 9
The student will understand how positive social, emotional, and mental health practices promote healthful living.
Learning Expectations:
The student will:
⎯identify how attitudes and behaviors, and attitudes relate to social health;
⎯develop skills for dealing with pleasant and unpleasant situations;
⎯describe how feelings, behaviors, and attitudes relate to personal mental health.
Disease Prevention and Control
Disease prevention is greatly influenced by health enhancing knowledge and behaviors practiced throughout life.
Standard 10
The student will understand attitudes and behaviors for preventing and controlling disease.
Learning Expectations:
The student will:
⎯compare and contrast communicable and non-communicable diseases;
⎯describe ways diseases are spread, prevented, and managed;
⎯distinguish between safe and risky behaviors as related to disease prevention.
Injury Prevention and Safety
According to All About Risk Watch, "Every time a child is injured or killed by something that could have been prevented, everyone suffers - the child, his or her family, classmates and friends, and the entire community. For children ages 14 and under, the #1 health risk isn’t drugs or disease: it’s injuries."
Standard 11
The student will understand attitudes and behaviors for preventing accidents and injuries.
Learning Expectations:
The student will:
⎯list the eight most common injury risks for children
⎯identify ways to reduce the risk of accidents and injuries.
⎯explain the importance of safety rules.
Standard 12 The student will understand appropriate care for injuries and sudden illnesses.
Learning Expectations:
The student will:
⎯describe appropriate actions for emergency and non-emergency situations;
⎯demonstrate first aid techniques.
Standard 13 The student will understand the appropriate action to take when personal safety is threatened.
Learning Expectations:
The student will:
⎯identify situations that should be reported to a trusted adult;
⎯demonstrate self-protection skills and identify appropriate resources for help.
Substance Use and Abuse Prevention
The use of chemical substances can have both benefits and risks. Knowledge, attitudes, and personal choices can determine responsible behaviors towards the use of chemical substances, including the avoidance of alcohol and tobacco.
Standard 14
The student will understand appropriate and inappropriate uses of chemical substances for healthful living.
Learning Expectations:
The student will:
⎯distinguish between appropriate use and the misuse/abuse of chemical substances for healthful living;
⎯analyze the influences of peers, family, and community on chemical substance use and abuse.
Standard 15
The student will understand the effects of substance use and abuse.
Learning Expectations:
The student will:
⎯evaluate the effects of substance use and abuse (e.g. tobacco, alcohol, and illegal drugs) on physical, mental, and social functioning;
⎯demonstrate decision making and refusal skills;
⎯explain how personal choices relate to health and wellness consequences.
Environmental and Community Health
The health of the environment and the community is directly impacted by responsible individual behavior. Public health and community services are essential to promote a healthy community.
Standard 16
The student will recognize environmental practices and products that affect personal and community health.
Learning Expectations:
The student will:
⎯identify the causes and effects of different types of pollution on health;
⎯apply the practices of "reduce, reuse, and recycle";
⎯evaluate and select environmentally safe products.
Standard 17
The student will be aware of and appropriately use community services that promote healthful living.
Learning Expectations:
The student will:
⎯describe ways health agencies assist in promoting health and the environment;
⎯explain the importance of community organizations to healthful living.
Standard 18
The student will understand how the culture, media, and technology impact consumer decisions about healthful living.
Learning Expectations:
The student will:
⎯describe the influence of cultural beliefs on personal and community health behaviors and the use of health services;
⎯analyze how messages from media and technology influence health behaviors.
Standard 19
The student will demonstrate the ability to access valid health information and health-promoting products and services.
Learning Expectations:
The student will:
⎯access valid health information;
⎯explain the uses of various health-promoting products and services.
Music
3rd Grade Music
Standard 1.0 Singing
Students will sing, alone and with others, a varied repertoire of music.
Learning Expectations
The student will
1.1 Develop skill in singing melodies expressively.
1.2Develop skill for singing in harmony.
Standard 2.0 Playing Instruments
Students will perform on instruments, alone and with others, a varied repertoire of music.
Learning Expectations
The student will
2.1 Play simple rhythmic patterns alone and with others.
2.2Play simple melodic patterns alone and with others.
Standard 3.0 Improvising
Students will improvise melodies, variations, and accompaniments.
Learning Expectations
The student will
3.1 Improvise a melody using a pentatonic scale.
3.2Improvise a variation on a familiar melody.
Standard 4.0 Composing
Students will compose and arrange music within specified guidelines.
Learning Expectations
The student will
4.1 Compose simple instrumental introductions.
4.2Compose a simple instrumental coda.
Standard 5.0 Reading and Notating
Students will read and notate music.
