3rd Grade AF FINAL ELA/Math/Science/Computer Science Crosswalk
The version of the browser you are using is no longer supported. Please upgrade to a supported browser.Dismiss

ABCDEFGHIJKLMNOPQRSTUVWXYZ
1
Computer Science StandardsELA StandardResourcesLesson Activity and/or NotesMath StandardResourcesLesson Activity and/or NotesScience StandardResourcesLesson Activity and/or NotesSoc. St. StandardResourcesLesson Activity and/or Notes
2
CT.1.3.1 Solve problems using a defined processRF.3.3
phonics and word analysis skills
in decoding words.

https://www.spellingcity.com/
AR.Math.Content.3.OA.A.1 Interpret products of whole numbers
AR.Math.Content.3.OA.A.2 Interpret whole-number quotients of whole numbers
AR.Math.Content.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities
AR.Math.Content.3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers

Zearn
3-PS2-4.
Define a simple design problem that can be solved by applying scientific ideas about magnets.*
Use deliberative processes when making decisions and acting upon civic problems in the classroom and school

C.3.3.1
Examine the process for creating rules and laws at the local level
When introducing a new center or activity that will be used regularly, have students attempt and then come together to discuss issues or problems seen in the past. Class can discuss what procedures should be set in place to avoid these problems for future use. Teacher can pose question of "How might this work outside of the classroom, such as in the community?" An additional example could be to discuss how we work in groups. Students can say some things they have seen in the past and how to act to ensure learning is occuring.
3
CT.2.3.1 Apply fractional rotations within a program (e.g., quarter turns and half turns)AR.Math.Content.3.MD.A.1
Tell time using the terms quarter and half as related to the hour (e.g., quarter-past 3:00, half-past 4:00,and quarter till 3:00)
· G.8.3.1Use maps to describe the spatial organization of the community using relative location, distance, direction, and scaleUsing terminology in regards to the compass. I have turn from North would be South, a quarter turn from that would West, etc.
4
CT.3.3.1 Construct innovative solutions to problems collaborativelySl.3.1
Engage effectively in a range of
collaborative discussions (oneon-one,
in groups, and teacherled)
with diverse partners on
building on others' ideas and
expressing their own clearly.
Work in groups to solve problems in literacy- inferences, finding evidence to support answers, asking and answering questions about texts, etc...Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories (eg., draw a bar graph in which each square in the bar graph might represent 5 pets)3-ETS1-2.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
C.2.3.4
Use deliberative processes when making decisions and acting upon civic problems in the classroom and school

C.3.3.1
Examine the process for creating rules and laws at the local level
When introducing a new center or activity that will be used regularly, have students attempt and then come together to discuss issues or problems seen in the past. Class can discuss what procedures should be set in place to avoid these problems for future use. Teacher can pose question of "How might this work outside of the classroom, such as in the community?" An additional example could be to discuss how we work in groups. Students can say some things they have seen in the past and how to act to ensure learning is occuring.
5
D.4.3.1 Describe how representation of data can exist in multiple formatsRI 3.7 use information gained from illustrations (eg., maps, photographs) and the words in a text to demonstrate understanding of the text (eg where, when, why, and how events occur)leveled readers, informational text, and other non-fiction books Correlate tools to different types of data. Examples would be text and number currency. Tools would be hyperlinks, sidebars, and keywords Text tools features (index, glossary, table of contents)AR.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories
AR.Math.Content.3.MD.B.4 Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters
3-ESS2-1.
Represent data in tables and graphical displays to describe typical weather conditions expected during a
particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and
wind direction.]

