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HUNTSVILLE CITY SCHOOL SYSTEM
STRATEGIC PLAN, STRATEGY I
CHALLENGING LOCAL STANDARDS
INFORMATION COLLECTED FORM CLASSROOM TEACHERS
FEBRUARY 2003
IDEAS FOR STUDENT PROJECTS
LANGUAGE ARTS/WRITING
GRADE 3
The students will create a writing portfolio that will contain samples of
the three modes of writing. Throughout the year, the student will use
the writing process to create three examples of each mode. All the
parts of the process will be included in the portfolio. At the end of the
year, the student will choose one sample from each mode to be
compiled into a portfolio which will be passed to the next year’s teacher
note the student’s progress.
The student will compose a poem book consisting of five poems from
favorite authors and fifteen original poems. Poems are to be
handwritten and not computer generated. All poems should be
creatively illustrated using various materials such as wallpaper,
construction paper, magazine pictures, original drawings, etc. No
computer generated pictures, please. Parents may help their child
obtain any supplies needed, but all work must be done by the student.
This project is due in two weeks. Projects will be evaluated on
neatness, originality, number of poems submitted, variety of authors
and correct poem format. Each student will perform this task with 90%
accuracy.
The student will write a narrative story about early Huntsville using the
components of the writing process.
Using the writing process, students will write a narrative about
spending the night with a friend.
Read a book of your choice and use one of the following to tell the
class about it:
Write a poem Make a diorama
Make a poster Write a report
Do a puppet show Make a book jacket
Integrating Social Studies during February—Black History Month,
students will use the writing process to complete a paper on a famous
Black American.
*Students will choose a famous Black American for the project.
*Students will list 5-10 facts using information from at least two
sources. Possible sources include: classroom books, library
books, encyclopedias, newspaper or magazine articles or Internet
access.
*The student will write a rough draft, edit with a partner, and
proofread with the teacher.
*Using the Alabama Virtual Library, students will find a picture of
the person they are writing about.
*Students will download and save the picture on a disk.
*Students will take the disks to the computer lab, open file, and type
edited version with the photo.
*Students will share their papers with the class.
*Final copies will be bound for a class book.
After writing an autobiography the students can condense the
information in the autobiography to make a computer generated
brochure. The brochure will contain the following: Name, date of birth,
age, grade, digital picture, what I want to be when I grow up, etc.
Each child will write an autobiography and draw each stage of their
lives.
Students choose a book to read. Then, they take an empty cereal box
and cover it with paper. On the front side, write the title, author and
illustrate. On the back of the box, write a summary of the story. On
one side, list the characters in the book. On the other side of the box,
write why you did or did not like the story.
After reading a biography of Helen Keller, students will write a
biography of a famous person. Students will use the writing process
and will be assessed using the Alabama Course of Study third grade
editing checklist.
Students will produce a step book about a previously read and
discussed book. They can write and illustrate the beginning, the
middle, and the end of the story.
Adjectives: I cut out pictures from the newspaper or magazine. Each
child picks their favorite picture and lists 10—20 adjectives on white
paper that describe the color photo. The photo will be glued at the top
of the paper. These will be displayed.
Write a narrative paragraph about the voyage on the Mayflower.
Students will compose a friendly letter and identify the five parts. Read
the books, The Jolly Postman or Other People’s Letters by Janet and
Allan Ahlberg and String bean’s Trip to the Shining Sea by Vera B and
Jennifer Williams. Use these books to introduce the friendly letter and
the skills needed to write a friendly letter. After your class has learned
letter punctuation rules, have the students proofread some of String
bean’s letters. Let each student create his own postcard on an 81/2 ―
by 11‖ piece of typing paper, complete with an illustration on one side
and a caption , written message, and address on the other.
The student will use the writing process to complete a descriptive,
narrative and expository story. After reading various types of stories
the student will write on a given topic following the student checklist for
composing and revising and the student editing sheet.
HUNTSVILLE CITY SCHOOL SYSTEM
STRATEGIC PLAN, STRATEGY I
CHALLENGING LOCAL STANDARDS
INFORMATION COLLECTED FORM CLASSROOM TEACHERS
FEBRUARY 2003
IDEAS FOR STUDENT PROJECTS
MATH
GRADE 3
The student will survey the class for favorite pizza toppings. He/she
will compile the information in a tally table and create a bar graph and
pictograph. Using a variety of materials.