Learning Expectations
The student will
5.1 Recognize symbols which represent rhythm and melody.
5.2Use symbols to notate simple rhythmic and melodic patterns
Standard 6.0 Listening and Analyzing
Students will listen to, analyze and describe music.
Learning Expectations
The student will
6.1 Recognize, aurally, same and different sections.
6.2 Describe the characteristics of a musical selection using appropriate vocabulary.
6.3 Recognize, aurally, introductions in vocal and instrumental music.
Standard 7.0 Evaluating
Students will evaluate music and music performances.
Learning Expectations.
The student will
7.1 Devise criteria for evaluating music.
7.2Devise criteria for evaluating music performances.
Standard 8.0 Interdisciplinary Connections
Students will understand relationships between music, the other arts, and disciplines outside the arts.
Learning Expectations
The student will
8.1 Compare characteristics of two or more art forms.
8.2 Examine ways in which the principles of other disciplines interrelate with those of music.
Standard 9.0 Historical and Cultural Relationships
Students will understand music in relation to history and culture.
Learning Expectations
The student will
9.1 Identify and discuss music in relation to history.
9.2 Identify and discuss music in relation to various cultures.
Guidance and Counseling
Third Grade Counseling and Guidance
Academic Development
Standard 1 Skills for Academic Self-confidence, Learning and Success
Student will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.
Learning Expectations
The student will
⎯demonstrate academic self-confidence.
⎯demonstrate pride in work and achievement.
⎯demonstrate the study skills necessary for academic success.
⎯practice taking responsibility for schoolwork.
⎯demonstrate the ability to work independently and cooperatively.
⎯recognize the importance of regular school attendance.
Standard 2 Improve Learning and Achieve Challenging Goals
Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.
Learning Expectations
The student will
⎯apply critical thinking skills in learning situations.
⎯apply self-directed and independent learning techniques.
⎯formulate academic goals.
⎯explore aptitudes and interests to learning.
Standard 3 Relate School to Life Experiences
Students will understand the relationship of academics to the world of work, and to life at home and in the community.
Learning Expectations
The student will
⎯examine ways academic skills are used in the home, community, and career development.
⎯explain how school success enhances future career opportunities.
Career Development
Standard 4 Career Awareness and Employment Readiness Skills
Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.
Learning Expectations
The student will:
⎯describe personal abilities, work habits, interests and skills, and relate them to individual career interests.
⎯identify a variety of career options in the community.
⎯formulate skills to locate, evaluate, and interpret career information.
⎯demonstrate decision-making skills.
⎯describe the importance of responsibility, dependability, punctuality, positive attitude, and integrity in work.
⎯demonstrate ability to work in teams.
⎯demonstrate the difference between work time and leisure time.
⎯recognize the importance of diversity in school and community.
Standard 5 Career Information and Career Goals
Students will employ strategies to achieve future career success and satisfaction.
Learning Expectations
The student will
⎯describe ways in which family members and adult friends can provide career information.
⎯explore career clusters.
⎯articulate the relationship between school success and career goals.
⎯recognize that careers require a variety of skills, education and interests.
⎯explore the education and training needed for a variety of careers.
Standard 6 Knowledge and Skills to Achieve Career Goals
Students will understand the relationship between personal qualities, education and training, and the world of work.
Learning Expectations
The student will
⎯relate interests, abilities and achievement to possible career opportunities.
⎯demonstrate cooperation as a team member.
⎯practice conflict management skills.
⎯relate school/work habits to future job performance
⎯identify how school performance and achievement relates to the world of work.
⎯use technology and other sources to relate personal interests and qualities to a variety of careers.
Personal and Social Development
Standard 7 Self Knowledge and Interpersonal Skills
Students will acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others
Learning Expectations
The student will
⎯demonstrate a positive attitude toward self as a worthy person.
⎯identify and express feelings in an appropriate manner.
⎯monitor behavior and demonstrate self-control.
⎯recognize change as a part of growth.
⎯demonstrate appropriate communication skills.
⎯recognize meaningful relationships.
⎯demonstrate an appreciation for individual and cultural differences.
Standard 8 Self-Knowledge Applications
Students will make decisions, set goals, and take necessary action to achieve goals.
Learning Expectations
The student will
⎯use a decision making and problem solving model.
⎯recognize the connection between ones choices and consequences.
⎯create long- and short-term goals.
⎯develop and implement a plan for an individual goal.
Standard 9 Acquire Personal Safety Skills
Students will understand safety and survival skills.
Learning Expectations
The student will
⎯choose coping skills to manage stress.
⎯identify resource people in the school and community and know how and when to seek help.
⎯develop problem-solving and decision-making skills to make safe and healthy choices.
⎯recognize threats to personal safety.