3-5-ETS1-3.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify
aspects of a model or prototype that can be improved.
http://www.scholastic.com/parents/resources/free-printable/science-printables/my-weather-reportE.7.3.1
Illustrate the relationships among imports, exports, and global interdependence

G.8.3.1
Use maps to describe the spatial organization of the community using relative location, distance, direction, and scale

G.8.3.2
Use thematic maps (e.g., climate, political, physical)
and other geographic representations to describe physical and human characteristics of a variety of places in Arkansas and the interactions that shape them

G.8.3.3
Construct maps and other geographic representations of the local community, including physical and human characteristics, title, legend, compass rose

H.13.3.1
Explain how multiple perspectives are portrayed through historical narratives
E.7.3.1-Students can select various ways to show their findings, such as posters, brochures, commericials, speeches, or whatever options the teacher feels comfortable with.

G.8.3.1,2 & 3- show/create various forms of these maps, allowing students to see different interpretations or representations of the data
6
D.4.3.2 Describe how 0’s and 1’s can be used to represent dataRF.3.3 Know and apply grade level phonics and word analysis skills in decoding wordshttp://www.roubaixinteractive.com/PlayGround/Binary_Conversion/Binary_To_Text.asp https://goo.gl/images/IVfpQgstudents will convert binary language to the english language3-LS3-1.
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and
that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the
similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on
organisms other than humans.]
Analyze Plan and Animal Traits
7
D.5.3.1 Select and use appropriate tools to collect data in teams and individuallyRI.3.5 use the text features and search tools (eg., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficientlyhttp://www.learningfarm.com/viewLesson.cfm?subID=30&topicID=101&PID=2&CFID=22713047&CFTOKEN=164b3ff2b4691f54-960D34FF-930E-FB12-387A6CF706568747AR.Math.Content.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units such as: grams (g), kilograms (kg), liters (l), gallons (gal), quarts (qt), pints (pt), and cups (c)3-PS2-1.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on
the motion of an object. [AR Clarification Statement: Examples could include an unbalanced force on one side of
a box can make it start moving or balanced forces pushing on a box from both sides will not produce any motion at
all.] [
Rules of Forces and Motion H.13.3.4
Discuss the intended audience and purpose of a historical source

H.13.3.5
Formulate questions that relate to a specific historical event or person in Arkansas to guide inquiry

H.13.3.6
Examine current or historical events in Arkansas or the United States in terms of cause and effect

H.13.3.1
Explain how multiple perspectives are portrayed through historical narratives

H.13.3.3
Support answers to compelling questions about a significant historical event or person using evidence from a variety of primary and secondary sources
Identify tools necesary to complete task
8
D.5.3.2 Collect and arrange data logically based on multiple characteristics as a class and in teamsW.3.8
Recall information from
experiences or gather
information from print and
digital sources.
● Take brief notes on sources.
● Sort evidence into provided
categories
http://kids.nationalgeographic.com/

http://mrnussbaum.com/
Research a topic such as animals, arranging information into categories.Project can be done in groups. Categories could include: type of animal, habitats, food source, etc... AR.Math.Content.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides) and that the shared attributes can define a larger category (e.g., quadrilaterals)3-PS2-2.Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be
used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could
include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.]
H.12.3.1
Create historical narratives using chronological sequences of related events in the community, region, or state
(e.g., origin of a historic celebration in the community, Arkansas Traveler, important person)

H.12.3.2
Explain the importance of people and events on timelines to show understanding of historical significance in early Arkansas history
(e.g., American Indians, exploration, settlement, statehood)
collecgting information and arranging it chronologically
9
D.5.3.3 Organize and draw visual representations of data with pictographs and bar graphsW.3.1 Write opinion pieces on topics or text supporting a point of view with reasons.Pictographs and bar graphs can be used when presenting information such as class favorite genres, favorite authors, or favorite book series. AR.Math.Content.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories 3-ESS2-1.
Represent data in tables and graphical displays to describe typical weather conditions expected during a
particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and
wind direction.]
10
D.6.3.1 Interpret and analyze graphs individuallyW.3.1 Write opinion pieces on topics or text supporting a point of view with reasons.Pictographs and bar graphs can be used when presenting information such as class favorite genres, favorite authors, or favorite book series. AR.Math Content.3.MD.B.3 Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled picture graphs and scaled bar graphs
AR.Math.Content.3.MD.B.4 Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters
3-LS3-1.
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and
that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the
similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on
organisms other than humans.]