Students will demonstrate their ability to create a bar graph or
pictograph. The teacher will provide class data for the graph such as
the student’s favorite color, sport or dessert. Each individual student
will choose whether to create a bar graph or a pictograph with a key.
The students will use the data to create the graph. The accuracy of
the graph will be graded with a rubric.
The student will create a dictionary of mathematical terms through out
the year. The dictionary will also contain pictures of graphs, shapes,
tables, or other data involving math terms. The student will be tested
on terms periodically throughout the year. Each student will perform
this task with 90% accuracy.
The students will each be given a small bag of Skittles. They will
estimate the total number of Skittles in their bag and the quantity of the
dominant color. Then they will open their bag and compare the
estimates and the actual number and color. They will graph the
results. Each student will perform this task at 90% accuracy.
The student will write a multiplication or division word problem in the
first person to read to the class and have them solve. Students drill on
the multiplication facts frequently. Each student builds a pretend ice
cream sundae on the bulletin board as they demonstrate a mastery of
each set. When all students have mastered the tables, an ice cream
sundae party will be held.
Students will demonstrate an understanding of multiplication as related
to ―grouping‖. Students are assigned a multiplication fact. (Example: 6
x 5 = 30) They must write a story to represent this problem. (Example:
There are six trees in my yard. There are 5 birds in each tree. There
are 30 birds in all.) They must write an addition problem that matches
the multiplication problem. (Example: 5 + 5 + 5+ 5 + 5 + 5 = 30) They
color pictures to illustrate the facts. A math book is made.
Students will be able to identify geometric shapes. Each child will be
given 7 tangrams to identify and arrange in an interesting manner to
form a picture.
Students will draw and define fifteen of the basic geometry facts.
These fifteen include: symmetry, similar, line segment, line, perimeter,
intersecting lines, parallel lines, radius, congruent, ray, angle, volume,
area, perpendicular, and diameter. The pictures and definitions will be
checked for accuracy and should be performed with 90% accuracy.
The student will name and classify two-dimensional objects by
describing their sides and corners. The student will work with a geo-
board to display the two dimensional objects. Each student will place
rubber bands on the pins to form triangles, rectangles, squares and
other figures. The student will explore making many different 4-sided
figures and record the figures by reproducing them on sheets of
drawing paper. Finally, the student will create a ―Shapes around the
City‖ display to illustrate the many shapes to be found in the daily
environment and bring pictures from magazines to add to the display.
The student will determine the line of symmetry using the letters of the
alphabet. The student is given a set of manuscript letters made from
construction paper. The student folds each letter to find the line of
symmetry. The results are then recorded on a chart labeled
―symmetrical‖/―not symmetrical‖.
Students will keep a checking account using class earned ―money‖
based on behavior/rewards. Students can use the checks to purchase
small prizes.
The students will generate a graph of watermelon facts. Classmates
will be surveyed as to whether they like or dislike watermelon. Tally
marks will be used to construct the graph. Questions and answers will
be generated about the graph.
The students will use play money to strengthen their ability to solve
subtraction problems with money. Group the students into small
groups. Each group makes a list of toys, trinkets, and treats. Use
catalogs and newspaper ads to get ideas for prices. Each group gets
$24.99 in money. Subtract the cost of each item to see what all they
can buy.
Students will collect menus from restaurants. They read the different
selections and prices. Each student is given a fictional amount of
money that they may spend. They choose meals in their price range.
They calculate the change that they will get back.
Students will sort and tally M & M’s based on color.
Students will make a bar or pictograph displaying the number of each
color.
Students will analyze their graph by answering teacher created
questions.
Using their graph, students will write five questions for a classmate to
answer.
Students will trade graphs with a classmate, and answer the student
created questions.
Students will estimate and then measure the length of two hallways.
Results will be shown on a graph.
Fractions: Give each child a strip of paper. Fold in half and color ½
red. Next piece: fold in fourths and color ¾ blue. Fold the next strip in
thirds and color 2/3 black.
Pass out rubber bears or colored counters. Divide counters into a
group that shows 3/5 are green.
Three boys will come to the front of the room. Seven girls come to the
front of the room, also. Write a fraction that represents the number of
male children.
Draw 8 kites. Color 2/8 orange.
90% accuracy is expected.
Students can be motivated to learn multiplication facts by playing ―Out
of This World Math‖. Students have a rocket. Each time, a student
masters a level of facts; they move their rocket toward the moon. The
students that land on the moon receive treats or prizes. They will be
rewarded an astronaut patch. Time speed drills with 100% accuracy on
each level in order to move to the next level.
