Portfolio

Third

Grade

Portfolio

2012-2013

 

 

 

Table of Contents

 

o                      Weekly Verses to memorize

o                      Weekly Vocabulary

o                      Book Reports and due dates

o                      Making an Ecosystem/due date

o                      Science Fair and due date

o                      Geography "must-knows"

o                      Grammar "must-knows"

 

 

 

 

 

 

Verses to Memorize

Each week you will learn 1 or two Bible verses and recite them from memory to your teacher. We are using NIV versions.

 

Week 1: John 15:5 (Class verse)

Week 2: Psalm 139:1-2

Week 3: Psalm 139:3-4

Week 4: Psalm 139:5-7

Week 5: Psalm 139:8-10

Week 6: Psalm 139: 11-13

Week 7: Psalm 139: 14-16

Week 8: Psalm 139: 17-19

Week 9: Psalm 139: 20-22

Week 10: Psalm 139: 23-24

Week 11: Review and Recite

Week 12: Matthew 5: 1-3

Week 13: Matthew 5: 4-5

Week 14: Matthew 5: 6-7

Week 15: Matthew 5: 8-9

Week 16: Matthew 5: 10-11

Week 17: Matthew 5: 12

Week 18: Review and Recite

Christmas Holiday

More verses to come...

 

John 15: 5 “I am the vine; you are the branches. If you remain in me and I in you, you will bear much fruit; apart from me you can do nothing."

 

Psalm 139 ¹ You have searched me, Lord,
and you know me.
² You know when I sit and when I rise;
you perceive my thoughts from afar.
³ You discern my going out and my lying down;
you are familiar with all my ways.
⁴ Before a word is on my tongue
you, Lord, know it completely.
⁵ You hem me in behind and before,
and you lay your hand upon me.
⁶ Such knowledge is too wonderful for me,
too lofty for me to attain.

⁷ Where can I go from your Spirit?
Where can I flee from your presence?
⁸ If I go up to the heavens, you are there;
if I make my bed in the depths, you are there.
⁹ If I rise on the wings of the dawn,
if I settle on the far side of the sea,
¹⁰ even there your hand will guide me,
your right hand will hold me fast.
¹¹ If I say, “Surely the darkness will hide me
and the light become night around me,”
¹² even the darkness will not be dark to you;
the night will shine like the day,
for darkness is as light to you.

¹³ For you created my inmost being;
you knit me together in my mother’s womb.
¹⁴ I praise you because I am fearfully and wonderfully made;
your works are wonderful,
I know that full well.
¹⁵ My frame was not hidden from you
when I was made in the secret place,
when I was woven together in the depths of the earth.
¹⁶ Your eyes saw my unformed body;
all the days ordained for me were written in your book
before one of them came to be.
¹⁷ How precious to me are your thoughts,^[a] God!
How vast is the sum of them!
¹⁸ Were I to count them,
they would outnumber the grains of sand—
when I awake, I am still with you.

¹⁹ If only you, God, would slay the wicked!
Away from me, you who are bloodthirsty!
²⁰ They speak of you with evil intent;
your adversaries misuse your name.
²¹ Do I not hate those who hate you, Lord,
and abhor those who are in rebellion against you?
²² I have nothing but hatred for them;
I count them my enemies.
²³ Search me, God, and know my heart;
test me and know my anxious thoughts.
²⁴ See if there is any offensive way in me,
and lead me in the way everlasting.

 

Matthew 5: 1-12

1. Now when Jesus saw the crowds, he went up on a mountainside and sat down. His disciples came to him, ² and he began to teach them.

The Beatitudes

He said:

³ “Blessed are the poor in spirit,
for theirs is the kingdom of heaven.
⁴ Blessed are those who mourn,
for they will be comforted.
⁵ Blessed are the meek,
for they will inherit the earth.
⁶ Blessed are those who hunger and thirst for righteousness,
for they will be filled.
⁷ Blessed are the merciful,
for they will be shown mercy.
⁸ Blessed are the pure in heart,
for they will see God.
⁹ Blessed are the peacemakers,
for they will be called children of God.
¹⁰ Blessed are those who are persecuted because of righteousness,
for theirs is the kingdom of heaven.

¹¹ “Blessed are you when people insult you, persecute you and falsely say all kinds of evil against you because of me. ¹² Rejoice and be glad, because great is your reward in heaven, for in the same way they persecuted the prophets who were before you.

Weekly Vocabulary

The students will learn 1 unit each week. The vocabulary words come from their Sadlier-Oxford book where they will complete weekly activities for morning work. They will be tested each week for correct spelling and meaning of the words.

