Third Grade Content Standards 2014-2015 - Edl€¦ · El curso atiende todos los componentes del...
Transcript of Third Grade Content Standards 2014-2015 - Edl€¦ · El curso atiende todos los componentes del...
© Washburn School Carr 14 KM 8.4 Coto Laurel, Ponce, PR www.washburnschoolpr.com
Third Grade Content Standards
2014-2015
© Washburn School Carr 14 KM 8.4 Coto Laurel, Ponce, PR www.washburnschoolpr.com
WASHBURN’S STANDARDS
Setting the highest standard of education in Puerto Rico by implementing our unique view
of teaching English as a first language while achieving equal skills with Puerto Rico’s
native language, Spanish.
Dear Third Grade Parent,
Washburn School has created and adopted specific content standards in all curricular content areas.
These are standards we expect your child to have by the end of the 2014- 2015 school year. It is
not the only content your child will learn, yet it is a guide for us as an institution and our educators
to make sure that we set our standards high. We have excellent textbooks but we cannot use expect
the textbook to be the only curricular standard like in many other schools in Puerto Rico. In our
effort to become the best academic school in Puerto Rico we created a baseline guide for teachers
to use with your child.
This standards overview was developed to provide teachers at Washburn with a general outline of
the third grade curriculum. Through goals, students are encouraged to perform at their maximum
potential and teachers know towards where they should strive. Individual student achievement may
vary from child to child and the percentage of these skills learned for each student also varies with
a minimum of 75% rate.
Emphasis is placed on helping the students achieve according to the best of their ability. Washburn
is a small school by design and we can afford to focus on individualized work or enrichment
activities are assigned to meet students’ unique talents and abilities. The standards listed represent
the core of skills taught in grade three at Washburn School. This overview reflects the most recent
curriculum for students in grade three; however, the format remains flexible so that change can
evolve along with the teacher, textbook, day to day activities with innovation and a creative
curriculum.
Kind Regards,
Board of Directors
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WASHBURN CHARACTER AND VALUES EDUCATION
Washburn school is a non-sectarian or religious school but we foment values, character and general
principles that will foment a wonderful personality and character for your child. We are proud of
the character traits our children have, especially the ones who are currently in 12th grade and started
with us in 1st grade as children in 2003. We truly show that we are a family with zero bully
tolerance and great citizens and special young adults.
Character education is a movement to create a school that fosters ethical, responsible and caring
young people by modeling and teaching good character. The emphasis is on common values such
as respect, responsibility, integrity, caring and citizenship. The goal is to help students develop
socially, ethically and academically by infusing character development into every aspect of the
school culture and curriculum.
RESPECT
Respect is an attitude of holding people in high regard and treating them with dignity.
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RESPONSIBILITY
Responsibility is being reliable, self-disciplined and accountable for my actions.
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INTEGRITY
Integrity is strength of character and action
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CARING
Caring is showing empathy, compassion, kindness, appreciation and helpfulness.
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CITIZENSHIP
Citizenship is doing my share to make my school and community better.
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HOMEWORK
Students in the third grade can be expected to be assigned homework four (4) days per week
using the following suggested time guidelines: 20 minutes per night = 80 minutes per week
IMPORTANT
Parents are also encouraged to read with their children for 10 minutes each night in addition
to their regular homework assignment.
READING 3RD GRADE (ENGLISH AS A FIRST LANGUAGE
“EFL” AND SPANISH)
WASHBURN SCHOOL
Core Instructional Materials
Publisher : Pearson,
Resources : Houghton Mifflin , McGraw Hill
English
SF Reading Street Series 3.1 to 3.2
English 3 Consumable '
SF Reading Street 3 '11 Reader's & Writer's Notebook
Español
Metafora 3
Metafora 3 Cdo
La Llamada Del Agua/Plan Lector ADA
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ESPAÑOL TERCER GRADO
Las unidades contenidas en el curso dan seguimiento a los niveles fónicos indicados en primer y
segundo grado. El curso está diseñado para atender adecuadamente la etapa de crecimiento
rápido y fluidez en la lectura. En la lectura, el niño se expone a narraciones, poemas, traba
lenguas, adivinanzas, textos informativos, descriptivos, científicos, carta, noticia, cartel, recetas y
mensajes breves. El curso atiende todos los componentes del lenguaje: expresión oral, recepción
auditiva, gramática, escritura creativa, ortografía, caligrafía e investigación.
