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GLEs

The following Grade Level Expectations (GLEs) could possibly be integrated into this unit.  Many pertain to lower-Elementary students, as that is where I have the most experience.  However, some lessons and activities may contain GLEs that are similar for older students.  All GLEs are for the Third grade level, and are categorized by content area.  For more information about how these GLEs could possibly be used in your classroom, please check the Missouri GLEs, or your local state.  Also, please keep in mind that many of these GLEs can be tweaked to fit the needs of your students/individual lesson.

 

Social Studies GLEs

SS.2.A.a. Explain the importance of promoting the common good

SS.1.B. Discuss and apply responsibilities of citizens including respect for the rights of others and treating others fairly (justice)

SS.4.A.a. Identify and explain public goods and services

SS.4.A.b. Distinguish among natural, capital and human resources

SS.6.A. Compare how people’s needs have been met in different ways in different cultures at various times

SS.6.C. Take part in a constructive process or method for resolving conflicts (such processes or methods include identifying the problem, listing alternatives, selecting criteria for judging the alternatives, evaluating the alternatives and making a decision)

SS.7.A.b. Identify, use and create primary and secondary sources (diaries, letters, people, interviews, journals and photos)

SS.7.A.c. Identify and use library and media resources (electronic resources, dictionaries, encyclopedias, videos, periodicals, atlases, almanacs, telephone directories, and books)

 

Communication Arts GLEs

CA.R.1.I. Identify and explain relevant connections between: text to text (text ideas — information and relationships in various fiction and non-fiction works–compare and contrast), text to self (text ideas and own experiences), text to world (text ideas and the world)

CA.R.3.A. Locate and interpret key information in illustrations, title, chapter headings, table of contents, glossary, charts, diagrams, graphs, captions and maps

CA.W.1.A. Follow a writing process to: independently use a simple pre-writing strategy, generate a draft, reread and revise work for audience and purpose, ideas and content, organization and sentence structure, and word choice (refer to W2A, W2B, W2C, W2D), edit for conventions (refer to W2E), share writing

CA.W.2.A. Compose text showing awareness of audience, in a format appropriate to audience and purpose

 

Math GLEs

AR.2.A.using all operations, represent a mathematical situation as an expression or number sentence

AR.3.A. describe quantitative change, such as students growing two inches in a year

DP.1.A. design investigations to address a given question

DP.2.A. describe the shape of data and analyze it for patterns

DP.3.A. discuss events related to students’ experiences as likely or unlikely

 

 

Science GLEs

S.4.A.b. Classify populations of organisms as producers or consumers by the role they serve in the ecosystem

S.4.A.d. Predict the possible effects of removing an organism from a food chain

S.7.1.A. Pose questions about objects, materials, organisms, and events in the environment

S.7.1.C.a. Use observations as support for reasonable explanations

S.7.1.C.b. Use observations to describe relationships and patterns and to make predictions to be tested

S.7.1.C.c. Compare explanations with prior knowledge

S.8.3.A.a. Identify a question that was asked,or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or non-fiction of individuals solving everyday problems or learning through discovery)

S.8.3.A.b. Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member

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