3-ESS2-1.
Represent data in tables and graphical displays to describe typical weather conditions expected during a
particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and
wind direction.]
G.8.3.1
Use maps to describe the spatial organization of the community using relative location, distance, direction, and scale

G.8.3.2
Use thematic maps (e.g., climate, political, physical)
and other geographic representations to describe physical and human characteristics of a variety of places in Arkansas and the interactions that shape them
11
A.7.3.1 Create and follow algorithms to accomplish a simple task or solve a simple problemRF.3.3.A-D
A-Identify and know the meaning of the most common prefixes and derivational suffixes.
B-Decode words with common Latin suffixes
C-Decode multi syllable words.
W.3.5

https://www.spellingcity.com/
AR.Math.Content.3.NBT.A.2 Using computational fluency, add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and the relationship between addition and subtraction3-PS2-4.Define a simple design problem that can be solved by applying scientific ideas about magnets.
12
A.7.3.2 Compare and contrast algorithms of appropriate complexity

Notes: Can be used anytime students are creating various forms of projects and comparing are those forms able to provide proper information
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (eg., comparison, cause and effect, first/second/third in a sequencehttps://www.pinterest.com/pin/554435404110538578/AR.Math.Content.3.NBT.A.2 Using computational fluency, add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and the relationship between addition and subtractionC.2.3.4 Use deliberative processes when making decisions and acting upon civic problems in the classroom and school
13
A.7.3.3 Identify and correct multiple errors within an algorithm that accomplishes a simple task or solves a simple problem

Notes: Can be used anytime students are creating various forms of projects and comparing are those forms able to provide proper information
AR.Math.Content.4.OA.A.3 Assess the reasonableness of answers using mental computation and estimation strategies including rounding3-PS2-4.
Define a simple design problem that can be solved by applying scientific ideas about magnets.*
http://scienceandkidsactivities.com/Science_and_Kids_Activities/NGSS_Assessments_Lessons/Pages/NGSS_G3_Design_Prob.html
14
A.7.3.4 Design and test algorithms of appropriate complexity collaboratively using technology

Note: Can be apploed in all subject areas and most standards by simply using specific language
3-5-ETS1-3.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify
aspects of a model or prototype that can be improved.
15
A.8.3.1 Use a visual block-based programming language individually and collaboratively to solve problems of increasing complexity

Hour of Code
G.8.3.1
Use maps to describe
the spatial
organization of the
community using
relative location,
distance, direction,
and scale G.8.3.3
Construct maps and
other geographic
representations of the
local community,
including physical and
human characteristics,
title, legend, compass
rose
16
CC.9.3.1 Discuss a variety of careers that require computing and technology

Note: Teachers would have conversation when requsting students to send email or writing pieces.
W.3.7
Conduct short research
projects that build knowledge
STEM Centers E.5.3.2 Articulate ways entrepreneurs and businesses organize human, natural, and capital resources to produce goods and services in Arkansas
17
CC.9.3.2 Discuss as a class that computers perform actions or outputs based on inputs by humans (e.g., using a video game controller, typing and using a mouse

Note: Media Specialist/Computer Lab
Teacher can have basic convesation
W.3.6
With guidance and support
produce and publish writing
(using keyboarding skills) as
well as to interact and
collaborate with others.
18
CC.10.3.1 Demonstrate an appropriate level of proficiency with keyboards and other input/output devices.