LANGUAGE ARTS CONTENT STANDARDS
During the 2012- 2013 school year, several K-6 teachers piloted Pearson’s reading series as part
of Washburn’s textbook selection process to ensure successful implementation of a new series of
textbooks. The third grade English/Language Arts curriculum strives to achieve a comprehensive,
balanced literacy program. The integration of reading, writing, speaking, and listening is necessary
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for children to become successful communicators and language users. Literature and meaning-
centered materials are the core of the curriculum.
1.1 Word Analysis, Fluency and Systematic Vocabulary Development
Students at Washburn will understand the basic features of reading. They select letter patterns
and know how to translate them into spoken language by using phonics, syllabication, and word
parts. They apply this knowledge to achieve fluent oral and silent reading in English as a first
language and Spanish
1.2 Decoding and Word Recognition
Know and use complex word families when reading (e.g., -ight) to decode unfamiliar
words._
Decode regular multisyllabic words. ______
Read aloud narrative and expository text fluently and accurately and with appropriate
pacing, intonation, and expression. ______
1.3 Vocabulary and Concept Development
Use knowledge of antonyms, synonyms, homophones, and homographs to determine the
meanings of words. ______
Demonstrate knowledge of levels of specificity among grade-appropriate words
and explain the importance of these relations. Example : dog/mammal/animal/living
things ______
Use sentence and word context to find the meaning of unknown words. ______
Use a dictionary to learn the meaning and other features of unknown words. ______
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Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-, -ful) and suffixes (e.g., -er,
-est, -ful) to determine the meaning of words. ______
Know the meaning of simple prefixes and suffixes (e.g. er-, un-, -ing, -ly). ______
Identify simple multiple-meaning words. ______
NOTES :
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*** Teacher Reminder *** : Please enter dates you covered each topic. Teachers may use many
resources along with the core textbooks to cover each standard.
READING COMPREHENSION 3RD GRADE
At Washburn we have a goal for students to read half a million words annually. We
encourage parents to read to children in both languages. Studies show that children can
learn multiple languages with ease and will not confuse thought in this age group. We
recently traveled to Norway and other European countries where children learn and speak
5 languages by middle school.
Students read and understand grade-level-appropriate material. They draw upon a variety of
comprehension strategies as needed such as generating and responding to essential questions,
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making predictions, comparing information from several sources. The selections in Recommended
Readings in Literature at Washburn that include, Kindergarten through grade twelve illustrate the
quality and complexity of the materials to be read by students.
In addition to their regular school reading, by grade four, students should have read one-half
million words annually, including a good representation of grade-level-appropriate narrative
and expository text such as classics, contemporary literature, magazines, newspapers, and
online information). In grade three, students continue to make progress toward this goal
2.1 Structural Features of Informational Materials
Use titles, tables of contents, chapter headings, glossaries, and indexes to locate
information in text. ______
2.2 Comprehension and Analysis of Grade-Level-Appropriate Text
Ask questions and support answers by connecting prior knowledge with literal
information found in, and inferred from, the text. ______
Demonstrate comprehension by identifying answers in the text. ______
Recall major points in the text and make and modify predictions about forthcoming
information. ______
Distinguish the main idea and supporting details in expository text. ______
*** WASHBURN’S SAT EXAM SKILL COLLEGE PREPARATORY
Extract appropriate and significant information from the text, including problems
and solutions. ______
Follow simple multiple-step written instructions (e.g., how to assemble a product or play
a board game, Recipe, instructions to construct a new item. ______
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3.0 Literary Response and Analysis
Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction). ______
Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from
around the world. ______
Determine what characters are like by what they say or do and by how the author or
illustrator portrays them. ______
Determine the underlying theme or author’s message in fiction and nonfiction text.
______
Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration,
onomatopoeia) in a selection. ______
Identify the speaker or narrator in a selection. ______
WRITING 3RD GRADE
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea. Their
writing shows they consider the audience and purpose. Students progress through the stages of the
writing process (e.g., prewriting, drafting, revising, editing successive versions).
