Weeks 28-36 • Exploring diverse Native American cultures, ecosystems, and environmental stewardship
The final quarter of third grade synthesizes the year's learning by exploring multiple perspectives. Students will study the diverse cultures of Native Americans, understanding how geography shaped their lives. This leads into a study of habitats and environmental change, culminating in a capstone unit on conservation and responsible citizenship. Throughout the quarter, students will apply the full range of skills they have developed, moving toward greater independence and a deeper understanding of their place in the world.
Academic Skills:
Content Knowledge:
Learning about the diverse indigenous cultures of North America and how geography shaped their ways of life
CKLA Domain 8: Native Americans
"A Long and Winding Road," "Where in the World Do Native Americans Live?," "The Wampanoag," "The Lenape," "The Lakota Sioux," "The Pueblo"
Supplemental Books
Fry Bread: A Native American Family Story by Kevin Noble Maillard; The Rough-Face Girl (Algonquin Cinderella story)
Introduce Native Americans unit with "A Long and Winding Road" (CKLA). Discuss the migration of early peoples to North America and their spread across the continent. Create a timeline showing this journey. 3.4a
Read "Where in the World Do Native Americans Live?" (CKLA). On a map of North America, identify the major cultural regions: Eastern Woodlands, Great Plains, Southwest, Northwest Coast. Discuss how geography influenced the development of different cultures. 3.3a
Practice identifying the main idea and supporting details in the CKLA text. Create a graphic organizer with the main idea (Native Americans adapted to their environments) and supporting details from each region. 3R2
Create and solve two-step word problems using a Native American context. For example: "A Woodland village had 345 people. The neighboring village had 267 people. After a harsh winter, both villages lost 42 people. How many people remained in total?" NY-3.OA.8
Read "The Wampanoag" (CKLA). Learn about this Eastern Woodlands tribe, their environment, homes (wetus), food sources, and cultural traditions. Create a Venn diagram comparing Wampanoag life with your own. 3.4a
Read "The Lenape" (CKLA). Compare this Eastern Woodlands tribe with the Wampanoag. Discuss how both groups used similar natural resources but developed their own unique traditions. 3.4a
Read The Rough-Face Girl (an Algonquin version of Cinderella). Compare this story with the classic Cinderella tale using a Venn diagram. Discuss how stories can reflect the values and environment of a culture.
Review fractions using the context of sharing food. "The Lenape divided a deer into 4 equal parts. What fraction of the deer did each family receive?" Create visual models using circles and rectangles partitioned into equal shares. NY-3.NF.1
Read "The Lakota Sioux" (CKLA). Learn about this Plains tribe, their tipis, buffalo hunting, and nomadic lifestyle. Discuss how their way of life was adapted to the Great Plains environment. 3.3a
Create a diorama or model of a Plains tipi. Discuss the materials used, the portable design, and how it was adapted to the Plains environment. Compare with the Eastern Woodlands wigwam.
Read "The Pueblo" (CKLA). Learn about these Southwestern peoples, their adobe homes, farming techniques, and adaptations to desert life. Compare their settled farming communities with the nomadic Plains tribes. 3.3a
Read Fry Bread: A Native American Family Story. Discuss how food connects people to their culture and history. Create a class chart about foods from different cultures.
Continue practicing two-step word problems with Native American contexts. Include problems requiring different operations (multiplication followed by addition, division followed by subtraction, etc.). NY-3.OA.8
Complete a chart comparing all four Native American cultural regions studied (Eastern Woodlands, Plains, Southwest, Northwest Coast). Include columns for housing, food sources, clothing, transportation, and traditions. 3.3a, 3.4a
Explore Native American art forms from different regions: pottery from the Southwest, quillwork from the Woodlands, parfleche bags from the Plains. Create a simple art project inspired by one of these traditions.
Discuss contemporary Native American communities. Learn about how Native American cultures continue to thrive today while maintaining connections to their heritage. Look at examples of modern contributions by Native Americans. 3.4a
Begin an opinion writing piece. Prompt: "Which Native American region would you find most interesting to live in?" Plan the writing by choosing a region and listing reasons based on what has been learned about geography, housing, food, and traditions. 3W1
Draft the opinion paragraph. Focus on stating an opinion clearly in the topic sentence, providing at least three supporting reasons with details from the texts, and writing a strong concluding sentence that restates the opinion. 3W1
Revise and edit the opinion paragraph. Share the final version with a partner or family member. 3W1
Review the Native Americans unit with a creative project. Options include creating a regional map with illustrations of cultural features, a mini-book about the four regions, or a poster highlighting how geography shaped Native American cultures.
Social Studies Materials:
Supplemental Resources:
Exploring ecosystems, examining evidence of past environments, and developing conservation awareness
CKSci Unit 3: Habitats and Change
"What is a Habitat?," "Adaptations," "Fossils and Change," "Human Impact"
The Lorax
by Dr. Seuss
We Are Water Protectors
by Carole Lindstrom
Introduce habitats with "What is a Habitat?" (CKSci). Define a habitat as a place where organisms live that provides the food, water, shelter, and space they need. Identify major habitats (forest, desert, ocean, etc.) and create a chart of their characteristics. 3-LS4-3
Read about adaptations (CKSci). Learn how plants and animals have special features that help them survive in their specific habitats. Create "Adaptation Cards" for different animals, listing their adaptations and explaining how each helps them survive in their habitat. 3-LS4-3
Create and interpret graphs showing animal populations in different habitats. Practice reading scaled picture graphs and bar graphs to solve "how many more" and "how many less" problems. NY-3.MD.3
Create a habitat diorama. Choose one habitat (forest, desert, ocean, etc.) and include plants and animals that live there, showing their adaptations. Label the food, water, shelter, and space provided by the habitat. 3-LS4-3
Write a short informative paragraph explaining why an animal might not survive if moved to a different habitat. Use evidence from the text about adaptations and habitat requirements.