Note: Computer Lab and Library Media Specialist
W.3.6
With guidance and support
produce and publish writing
(using keyboarding skills) as
well as to interact and
collaborate with others.
19
CC.10.3.2 Recognize the expense of the equipment and how care and protection of the computers can prolong use and save the cost of purchasing new equipment, therefore benefiting all students

Note: Library Media Specialist or coversation on how to handle equipment
W.3.7
Conduct short research
projects that build knowledge
20
CC.10.3.3 Use correctly on the keyboard: ● fingers on home row keys ● thumb on space bar ● enter key ● shift key for capital letters ● punctuation appropriate to writing level

Note: Lab
Teacher simply instructing of proper typing ettiquette while students are on computers
L.3.1
Demonstrate command of the
conventions of standard
English grammar and usage as
writing or speaking
21
CC.10.3.4 Demonstrate proper keyboarding technique: ● posture ● elbows down ● body centered in front of keyboard

Note: LAB
Teacher simply instructing of proper typing ettiquete while students are computers
22
CC.11.3.1 Identify and use productivity technology tools for writing, communicating, and publishing activities

Note: Any communication through typing
W.3.6
With guidance and support
produce and publish writing
(using keyboarding skills) as
well as to interact and
collaborate with others.
23
CC.11.3.2 Identify as a class that information can be transmitted using computing devices via a network

M
24
CC.11.3.3 Recognize that computing devices execute programs using processors

Note: Computer Lab and Media Speciliast
25
CC.11.3.4 Apply strategies for solving simple hardware and software problems that may occur during use

Note: Computer Lab
26
CGE.12.3.1 Identify and discuss positive and negative impacts of technology on the daily life of individuals and society

Note: Media Specialist and Lab
Classroom teacher can discuss when studnts use internet for research or presentations
W.3.1
Write opinion pieces on topics
or texts, supporting the opinion
with reasons.
H.12.3.3
Compare specific regions of Arkansas in the past with those regions today noting changes over time
(e.g., transportation, jobs, urban growth, population density, natural resources, communication)

G.10.3.2
Explain effects of the movement and distribution of people, goods, and ideas on communities using a variety of sources (e.g., print and digital sources, geographic representations, geospatial technologies)
27
CGE.12.3.2 Identify and discuss positive and negative uses of technology and information and their impact

Note: Media Specialist and classroom teacher determining if resrouces are creditable when students research
H.13.3.1
Explain how multiple perspectives are portrayed through historical narratives

H.13.3.3
Support answers to compelling questions about a significant historical event or person using evidence from a variety of primary and secondary sources

H.13.3.5
Formulate questions that relate to a specific historical event or person in Arkansas to guide inquiry

H.13.3.6
Examine current or historical events in Arkansas or the United States in terms of cause and effect
Determining if resources are creditable
28
CGE.12.3.3 Identify attributes of credible electronic information sources

Note: Computer Lab, Media Specialist, classroom teacher when discussing sites that are creditable
W.3.8
Recall information from
experiences or gather
information from print and
digital sources.
● Take brief notes on sources.
● Sort evidence into provided
categories
http://mrnussbaum.com/
http://www.ducksters.com/
http://kids.nationalgeographic.com/
H.13.3.4
Discuss the intended audience and purpose of a historical source

H.13.3.5
Formulate questions that relate to a specific historical event or person in Arkansas to guide inquiry

H.13.3.6
Examine current or historical events in Arkansas or the United States in terms of cause and effect

H.13.3.1
Explain how multiple perspectives are portrayed through historical narratives

H.13.3.3
Support answers to compelling questions about a significant historical event or person using evidence from a variety of primary and secondary sources

Using search engines and determining creditable sources
29
CGE.12.3.4 Identify and name resources used in the process of gathering information.

Note: Media Specialists and classroom teacher when students are collecting information
W.3.8
Recall information from
experiences or gather
information from print and
digital sources.
● Take brief notes on sources.
● Sort evidence into provided
categories
H.13.3.5 Formulate questions that relate to a specific historical event or person in Arkansas to guide inquiry H.13.3.6 Examine current or historical events in Arkansas or the United States in terms of cause and effect H.13.3.1 Explain how multiple perspectives are portrayed through historical narratives H.13.3.3 Support answers to compelling questions about a significant historical event or person using evidence from a variety of primary and secondary sourcesSharing credible sites that are used in research
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100