1.1 Organization and Focus
Create a single paragraph _______
o Develop a topic sentence. _______
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o Include simple supporting facts and details. ______
1.2 Penmanship
Write legibly in cursive or joined italic, allowing margins and correct spacing between
letters in a word and words in a sentence. _______
1.3 Research
Understand the structure and organization of various reference materials (e.g., dictionary,
thesaurus, atlas, encyclopedia). ______
1.4 Evaluation and Revision
Revise drafts to improve the coherence and logical progression of ideas by using
an established rubric. ______
1.5 Writing Applications (Genres and Their Characteristics)
Write narratives
o Provide a context within which an action takes place. ______
o Include well-chosen details to develop the plot. ______
o Provide insight into why the selected incident is memorable. ______
Write descriptions that use concrete sensory details to present and support
quantified impressions of people, places, things, or experiences. ______
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Write short up to grade standard personal and formal letters, thank-you notes, and
invitations: ______
o Show awareness of the knowledge and interests of the audience and establish
purpose and context. ______
o Include the date, proper salutation, body, closing, and signature. ______
Students write and speak with a command of Standard English conventions appropriate to
this grade level. _______
Understand and be able to use complete and correct declarative, interrogative imperative,
and exclamatory sentences in writing and speaking. ______
1.6 Grammar
Identify subjects and verbs that are in agreement and identify and use pronouns,
adjectives, compound words, and articles correctly in writing and speaking. ______
Identify and use past, present, and future verb tenses properly in writing and speaking.
______
Identify and use subjects and verbs correctly in speaking and writing simple sentences.
______
1.6 Punctuation, Capitalization, and Spelling
Punctuate dates, city and state, and titles of books correctly. ______
Use commas in dates, locations, and addresses and for items in a series. ______
Capitalize geographical names, holidays, historical periods, and special events correctly.
______
Spell correctly one-syllable words that have blends, contractions, compounds,
orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -
y to -ies when forming the plural), and common homophones (e.g., hair-hare). ______
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Arrange words in alphabetic order. ______
NOTES :
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*** Teacher Reminder *** : Please enter dates you covered each topic. Teachers may use many
resources along with the core textbooks to cover each standard.
LISTENING AND SPEAKING 3rd GRADE
Students listen critically and respond appropriately to oral communication in English as a
first language, yet with the ability to also do the same in Spanish. Washburn is an English
as a first language school and one of the few schools with this philosophy in Ponce and in
the Island.
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Students should speak in a manner that guides the listener to understand important ideas by using
proper phrasing, pitch, and modulation in both English and Spanish.
1.0 Listening and Speaking Strategies
Students at Washburn will learn how to listen critically and respond appropriately to oral
communication. They speak in a manner that guides the listener to understand important ideas by
using proper phrasing, pitch, and modulation in both English and Spanish. ______
1.1 Comprehension
Retell, paraphrase, and explain what has been said by a speaker. ______
Connect and relate prior experiences, insights, and ideas to those of a speaker. ______
Respond to questions with appropriate elaboration. ______
Identify the musical elements of literary language (e.g., rhymes, repeated sounds,
instances of onomatopoeia). ______
1.2 Organization and Delivery of Oral Communication
Organize ideas chronologically or around major points of information. ______
Provide a beginning, a middle, and an end, including concrete details that develop a
central idea. ______
Use clear and specific vocabulary to communicate ideas and establish the tone. ______
Clarify and enhance oral presentations through the use of appropriate props (e.g., objects,
pictures, charts). ______
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Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation
and vocal patterns to emphasize important passages of the text being read. ______
Compare ideas and points of view expressed in broadcast and print media. ______
Distinguish between the speaker’s opinions and verifiable facts. ______
Students deliver brief recitations and oral presentations about familiar experiences or
interests that are organized around a coherent thesis statement. ______
Using the speaking strategies of grade three outlined in Listening and Speaking ______
Make brief narrative presentations ______
Plan and present dramatic interpretations of experiences, stories, poems, or plays with
clear diction, pitch, tempo, and tone. ______
Make descriptive presentations that use concrete sensory details to set forth and support
unified impressions of people, places, things, or experiences. ______
NOTES :
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MATHEMATICS 3rd GRADE
WASHBURN SCHOOL
Core Instructional Materials
My Math 3 Plus 1 Year Subscription Autor: (Año: 2013)
Publisher : McGraw- Hill
1.0 By the end of grade three, Washburn students deepen their understanding of place
value and their understanding of and skills with addition, subtraction, multiplication, and
division of whole numbers. Students estimate, measure, and describe objects in space. They
use patterns to help solve problems. They represent number relationships and conduct
simple probability experiments.
Students understand the relationship between numbers, quantities, and place value in
whole numbers up to 1,000 ______
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Count, read, and write whole numbers to 10,000. ______
Compare and order whole numbers to 10,000. ______
Identify the place value for each digit in numbers to 10,000. ______
Round off numbers to 10,000 to the nearest ten, hundred, and thousand. ______
Find the sum or difference of two whole numbers between 0 and 10,000. ______
Memorize to automaticity the multiplication table for numbers between 1 and 10.
