CKLA Grade 3 Domain 3: The Human Body--Systems and Senses

CKLA Grade 3 Domain 3: The Human Body--Systems and Senses

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About This Lesson

Focus: As part of their study of human body systems, students examine the structure and functions of the skeletal, muscular, and nervous systems. Students also learn about the senses of sight and hearing, and how the eyes and ears work.

Number of Lessons: 9

Lesson Time: 70 minutes each. Each lesson may be divided into shorter segments.

Individual Resources: Read Aloud Anthology, Flip Book, Image Cards

Standards

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Read More About CCSS.ELA-Literacy.RI.3.1
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Read More About CCSS.ELA-Literacy.RI.3.2
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Read More About CCSS.ELA-Literacy.RI.3.3
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Read More About CCSS.ELA-Literacy.RI.3.4
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Read More About CCSS.ELA-Literacy.RI.3.7
Compare and contrast the most important points and key details presented in two texts on the same topic.
Read More About CCSS.ELA-Literacy.RI.3.9
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Read More About CCSS.ELA-Literacy.W.3.3
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
Read More About CCSS.ELA-Literacy.W.3.3.a
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
Read More About CCSS.ELA-Literacy.W.3.3.b
Use temporal words and phrases to signal event order.
Read More About CCSS.ELA-Literacy.W.3.3.c
Provide a sense of closure.
Read More About CCSS.ELA-Literacy.W.3.3.d
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Read More About CCSS.ELA-Literacy.W.3.4
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Read More About CCSS.ELA-Literacy.W.3.5
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Read More About CCSS.ELA-Literacy.W.3.6
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Read More About CCSS.ELA-Literacy.W.3.8
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Read More About CCSS.ELA-Literacy.W.3.10
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Read More About CCSS.ELA-Literacy.SL.3.1
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Read More About CCSS.ELA-Literacy.SL.3.1.a
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Read More About CCSS.ELA-Literacy.SL.3.1.b
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Read More About CCSS.ELA-Literacy.SL.3.1.c
Explain their own ideas and understanding in light of the discussion.
Read More About CCSS.ELA-Literacy.SL.3.1.d
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Read More About CCSS.ELA-Literacy.SL.3.3
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Read More About CCSS.ELA-Literacy.SL.3.4
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Read More About CCSS.ELA-Literacy.SL.3.6
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
Read More About CCSS.ELA-Literacy.L.3.4
Use sentence-level context as a clue to the meaning of a word or phrase.
Read More About CCSS.ELA-Literacy.L.3.4.a
Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
Read More About CCSS.ELA-Literacy.L.3.4.b
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
Read More About CCSS.ELA-Literacy.L.3.4.c
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
Read More About CCSS.ELA-Literacy.L.3.5.a
Demonstrate understanding of word relationships and nuances in word meanings.
Read More About CCSS.ELA-Literacy.L.3.5
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Read More About CCSS.ELA-Literacy.L.3.5.b
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Read More About CCSS.ELA-Literacy.L.3.6

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