Unit 1

Active	Sensitive
Bargain	Struggle
Gasp	Value
Loyal	Vary
Resource	Wander

 

Unit 2

Capture-n. the act of catching or gaining control by force or skill v. to grab and hold onto; to hold the attention of	Passage- n. the act of moving from one place to another; a trip by sea or by air; a way in orout; a part of a written work or piece of music
Coward- n. one who has no courage or gets scared easily	Restless- adj. unable to rest, relax, or be still; without rest or sleep
Exclaim- v. to speal with strong feelings or emotions; to cry out	shallow- adj. not deep; not showing much thought
Gloomy- adj. partly or completely dark; wearing a frown	Shatter- v. to break into many pieces; to cause much damage
Insist- v. to state something or make a demand firmly	Talent- n. ability to do something well; a skill or gift

 

 

Unit 3

Atmosphere- the air that surrounds the Earth; the feeling or mood in a room or place	Harsh-rough or unpleasant to the senses; unkind in voice or behavior
Brilliant- sparkling or full of light; striking and shiny; very smart	Plunge- to fall quickly; to quickly throw oneself down or into something. The act of jumping in
Convince- to get someone to believe something or to do something; to win over	Precious- very high-priced; loved and adored
Endure- to put up with; to continue in the same way for a long time	Swift- able to move at quick speed; quick to respond
Glance-to look quickly; to bounce off a surface and fly off to one side	Unite- to bring two or more parts together to make whole

 

Unit 4

Border-th eouter edge of an object; the line where one part ends and another starts. to be next to or near something; to touch at the edge	Journey- a long trip or passage from one place to another. To go on a trip; to travel
Certain-having no doubt; sure; known but not named	Observe-to see; to watch with close attention; to stick to or obey
Clasp-a device that holds parts together; a strong hold. to hook something  up; to hold onto tightly	Superb- the best quality
Depart-to go away	Treasure- a collection of valuable objects; something worth a lot. to care a great deal for
Fierce-violent; wild or savage	Wisdom- knowledge and good sense, especially as a result of experience.

Unit 5

Accuse- to say that someone or something has done wrong; blame	Imitate- to copy someone's movements or expressions; to appear like something else
Clever- having or showing a quick mind; bright, smart	Pierce-to make a hole or opening; to run into or through something, as with a pointed tool or weapon
Coast- the land near the sea or ocean. to move along without any power or effort; to slide down slope	Rare- not often found, seen, or happening; unusually valuable or good; not fully cooked
Delicate- easily broken or damaged; requiring care or skill	Symbol- something that stands for something else; a written sign that is used to represent an operation ot a calculation
explore- to travel; to discover; to look into or study something	Triumph- an important success or win; a feeling of happiness that comes from winning, to succeed.

 

Unit 6

Ancient- very old; early in history	Disturb- to make upset or uneasy
Climate- the usual weather conditions of a place	Expose- to uncover or open to view; to make something known
Cling- to hold on firmly; to have a strong attachment to or feeling for something or someone	Perform- to carry out a task; to act or entertain
Custom- a common practice; the way people do things year after year	Remote- far removed in distance or time, out of the way; unlikely
Decay- to slowly decline or fall into ruin; the slow decline of something; wearing away	Timid- lacking courage or confidence

 

 

Unit 7

Ability- the power skill to do something	Consider- to think about or pay attention to
Avoid- to keep away from	Delightful- very pleasing wonderful
Bashful- shy, not at ease, especially in social setting	Honor- great respect; a sign of respect; a sense of what is right
Brief- short in time, amount or length	Reflex- an automatic response, usually very quick
Compete- to try somwthing, such as a prize; to take  part in a game or contest; to play against another or others	Remark- a short statement. to say, mention; give an opinion

 

Unit 8

Actual-happening in fact or reality	Fury-strong anger; rage
Brink- the edge; especially of a high, steep place	Intend-to plan to do something; to have a goal or purpose
Chill- an unpleasant feeling of coldness; coolness; to make or become cold	Pattern-the way that shapes and colors are put together; a model or guide for making something; a design that is repeated
Conquer- to defeat or take over; to master or overcome	Vibrant- full of life, energy, or activity
Fortunate-having or bringing good luck; lucky	Wit- the tallent to describe things or people in a funny or unusual way; the ability to think clearly; a clever and amusing person

 

Unit 9

Approach-to come close to; to begin to deal with; to make a request; the act of coming close to; a way to deal with something or someone; a way of reaching a place	Prompt- on time; done quickly and without delay; to move someone to action; to remind someone what to do or what to say
Approve- to have a high opinion of; to give permission	Revive- to bring or come back to life
Glory- great honor or praise given by others; great beauty	Tradition- a custom, belief, or idea that has been passed down over time
Magnificent- very grand and fine; remarkably beautiful or outstanding	Watchful- always noticing what is happening, aware
Meek	Wreckage- what is left of something that has been destroyed

 

Unit 10

Audible	Punctuate
Consume	Representative
Glide	Scorn
Origin	Stout
Prevent	Woe

 