______
Use the inverse relationship of multiplication and division to compute and check results.
Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6). ______
2.0 Students calculate and solve problems involving addition, subtraction, multiplication,
and division:
Solve simple problems involving multiplication of multi-digit numbers by one-digit
numbers (3,671 × 3 = __) ______
Solve division problems in which a multi-digit number is evenly divided by a one-digit
number (135 ÷ 5 = __). ______
Understand the special properties of 0 and 1 in multiplication and division. ______
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Determine the unit cost when given the total cost and number of units. ______
Solve problems that require two or more of the skills mentioned above. ______
3.0 Third Grade Students at Washburn School understand the relationship between whole
numbers, simple fractions and decimals :
Compare fractions represented by drawings or concrete materials to show equivalency and
to add and subtract fractions in context ( Example ,. ½ of a pizza is the same amount as 2/4
of another pizza that is the same size… show that 3/8 is larger than ¼) _______
Add and subtract simple fractions ( Example., determine that 1/8 + 3/8 is the same as ½)
Solve problems involving addition, subtraction, multiplication, and division of
money amounts in decimal notation and multiply and divide money amounts in
decimal notation by using whole-number multipliers and divisors. ______
Know and understand that fractions and decimals are two different representations of the
same concept (e.g., 50 cents is 1/2 of a dollar, 75 cents is 3/4 of a dollar). ______
ALGEBRA AND FUNCTIONS
Students select appropriate symbols, operations, and properties to represent,
describe, simplify, and solve simple number relationships: ______
Represent relationships of quantities in the form of mathematical expressions,
equations, or inequalities. ______
Solve problems involving numeric equations or inequalities. ______
Select appropriate operational and relational symbols to make an expression
true (e.g., if 4 __ 3 = 12, what operational symbol goes in the blank). ______
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Express simple unit conversions in symbolic form (e.g., __ inches = __ feet x 12). ______
Recognize and use the commutative and associative properties of multiplication
(e.g., if 5 x 7 = 35, then what is 7 x 5? and if 5 x 7 x 3 = 105, then what is 7 x 3 x 5).
______
Solve simple problems involving a functional relationship between two
quantities (e.g., find the total cost of multiple items given the cost per unit). ______
Extend and recognize a linear pattern by its rules (e.g., the number of legs on a
given number of horses may be calculated by counting by 4s or by multiplying
the number of horses by 4). ______
MEASUREMENT AND GEOMETRY
Students choose and use appropriate units and measurement tools to quantify the
properties of objects. ______
Choose the appropriate tools and units (metric and U.S.) and estimate and
measure the length, liquid volume, and weight/mass of given objects. ______
Estimate or determine the area and volume of solid figures by covering them with
squares or by counting the number of cubes that would fill them. ______
Find the perimeter of a polygon with integer sides. ______
Carry out simple unit conversions within a system of measurement.
***Example : Centimeters and meters, hours and minutes. ______
Students describe and compare the attributes of plane and solid geometric figures
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and use their understanding to show relationships and solve problems. ______
Identify, describe, and classify polygons (including pentagons, hexagons, and octagons.
______
Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three equal
sides for the equilateral triangle, right angle for the right triangle. ______
Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right
angles for the rectangle, equal sides and right angles for the square. ______
Identify right angles in geometric figures or in appropriate objects and determine
whether other angles are greater or less than a right angle. ______
Identify, describe, and classify common three-dimensional geometric objects (e.g., cube,
rectangular solid, sphere, prism, pyramid, cone, cylinder). ______
Identify common solid objects that are the components needed to make a more complex
solid object. ______
STATISTICS, DATA ANALYSIS, AND PROBABILITY
Students collect data and conduct simple probability experiments by determining
the number of possible outcomes and make simple predictions. ______
Identify whether common events are certain, likely, unlikely, or improbable. ______
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Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically
keep track of the outcomes when the event is repeated many times. ______
Summarize and display the results of probability experiments in a clear and organized
way (e.g., use a bar graph or a line plot). ______
Use the results of probability experiments to predict future events (e.g., use a line plot
to predict the temperature forecast for the next day). ______
MATHEMATICAL REASONING
Students make decisions about how to approach problems: ______
Analyze problems by identifying relationships, distinguishing relevant from irrelevant
information, sequencing and prioritizing information, and NOTES :
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Determine when and how to break a problem into simpler parts. ______
Students use strategies, skills, and concepts in finding solutions. ______
Use estimation to verify the reasonableness of calculated results. ______
Apply strategies and results from simpler problems to more complex problems. ______
Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical reasoning. ______
Express the solution clearly and logically by using the appropriate mathematical notation
and terms and clear language; support solutions with evidence in both verbal and
symbolic work. ______
Indicate the relative advantages of exact and approximate solutions to problems and give
answers to a specified degree of accuracy. ______
Make precise calculations and check the validity of the results from the context of the
problem. ______
SCIENCE CONTENT STANDARDS
WASHBURN SCHOOL
Core Instructional Materials
Science A Closer Look 3 Reading and Writing Wbk
Science A Closer Look Grade 3
Publisher : Macmillan/McGraw-Hill's dynamic science program, Science: A Closer Look, offers
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students exciting and accessible standards-based lessons. Engaging activities promote curiosity
and foster the development of science inquiry skills. Through a consistent and structured learning
cycle, students confidently build upon their experiences to develop a lifelong understanding of
science concepts.
