Weeks 10-18 • Exploring human, Roman, and biological systems
In the second quarter, the curriculum explores the theme of "systems," from the intricate systems of the human body to the governmental and social systems of Ancient Rome, and finally to the biological systems of life cycles and heredity. In Math, students will master division and apply their knowledge to the geometric concepts of area and perimeter, before being introduced to the foundational concept of fractions.
Academic Skills:
Content Knowledge:
Investigating the skeletal, muscular, and nervous systems while mastering division
CKLA Reader: How Does Your Body Work?
Core Knowledge Foundation
The Magic School Bus Inside the Human Body
by Joanna Cole
The Bones Book and Skeleton
by Stephen Cumbaa
Introduce the unit on the human body using the CKLA Reader. Create a KWL chart (Know, Want to know, Learned) about the human body systems. Focus first on the skeletal system. Discuss the main functions of bones (support, protection, movement, blood cell production).
Introduce division as the inverse of multiplication. Use manipulatives to demonstrate how 12 ÷ 3 = 4 can be viewed as "How many groups of 3 make 12?" or "12 split into 3 equal groups gives 4 in each group." Connect to the multiplication facts already mastered. NY-3.OA.3
Read sections about the skeletal system from the CKLA Reader. Practice using the diagrams to identify major bones (skull, ribs, spine, femur, etc.). Discuss how diagrams help us understand the text better. 3R5
Examine a diagram of the human skeleton. Label the major bones and discuss their functions. Create a model of a joint using pipe cleaners and paper cups to demonstrate how joints allow movement.
Practice division facts with divisors of 2, 5, and 10. Use the relationship to multiplication (e.g., if 5 × 7 = 35, then 35 ÷ 5 = 7). Play "Division War" with cards to build fluency. NY-3.OA.7
Begin an informative paragraph about the skeletal system. Model writing a clear topic sentence: "The skeletal system gives our bodies structure and protection." Add supporting details about the functions of bones. 3W2
Conduct a "Bone Strength" experiment. Test the strength of a chicken bone that has been soaked in vinegar (representing bones without calcium) versus a regular bone. Record observations about flexibility and strength.
Read The Magic School Bus Inside the Human Body. Compare how information is presented in this narrative text versus the CKLA informational text. Discuss the advantages of each format. 3R1
Apply division to solve word problems about the skeletal system: "The adult human body has 206 bones. If they are divided equally between the axial skeleton and appendicular skeleton, how many would be in each? The actual distribution is 80 and 126. How many more bones are in the appendicular skeleton?" NY-3.OA.3
Complete the informative paragraph about the skeletal system by adding a strong concluding sentence that restates the main idea. 3W2
Introduce the muscular system. Read sections from the CKLA Reader. Discuss the three types of muscles (skeletal, smooth, and cardiac) and their functions. Create a chart comparing the three types.
Practice division facts with divisors of 3, 4, and 6. Continue to emphasize the relationship between multiplication and division. Use arrays to model the connection. NY-3.OA.7
Read about how muscles and bones work together. Focus on cause-and-effect relationships: "When muscles contract, bones move." 3R3
Create a working model of how muscles move bones. Use cardboard, brads, and rubber bands to demonstrate how muscles work in opposing pairs (biceps and triceps).
Practice division facts with divisors of 7, 8, and 9. Use strategies like thinking of the related multiplication fact. Play "Around the World" with division flashcards to build fluency. NY-3.OA.7
Write an informative paragraph about the muscular system. Apply the structure learned last week: topic sentence, supporting details with facts from the text, concluding sentence. 3W2
Investigate muscle fatigue. Design a simple experiment: count how many times you can squeeze a clothespin or do a specific exercise before your muscles get tired. Record data and discuss why muscles fatigue.