Read about fossils (CKSci). Learn how fossils provide evidence of organisms and environments from long ago. Discuss how scientists use fossils to understand how environments have changed over time. 3-LS4-1
Create a fossil model using clay, plaster of Paris, or salt dough. Make impressions of leaves, shells, or toy dinosaur footprints. Discuss how real fossils form and what they can tell us about past environments. 3-LS4-1
Read two texts about fossils (the CKSci text and an additional source). Compare the information presented in each text using a Venn diagram. Discuss how different texts can provide complementary information on the same topic. 3R9
Read about human impact on habitats (CKSci). Discuss both negative impacts (pollution, deforestation) and positive impacts (conservation, restoration). Create a cause-and-effect chart showing how human actions affect habitats. 3-ESS3-1
Read The Lorax by Dr. Seuss. Discuss the book's environmental message. Make connections between the story and what was learned about human impact on habitats.
Read We Are Water Protectors. Discuss the importance of clean water for all living things. Connect to the concept of habitats and human impact on water sources.
Introduce the "Three Rs" of conservation: Reduce, Reuse, Recycle. Discuss practical ways students can practice these principles at home. Start a conservation project, such as monitoring household waste or water usage for a week. 3-ESS3-1
Plan a persuasive letter about a local environmental issue. Options include writing to a community leader about adding more recycling bins to a park or advocating for the protection of a local natural area. Brainstorm the issue, audience, and key points. 3W1
Draft and revise the persuasive letter. Focus on stating a clear opinion, providing strong reasons supported by facts, addressing the audience appropriately, and including a clear call to action. 3W1
Apply math skills to a conservation project. Create a capstone project, such as designing a community garden. Calculate perimeter for fencing needs, area for different garden beds, create a budget for seeds, and divide the space into fractional parts for different plant types. NY-3.MD.3
Science Materials:
Supplemental Resources:
Celebrating accomplishments and formally concluding third grade
These final weeks celebrate a year of tremendous growth and learning. The focus is on reviewing key concepts, showcasing accomplishments, completing assessment requirements, and preparing for the transition to fourth grade.
Empower the student by making this a day of student choice. Let them choose their favorite math games or activities from the year to revisit. This provides both review and an opportunity to celebrate their growth and interests.
Continue the student-choice approach with ELA. Options include revisiting a favorite read-aloud, rereading a story they wrote, or exploring a new book in a genre they enjoyed. Reflect on their growth as readers and writers.
Let the student choose a favorite science experiment to revisit or try a new one related to a topic they found fascinating. This hands-on approach makes review engaging and memorable.
Create a "Third Grade Memory Book." Dedicate a page to each major unit or subject from the year. Have the student draw a picture and write a few sentences about what they learned or their favorite activity. This serves as a wonderful keepsake and a powerful tool for self-assessment and reflection.
Complete the Memory Book. Add a special section for "Goals for Fourth Grade" to help the student look forward to continued growth and learning.
As per NYS requirements, a year-end assessment is necessary. This can be a standardized test (e.g., CAT, IOWA, Stanford) or a written narrative assessment prepared by a certified teacher or another qualified person based on a portfolio review. Schedule and complete your chosen assessment method during these two days. Keep the atmosphere low-stress and encouraging.
Organize the portfolio of best work from the year. Have the student help choose the pieces they are most proud of. Include samples from each subject area and each quarter to demonstrate growth over time. This act of reflection is a valuable part of the learning process.
Host a special event to celebrate the student's hard work. Invite family members (in person or virtually) for a showcase. The student can:
This builds confidence and provides a meaningful conclusion to the school year.
Compile all necessary documentation for your final report to the school district. This includes your IHIP, quarterly reports, attendance records, and the results of the year-end assessment. Celebrate the end of a successful year and talk excitedly about the adventures to come in fourth grade!
Assessment Materials:
Celebration Materials:
| Title | Author | Week(s) Used |
|---|---|---|
| CKLA Domain 8: Native Americans | Core Knowledge Foundation | Weeks 28-31 |
| Fry Bread: A Native American Family Story | Kevin Noble Maillard | Week 30 |
| The Rough-Face Girl | Rafe Martin | Week 29 |
| CKSci Unit 3: Habitats and Change | Core Knowledge Foundation | Weeks 32-34 |
| The Lorax | Dr. Seuss | Week 33 |
| We Are Water Protectors | Carole Lindstrom | Week 34 |
You've successfully completed an entire year of third-grade homeschooling. Your child has made tremendous progress in their academic skills and knowledge, becoming more independent and developing deeper understanding across all subjects. They are now well-prepared for the adventures of fourth grade!
Preview Fourth Grade Curriculum