PHYSICAL SCIENCE
1. Energy and matter have multiple forms and can be changed from one form to another.
a. Students know energy comes from the Sun to Earth in the form of light.
b. Students know sources of stored energy take many forms, such as food, fuel, and
batteries.
c. Students know machines and living things convert stored energy to motion and heat.
d. Students know energy can be carried from one place to another by waves, such as
water waves and sound waves, by electric current, and by moving objects.
e. Students know matter has three forms: solid, liquid, and gas.
f. Students know evaporation and melting are changes that occur when the objects are
heated.
g. Students know that when two or more substances are combined, a new substance
may be formed with properties that are different from those of the original materials.
h. Students know all matter is made of small particles called atoms, too small to see
with the naked eye.
i. Students know people once thought that earth, wind, fire, and water were the basic
elements that made up all matter. Science experiments show that there are more
than 100 different types of atoms, which are presented on the periodic table of the
elements.
2. Light has a source and travels in a direction. As a basis for understanding this concept:
a. Students know sunlight can be blocked to create shadows.
b. Students know light is reflected from mirrors and other surfaces.
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c. Students know the color of light striking an object affects the way the object is seen.
d. Students know an object is seen when light traveling from the object enters the eye.
LIFE SCIENCES
3. Adaptations in physical structure or behavior may improve an organism’s chance for survival.
a. Students know plants and animals have structures that serve different functions in
growth, survival, and reproduction.
b. Students know examples of diverse life forms in different environments, such as
oceans, deserts, tundra, forests, grasslands, and wetlands.
c. Students know living things cause changes in the environment in which they live:
some of these changes are detrimental to the organism or other organisms, and
some are beneficial.
d. Students know when the environment changes, some plants and animals survive and
reproduce; others die or move to new locations.
EARTH SCIENCES
4. Objects in the sky move in regular and predictable patterns.
a. Students know the patterns of stars stay the same, although they appear to move
across the sky nightly, and different stars can be seen in different seasons.
b. Students know the way in which the Moon’s appearance during the four week lunar
cycle
c. Students know telescopes magnify the appearance of some distant objects in the sky,
including the Moon and the planets. The number of stars that can be seen through
telescopes is dramatically greater than the number that can be seen by the unaided
eye.
d. Students know that Earth is one of several planets that orbit the Sun and that the
Moon orbits Earth.
e. Students know the position of the Sun in the sky changes during the course of the
day and from season to season.
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INVESTIGATION AND EXPERIMENTATION
5. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content in
the other three strands, students should develop their own questions and perform
investigations. Students will:
a. Repeat observations to improve accuracy and know that the results of similar
scientific investigations seldom turn out exactly the same because of differences in
the things being investigated, methods being used, or uncertainty in the observation.
b. Differentiate evidence from opinion and know that scientists do not rely on claims
or conclusions unless they are backed by observations that can be confirmed.
c. Use numerical data in describing and comparing objects, events, and measurements.
d. Predict the outcome of a simple investigation and compare the result with the
prediction.
e. Collect data in an investigation and analyze those data to develop a logical
conclusion.
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SOCIAL STUDIES
This course gives students new insights into their communities and helps them make connections
with the larger world through geography, history, culture, economics and citizenship. The goal of
this course is to develop an understanding of the reasons for studying history and the relationship
between the past and present.
ADDITIONAL CURRICULAR AREAS AVAILABLE ON
REQUEST
- Physical Education
- History/Social Science/ Puerto Rican History
- Health
- Dance
- Visual Arts
- Music
- Theater