Solve word problems involving division with remainders: "If 25 muscles are working together in groups of 4, how many complete groups are there? How many muscles are left over?" Model with manipulatives before solving with equations. NY-3.OA.3
Read sections about exercise and muscle health. Make text-to-self connections by discussing favorite physical activities and which muscles they use. 3R1
Create a "Healthy Muscles" poster showing different exercises that strengthen various muscle groups. Include information about proper nutrition for muscle health.
Introduce the nervous system. Read sections from the CKLA Reader. Discuss the role of the brain, spinal cord, and nerves in sending messages throughout the body. Create a flowchart showing how messages travel from the brain to the body and back.
Review all division facts 1-100. Use Zearn or another digital platform for targeted practice on any facts that need reinforcement. NY-3.OA.7
Conduct "Reaction Time" experiments. Test how quickly the body responds to various stimuli (e.g., catching a dropped ruler, responding to a sound). Discuss how the nervous system processes information and reacts.
Read about the five senses and how they connect to the nervous system. Use a graphic organizer to organize information about each sense. 3R1
Apply division in multistep word problems: "The brain has about 86 billion neurons. If these neurons are divided equally among 4 major regions of the brain, and then one region's neurons are shared equally among 2 subregions, how many neurons would be in each subregion?" Model the two-step process. NY-3.OA.3
Write an explanatory text about one of the five senses. Use sequence words (first, next, then, finally) to describe how information travels from the sense organ to the brain. 3W2 3R3
Explore reflexes. Test the knee-jerk reflex (with adult supervision) and discuss how some reactions don't require the brain to process them. Create a diagram showing the reflex arc.
Play "Division Bingo" to review all division facts before moving to the next unit. NY-3.OA.7
Create a human body systems review game. Use index cards with questions about all three systems studied. Play in teams or individually to reinforce key concepts.
Complete the KWL chart started in Week 10. Focus on the "Learned" column, adding key facts about each body system. Discuss how the three systems work together.
Science Materials:
Math Materials:
Exploring the Roman Republic, Empire, mythology, and geometry concepts
CKLA Reader: The Ancient Roman Civilization
Core Knowledge Foundation
Roman Myths
by Geraldine McCaughrean
You Wouldn't Want to Be a Roman Gladiator
by John Malam
Introduce Ancient Rome using the CKLA Reader. Locate Rome on a map and discuss its Mediterranean setting. Create a timeline showing the key periods: Kingdom (753-509 BCE), Republic (509-27 BCE), and Empire (27 BCE-476 CE). 3.4a
Introduce area as the space inside a shape. Use grid paper to count the square units inside different rectangles. Connect to multiplication: a rectangle with 4 rows and 5 columns has an area of 4 × 5 = 20 square units. NY-3.MD.7
Learn about the founding of Rome and the legend of Romulus and Remus. Discuss how ancient civilizations often have legendary origin stories. Compare to other cultural stories learned previously. 3.4a
Introduce regular past tense verbs (adding -ed). Create a chart of present and past tense verbs related to Roman life (e.g., farm/farmed, build/built, fight/fought). 3L1e
Practice finding the area of rectangles using the formula A = l × w. Create a worksheet with "Roman mosaics" (rectangles of different sizes) and calculate their areas. NY-3.MD.7
Read about the Roman Republic. Discuss the concept of a republic and the role of the Senate, consuls, and citizens. Compare to aspects of the U.S. government. 3.5a
Read about cause-and-effect relationships in Roman history. Create a graphic organizer showing how events like the Punic Wars affected Rome's growth. Practice using language like "because," "therefore," and "as a result." 3R3
Practice writing simple sentences (one independent clause), compound sentences (two independent clauses joined by a conjunction), and complex sentences (one independent clause and one dependent clause). 3L1a
Introduce perimeter as the distance around a shape. Measure the perimeters of various rectangles on grid paper. Develop the formula P = 2l + 2w for rectangles. NY-3.MD.8
Create a Venn diagram comparing the Roman Republic to the United States government. Include similarities (elected representatives, checks on power) and differences. 3.5a