Students will plan and prepare a meal for invited guests.
1) Tell students that they will plan for a cooking experience.
2) Ask students what they should first decide about the meal. Write
suggestions on the board. (Guide them to see that they must first
decide what to cook.)
3) Ask what should be decided next?
4) Decide how much money they want to spend on the meal.
5) Go back and discuss the possibility of extra people to feed. Adjust
your cost.
6) Decide the date and place for your meal. Make up your group—
who is going to cook what.
7) After all of the discussion is over, stress that in order for a dinner to
be successful, and there must be planning.
Tell them that planning is involved in many things they do, including
schoolwork; particularly math word problems. Like planning for a meal,
planning how to solve word problems takes a lot of work but must be
done in order for problems to be solved correctly. Prepare your meal
and enjoy.
The student will demonstrate an understanding of multiplication
through problem solving. The student will choose one fact and write a
story problem.
Area: Draw your own hands and feet on grid paper. Number the
squares and compute the area.
The learner will be able to use manipulatives to demonstrate concepts
related to division.
He/she will represent a division fact using candy, cereal or beans. The
student will choose 10 division facts and he/she must write each fact
on the back of an index card. Manipulatives will be glued to the front of
the card to represent the fact on the back. 90% accuracy is expected.
The learner will be able to tally information in order to record data.
He/she will collect information on ―Favorite Cereal‖ by surveying
individuals and finding out their favorite cereal. Choices will be
recorded with tally marks on a chart with three columns labeled,
―Cereal‖, ―Tally‖, and ―Total‖. After recording the tally marks, students
will record the total number of tally marks in the column next to the tally
column. A bar graph will be created from the tally survey. Each
student will perform task with 80% accuracy.
The learner will be able to understand and use terms related to time,
such as noon, midnight, A.M. and P.M, etc. Have each student fold a
12‖ x 18‖ sheet of drawing paper in half, then unfold his/her paper and
draw a line down the middle. On the left half of his/her paper a student
writes an A.M. time and illustrates what he/she might be doing at that
time. On the right half of his paper, he writes P.M. time and illustrates
what he/she might be doing at that time. Each student will perform this
task with 90% accuracy.
HUNTSVILLE CITY SCHOOL SYSTEM
STRATEGIC PLAN, STRATEGY I
CHALLENGING LOCAL STANDARDS
INFORMATION COLLECTED FORM CLASSROOM TEACHERS
FEBRUARY 2003
IDEAS FOR STUDENT PROJECTS
SOCIAL STUDIES
GRADE 3
The student will create a globe using balloons and paper mache.
He/she will paint it blue. Color continents and compass rose; cut and
glue in correct placement. Label hemispheres, poles, oceans and the
equator.
The student will trace or draw and color the seven continents. The
continents are to be labeled and glued to blue poster board in the
proper locations. Also, the equator and four oceans are to be labeled.
The students will be given blue construction paper. They will complete
a map of the world. The following should be included on the map:
-draw and label the equator
-draw, color, and label the 7 continents
-label the four oceans
-draw a compass rose
-draw the cardinal directions
-label the map
Each student will perform this task at 90% accuracy
The students will demonstrate a working knowledge of maps.
Students will create a variety of maps, including a relief map, a
resource map with attached figures, and a large political map.
1) Explain the concept of research/investigation. The idea behind
research is to find out all the facts you can about the subject you are
interested in. (The Our Huntsville program is an excellent start.)
2) Help students write a letter requesting information about their
subjects. Use the library and the internet to gather information.
3) Look at the land forms in your area; gather material that can be
used to represent resources available in your area.
4) Provide the students with the recipe for a salt map:
2 cups salt, 2/3 cup water, 1 cup cornstarch
Mix salt and water in a pan over low heat. Stir constantly for three or
four minutes. Remove from heat. Mix cornstarch in ½ cup of cold
water. Stir quickly. Pour with salt and water (adding more water if
needed). Wait 36 hours after making an item to paint it. Paint with
enamel paint to have a shine.
5) Have the students work in small groups. Help the students to
create one of each of the maps. Assign a map of their choice to be
completed at home.
Students will explain and show their knowledge of a map. We will
learn the Fifty Nifty song which lists states in ABC order. Students will
learn states and capitols. They will be able to locate states on a map
and list the states that border the state. They will memorize the
continents, oceans, and equator. They will make their own map.