Unit 11

Arch	Grave
Authentic	Modest
Clarify	Opponent
Declare	Valid
Grant	Yearn

 

Unit 12

Admirable	Exhaust
Automatic	Kindle
Devotion	Predict
Distant	Separation
Dreary	Stunt

 

Unit 13

Abundant	Penalize
Barrier	Picturesque
Conceive	Predator
Formal	Privilege
Inquire	slumber

 

Unit 14

Advantage	Merit
Ambition	Negotiate
Defiant	Purify
Fearsome	Revoke
Imply	Wretched

 

Unit 15

Absorb	Inspect
Amateur	Lame
Channel	Suspend
Elegant	Tiresome
Grace	Tranquil

 

Unit 16

Boast	Invest
Eloquent	Locate
Glisten	Ripple
Ideal	Sufficient
Infectious	Uproar

 

 

Book Reports

 

September 27, 2012- The students will read a fiction book of their choice, and will create a book jacket for their book illustrating a significant scene from their story. On the inside front flap of the cover, the students will include a description of the main character. On the inside back flap they will write a description of either the setting or the problem that was in their story. On the back of their cover, the students will write a summary of the story.

November 14, 2012-The students will read a biography, and will create a book-in-a-bag. After reading the book, the students will put five objects that represent the person’s life inside a brown grocery bag. They have to be prepared to show each object and discuss them in front of the class. The brown bag also has to have three or four pictures of the person on the front and the back. A short paragraph about the person’s life needs to be included on the back of the bag.

January 31, 2012- The students will read a book of their choice, and will create a character in a can. The students will use a coffee can of other cylinder can to decorate the outside like the main character of their story. Inside the can, the students will include information that will be asked for on the syllabus closer to the due date.

 

April 25, 2012- For the final book report, the students will read a story or non-fiction book about an important invention or the person who invented the item. The students will bring in a representation of the invention along with a 3 paragraph essay giving the need for this invention, a description of how the inventor made his/her creation, and how the invention is used today.

 

Making An Ecosystem

Due: November 8, 2012

In a shoe box or medium size container, you will create a representation of an ecosystem. You will represent the living and non-living parts of an ecosystem including the types of plants and animals that are found there. Use pictures, small toys, art supplies, and/or living materials for your creation. It will be worth 100 points for your science grade.

 

Here are some helpful websites for information on your ecosystem:

http://www.kidscience.about.com Kid science site

http://www.discovery.com/ discover channel on line

http://www.nationalgeographic.com National Geographic

http://www.urbanfor.cagr.calpoly.edu Urban Forestry Recovery

http://www.epa.gov Environmental Protection Agency

http://www.hear.org Hawaiian Ecology Resource

http://www.fws.gov Fish and Wildlife

http://www.sei.org Sustainable Ecosystem Project

http://library.thinkquest.org/11353/ecosystems.htm Everything you need to Know about Ecosystems

http://www.haverhill.com/library/childrens/biome.htm biomes

http://www.epa.gov/students epa site for students

 

Building A Structure : Ecosystem In A Box
Teacher Name: Ms. Meadows
Student Name:     ________________________________________
CATEGORY	Excellent=4	Proficient=3	Average=2	Poor=1
Construction - Care Taken	Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.	Construction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.	Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product.	Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.
Construction -Materials	Appropriate materials were selected and creatively modified in ways that made them even better.	Appropriate materials were selected and there was an attempt at creative modification to make them even better.	Appropriate materials were selected.	Inappropriate materials were selected and contributed to a product that performed poorly.
Plants Represented	Appropriate plants that can be found in your ecosystem are represented with colorful pictures 3-D objects, and/or real plants	Several plants were represented from your ecosystem with pictures.	A few plants from your ecosystem were represented with pictures, but it is difficult to tell what type of plants they are.	No plants are represented from your ecosystem.
Animals Represented	Appropriate animals that can be found in your ecosystem are represented with colorful pictures and/or 3-D objects.	Several animals were represented from your ecosystem with pictures.	A few animals from your ecosystem were represented with pictures, but it is difficult to tell what type of animals they are.	No animals are represented from your ecosystem.
Soil Representation	Appropriate soil type that can be found in your ecosystem is represented with colorful pictures 3-D objects, and/or real soil	Only pictures of soil type is represented.	Soil, but it is incorrect type for your ecosystem is represented.	No soil is represented in your ecosystem.
Weather Representation	Correct weather type for your ecosystem is represented with pictures and/ or interesting effects in your box.	Correct weather is represented by words only.	Incorrect weather typr is represented.	No weather type is represented.
Journal/Log - Content	Four index cards: 1 for plants, animals, weather and soil, discussing the information that you used to represent your ecosystem in the box. Written in complete sentences	Four index cards: 1 for plants, animals, weather and soil, discussing the information that you used to represent your ecosystem in the box, but your information is not written in complete sentences.	Less than 4 index cards are included.	Less than 3 index cards are included.