Read about Julius Caesar and the transition from Republic to Empire. Discuss the factors that led to this change. Create a cause-and-effect chart. 3R3 3.4a
Practice distinguishing between area and perimeter. Given the same rectangle, find both measurements. Discuss which measurement would be relevant in different contexts (e.g., fencing a garden vs. tiling a floor). NY-3.MD.7 NY-3.MD.8
Focus on irregular past tense verbs (e.g., is/was, go/went, see/saw). Find examples in the readings about Rome. Create a reference chart of common irregular verbs. 3L1e
Read about Augustus Caesar and the Pax Romana (Roman Peace). Discuss how he established a stable government and expanded the empire. 3.4a
Find the area of composite shapes by breaking them into rectangles. For example, find the area of an L-shaped Roman villa by dividing it into two rectangles. Use the distributive property to show that the total area is the sum of the areas of the parts. NY-3.MD.7
Begin planning a narrative set in Ancient Rome. Choose a setting (e.g., a villa, the Forum, the Colosseum) and a character (e.g., a child, a senator, a soldier). Create a story map with beginning, middle, and end. 3W3
Read about Roman architecture and engineering achievements (roads, aqueducts, arches, domes). Discuss how these innovations helped the empire function efficiently. 3.4a
Apply area and perimeter to Roman contexts: "A Roman architect is designing a rectangular courtyard with an area of 48 square meters. If the width must be 6 meters, what is the length? What will the perimeter be?" NY-3.MD.7 NY-3.MD.8
Draft the beginning of the narrative about Ancient Rome. Focus on establishing the setting and introducing the character. Use past tense verbs and varied sentence structures. 3W3 3L1a 3L1e
Create a Roman mosaic design on grid paper. Calculate the area of the design and the perimeter of the border.
Read about daily life in Ancient Rome. Focus on the differences between patricians (wealthy class) and plebeians (common people). Create a T-chart comparing their lifestyles. 3.4a
Practice finding the perimeter of rectilinear figures (shapes formed by combining rectangles). Sketch a Roman villa with multiple rooms and calculate the perimeter of the entire structure. NY-3.MD.8
Read You Wouldn't Want to Be a Roman Gladiator. Discuss how the author uses a second-person perspective to engage readers. Note the text features (diagrams, captions) that help explain concepts.
Continue writing the Roman narrative. Draft the middle section, where the character faces a problem or challenge. Focus on using transition words to show sequence (first, then, next, finally). 3W3
Explore Roman entertainment: gladiatorial games, chariot races, and theater. Discuss the cultural significance of these events and how they reflect Roman values. 3.4a
Solve area and perimeter problems involving the Colosseum (simplified as a large oval): "If a simplified rectangular model of the Colosseum's arena is 80 meters by 50 meters, what is its area? What is its perimeter?" NY-3.MD.7 NY-3.MD.8
Introduce Roman mythology. Read selections from Roman Myths. Compare Roman gods to Greek gods previously studied (e.g., Jupiter/Zeus, Mars/Ares). Create a chart showing the connections.
Practice past, present, and future tense verbs. Create sentences about Roman life using all three tenses (e.g., "Romans built many roads." "Romans build strong buildings." "Romans will build a new aqueduct."). 3L1e
Complete the Roman narrative by writing the ending. Ensure the story has a clear conclusion that resolves the character's problem. Edit for consistent past tense and varied sentence structures. 3W3 3L1a 3L1e
Review area and perimeter concepts through a game or interactive activity.
Read about the spread of Christianity in the Roman Empire. Discuss how a new religion affected the empire and eventually became its official religion. 3.4a
Explore the relationship between area and perimeter: "A Roman garden has an area of 36 square meters. What different rectangular dimensions could it have? Which dimensions give the smallest perimeter? The largest?" NY-3.MD.7 NY-3.MD.8
Learn about the decline and fall of the Roman Empire. Create a timeline of key events leading to the fall in 476 CE. Discuss how internal problems and external threats contributed to Rome's collapse. 3R3 3.4a
Read about Rome's lasting legacy. Create a web diagram showing Roman contributions that still influence our world today (language, law, architecture, government, etc.).