When given a blank map, they will label the continents, equator,
oceans, and compass rose directions.
At the end of the year, the students can create a living history museum
related to Huntsville History. They can research and demonstrate life
in Huntsville’s early years.
Students will choose from a list of various Huntsville History topics and
complete projects. This will be an extension to the regular classroom
lessons. Examples include:
1) Write a report on Eli Whitney.
2) Make a model of a cotton gin.
3) Make a poster of the many uses of cotton.
4) Make a model of an early telephone.
5) Research your school or church and report back to the class.
6) Research and report on civil war leaders.
7) Make a model of a space shuttle.
Each student will exhibit knowledge of early settlements by creating a
diorama that includes: housing, clothing, and community activities.
This activity may be done for a present day community, as well.
United States Presidents: Each student will be given a picture of all of
the presidents from George Washington to the present day incumbent.
The class will write a biography of each president and make a booklet.
Combine this with English and use the writing process steps.
The students will demonstrate an understanding of our greatest
patriotic symbol—the flag—by doing a research project about the
history of the US flag. The report must be at least three pages and
include pictures (drawn or produced) of the past flags and the present
flag. Students will complete this task with 90% accuracy.
The learner will be able to relate places and regions to the time of the
early Native Americans. Students will create an Anasazi or Pueblo
home from a brown paper lunch bag.
The learner will be able to compare and contrast various cultural
aspects of selected Native American groups.
Have students use clay to create Native American pottery. They
should use markings unique to the Anasazi or Pueblo tribe.
Provide students with an ―animal skin‖ (a crumpled cut out from a
brown bag) and have them write a message using Native American
pictographs.
Have students research the Pueblo and Anasazi tribe. They will make
a comparison chat about the two tribes. Students will compare homes,
weapons, artifacts, etc.
Each student will research a different type of Indian dwelling. They will
write a report including all important details of the dwelling. Students
will share their reports orally. Parent volunteers will help the students
build a full size Indian dwelling (preferably not a teepee). Students will
then have a class inside the dwelling. Students will bring items for a
Thanksgiving meal. Students will dress appropriately as Indians or
Pilgrims. Students will record their experiences on brown paper bags
which have been crumpled and cut to resemble animal skin.
After studying different groups of Native Americans, students will
compare and contrast two groups. They will be able to do this in
written form (Venn diagram), poster, models, and or drawings. They
will be required to compare and contrast the area in which they lived,
their homes, clothing, food, method of getting food (hunting, fishing,
farming, and etc.), and ways in which they used their natural
resources.
Students will act out the Rosa Parks incident. They will later discuss
how our world would be if this incident never occurred. They will
develop a plan for making peaceful changes in the world.
The students will be able to identify the nine Supreme Court Justices
and their purpose by acting out a play. Court robes can be made from
black garbage bags.
Supply and Demand:
Each student will make a chart to identify a supply and demand
schedule. The students will tell how many cups of lemonade they
would buy each day at various prices and record the amounts on their
demand schedule. The teacher will tell how many cups of lemonade
he would be willing and able to supply at various prices and the
students will complete their supply schedule.
Price per Cup Quantity Demanded Quantity Supplied
$.50 0 10
.40 3 8
.30 5 5
.20 7 0
.10 9 0
Students will interpret:
A demand schedule and observe that consumers will buy more at lower
prices and less at higher prices.
A supply schedule and observe that producers supply more at higher
prices than at lower prices.
A supply and demand schedule to determine the market clearing price
Predict what will happen to demand when factors other than price change
Predict what will happen to supply when there is a change in the cost of
production
Students will identify different variables that would affect the demand and supply
for the teacher’s lemonade.
Identify traits for specific jobs/careers. Use a web to identify these
traits. Write a story for When I Grow Up I Want to Be…Illustrate the
project and present it dressed as ready for the career you researched.
HUNTSVILLE CITY SCHOOL SYSTEM
STRATEGIC PLAN, STRATEGY I
CHALLENGING LOCAL STANDARDS
INFORMATION COLLECTED FORM CLASSROOM TEACHERS
FEBRUARY 2003
IDEAS FOR STUDENT PROJECTS
SCIENCE
GRADE 3
The student will draw and label the parts of the honeybee. Each
student will perform this task at 90% accuracy.
Create the life cycle of the butterfly using pasta.