 

 

 

 

 

 

 

Science Fair Experiment

Due Date: Thursday February 21, 2012

The students will choose one of the following scientific questions to answer with their science experiment. The experiment needs to be something that they can perform in class or when they bring the project into class, other students can clearly see what the experiment was designed to demonstrate. 

 

 

Scientific Questions

 

o         Which Metals Conduct Heat?

o         Show expansion and contraction of liquids by freezing and heating.

o         Is there really iron in our cereal?

o         Which rocks are harder? Test various rocks and minerals such as quartz, granite and slate.

o         How is coal is formed? Can we make it at home?

o         Do plants grow toward the light?

o         Earthworms, are they good for a garden?

o         Are bees good for plants?

o         Why do trees have bark?

o         Can we tell the age of trees?

o         What are the differences between bulbs in series and in parallel?

o         What are the parts of an electric motor?

o         How does a sailboat work? Why are there different designs? Test performance.

o         What sort of meals are nutritious?

o         Can a person detect where sound is coming from without being able to see?

o         How do we get cavities?

o         Fingerprints. Can two people have the same one?

o         How are weather instruments used in forecasting?

o         How can we create a cyclone?

o         How do the planets orbit the sun?

 

 

 

CATEGORY	4	3	2	1
Hypothesis Development	A hypothesis is clearly stated and has an explanation as to why you stated your hypothesis.	A hypothesis is clearly stated, but there is insufficient information as to why you made that hypothesis.	A hypothesis is stated, but there is no information as to why you made that hypothesis.	No hypothesis stated.
Idea	Independently identified a question which was interesting to the student and which could be investigated.	Identified, with adult help, a question which was interesting to the student and which could be investigated.	Identified, with adult help, a question which could be investigated.	Identified a question that could not be tested/investigated or one that did not merit investigation.
Descripton of Procedure	Procedures as to how you performed the experiement were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. No adult help was needed to accomplish this.	Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. Some adult help was needed to accomplish this.	Procedures were outlined in a step-by-step fashion, but had 1 or 2 gaps that require explanation even after adult feedback had been given.	Procedures that were outlined were seriously incomplete or not sequential, even after adult feedback had been given.
Diagrams	Provided an accurate, easy-to-follow diagram with labels to illustrate the procedure or the process being studied.	Provided an accurate diagram with labels to illustrate the procedure or the process being studied.	Provided an easy-to-follow diagram with labels to illustrate the procedure or process, but one key step was left out.	Did not provide a diagram OR the diagram was quite incomplete.
Display	Each element in the display had a function and clearly served to illustrate some aspect of the experiment. All items, 6, graphs etc. were neatly and correctly labeled.	Each element had a function and clearly served to illustrate some aspect of the experiment. Most items, 6, graphs etc. were neatly and correctly labeled.	Each element had a function and clearly served to illustrate some aspect of the experiment. Most items, 6, graphs etc. were correctly labeled.	The display seemed incomplete or chaotic with no clear plan. Many labels were missing or incorrect.
Data Collection	Data was collected several times. It was summarized, independently, in a way that clearly describes what was discovered.	Data was collected more than one time. It was summarized, independently, in a way that clearly describes what was discovered.	Data was collected more than one time. Adult assistance was needed to clearly summarize what was discovered.	Data was collected only once and adult assistance was needed to clearly summarize what was discovered.
Final Respons	Included a final response about your experiment and how the information that your collected changed or validated your hypothesis. Response is at least 2 paragraphs long and has information from a reliable source.	Included a final response about your experiment and how the information that your collected changed or validated your hypothesis. Response is less than 2 paragraphs. Does not have a reliable source.	Included a final response to your experiment, but it is only based on opinion.	Does not include a final response to your experiement.

 

 

"Geography Must-Knows"

 

By the end of Third Grade, the students will be able to identify and label the following:

o      All Continents and oceans

o      States of America

o      Countries in Africa and Europe

o      Rivers of the world

o      Mountain ranges and mountains of the world

o      Deserts of the world

 

 

Websites for practice:

States of America: http://www.lizardpoint.com/fun/geoquiz/usaquiz.html

                               http://ngmchina.com.cn/game/america/map_test.swf

Countries of the world: http://www.sheppardsoftware.com/Africa/Africa_G1_1024_768.html

 

"Grammar Must-Knows"

 

Below is a list of grammatical items that the students will need to be proficient in by the end of the year. We will be working on these items during class.

 

o     Subjects and predicates

o     nouns

o     Verbs

o     Adjectives

o     Pronouns

o     Abbreviations

o     Commas

 

Interactive grammar websites:

http://www.funenglishgames.com/grammargames.html

http://www.woodlands-junior.kent.sch.uk/interactive/literacy.html