Egg – rice
Larva—penne pasta
Pupa – shell pasta
Adult—bowtie pasta
After studying the life cycles of humans, insects, mammals and birds,
students will choose one of these for their project. They will then draw,
label and explain the steps in the life cycle.
The student constructs a diorama depicting various habitats. The
students are paired and assigned a habitat. The students work
cooperatively to build a scene depicting the features of their assigned
habitat.
Each student will identify a food chain and explain what is necessary
for a food chain to operate successfully. After which they will show
how plants and animals are related in food chains by completing a
diagram with 80% accuracy.
Food Chain I: insect, bird, gazelle, plant, lion
Food Chain II: zoo plankton, seal, plant plankton, killer whale, fish
The students will take home a piece of poster board. They will cut out
or find pictures of the various animal groups and glue them in the
correct section…mammal, birds, fish, reptiles, amphibians, etc. They
will do research on an animal in the library from an encyclopedia and
type their report in computer class.
The students will create posters for a plant life cycle and an animal life
cycle. The student will use different mediums (magazines, drawings,
handouts, etc.) to create the poster. Each student will also be
responsible to write a paragraph that explains each process in detail.
The student will complete this project with 85% accuracy.
Students will create an outdoor classroom and garden. Students will
create a garden that will attract butterflies. Students will keep a journal
of the progress.
Each student will grow their own plant. The student will understand
what a plant needs to grow: air, soil, sun, water. The growth will be
charted and written in the student’s journal.
Each student will make a seed project using egg cartons and 12
different types of seeds (watermelon, sunflower). One seed will be
placed in each compartment of the egg carton. Students will then write
descriptions of the seeds (kind, shape, where found…). Each student
should complete this activity with 90% accuracy.
Seed Collection/Book: Children collect 10 different seeds. Students
describe the seed’s properties. Students draw a picture of the plant
from where the seed comes. Students put an example of the seed on
each page of the book.
The student will identify different kinds of natural resources, such as
plants and animals that are used to make clothing. The student will
name different items of clothing and tell what natural resource may
have been used to make it such as cotton, wool, or leather. Then, the
student will cut out the pictures of clothes and paste each picture next
to the natural resource that may have been used to create it. Next, the
student will examine their own clothes with a hand lens in order to
identify the threadlike fibers that have been woven or knitted to make
the clothing. The student will record all responses and observations in
their folder. Finally, the student will explore a natural resource by
looking at a cotton ball with a hand lens and twisting the fibers to make
a thread.
The student will make a mystery substance that will go from liquid to
solid and back to liquid and then back to solid.
When studying solid/liquid/gas, students must create a poster that has
one section labeled solid, one labeled liquid, and one labeled gas.
They must cut pictures for each category and explain why it fits into
that category.
Sound: Each student will create an instrument out of items around the
house. The instrument needs to demonstrate a change of pitch and
volume.
The student will be able to create a model of the solar system. Using
foam balls students will make the nine planets and the sun. Students
will hang the planets in the hallway in scale as related to the sun.
Students will use poster board to draw the solar system showing the
order and orbit of planets around the sun.
Students research a planet and write a report including all the
important details. Students construct a model of their planet. Students
will present their report orally and explain how they made their model.
The learner will be able to use reasoning skills to logically sequence
celestial bodies. Have students create a felt board model of the solar
system showing the correct order of the planets—by size or from the
sun.
The learner will be able to observe/recognize/name the changing
appearance of the moon in the night sky. Have the students ―Moon
Watch‖ each night for a two-week period, keeping a journal of their
thoughts, questions and comments. As part of the ―Moon Watch‖,
have students draw the moon as it appears to them every night during
the two week period to gain an understanding of the moon’s regular
phases.
Each student will collect a rock for a ―Pet Rock‖. Students will provide
a ―home‖ for their rock. They will research the rock for the type and
classification. They will observe the physical characteristics: color,
weight, luster and texture.
The student will draw how various rocks are formed: sedimentary,
igneous, and metamorphic. Students will then identify three rocks
belonging to each category and label them in the proper rock formation
picture. Each student will perform this task at 90% accuracy.
After studying our rocks and minerals unit, students will make a chart
of various minerals and research their uses in every day life.
The learner will be able to measure the length of an object. The
learner will learn that there is variation of life on earth.
Divide the class into pairs. Each set of partners will trace each others
body while lying face up on a sheet of butcher paper. With a
measuring tape, each child measures and records the length of the
following body parts: arm, leg, longest finger, and foot. Have pairs
discuss the similarities and differences in size.
T