Solve multi-step word problems involving area and perimeter: "A Roman bathhouse has a large rectangular pool with a perimeter of 40 meters. If the width is 8 meters, what is the length? What is the area of the pool?" NY-3.MD.7 NY-3.MD.8
Begin a Roman artifact project. Choose one aspect of Roman civilization (architecture, military, daily life, etc.) to represent through a model, poster, or other creative product.
Continue working on the Roman artifact project. Add written descriptions that include facts from the unit. Use appropriate past tense verbs and varied sentence structures. 3L1a 3L1e
Review the Roman narrative. Read it aloud and make final revisions. Focus on clarity, coherence, and historical accuracy. 3W3
Complete and share the Roman artifact project. Present information about the chosen aspect of Roman civilization and its significance.
Review area and perimeter concepts through a final assessment. Include problems that require distinguishing between the two measures and applying them to solve real-world problems. NY-3.MD.7 NY-3.MD.8
Social Studies Materials:
Math Materials:
Investigating biological systems while introducing fractional concepts
CKSci Reader: Life Cycles, Traits, and Variations
Core Knowledge Foundation
The Girl Who Drew Butterflies
by Joyce Sidman
From Seed to Plant
by Gail Gibbons
Begin the life cycles unit using the CKSci Reader. Introduce the concept of a life cycle as a series of changes that living things go through. Read about different animal life cycles (e.g., butterfly, frog, chicken, human). Create a chart comparing these cycles. 3-LS1-1
Introduce fractions using concrete models. Demonstrate how a whole can be divided into equal parts. Use paper folding to create halves, thirds, and fourths. Emphasize that fractions represent equal parts of a whole. NY-3.NF.1
Focus on the butterfly life cycle. Read relevant sections from the CKSci Reader and The Girl Who Drew Butterflies. Create a model of butterfly metamorphosis showing the four stages (egg, larva/caterpillar, pupa/chrysalis, adult). 3-LS1-1
Connect fractions to the butterfly life cycle. Discuss how each stage represents 1/4 of the complete cycle. Use a circle divided into four equal parts to represent this visually. NY-3.NF.1 NY-3.G.2
Explore plant life cycles. Read From Seed to Plant and relevant sections from the CKSci Reader. Create a diagram showing the stages of a flowering plant's life cycle (seed, seedling, mature plant, flower, fruit with seeds). 3-LS1-1
Compare and contrast animal and plant life cycles using a Venn diagram. Look for similarities (both start as a small reproductive unit, both grow and develop, both reproduce) and differences (plants can produce seeds without another plant, animals need two parents). 3R9
Practice partitioning different shapes into equal parts. Divide rectangles into halves, thirds, fourths, sixths, and eighths in different ways. Label each part with the appropriate unit fraction (1/2, 1/3, 1/4, 1/6, 1/8). NY-3.G.2
Begin exploring inherited traits. Read about how offspring inherit characteristics from their parents. Create a list of traits that are inherited (e.g., eye color, hair color, height) versus those that are learned (e.g., language, skills). 3-LS3-1
Complete a "family trait survey." Create a chart of common inherited traits (e.g., attached/detached earlobes, widow's peak, rolling tongue) and survey family members. Analyze the data to see which traits are more common in the family. 3-LS3-1
Determine the main idea of a section from the CKSci Reader about inherited traits. Identify key details that support this main idea. Create a graphic organizer showing the relationship between the main idea and supporting details. 3R2
Explore variations within a species. Read about how individuals of the same species can have different traits while still being recognizable as that species. Create a "Variation Investigation" by collecting and comparing leaves from the same tree or observing variations among classmates. 3-LS3-1
Continue working with fractions. Introduce the concept of equivalent fractions using visual models (e.g., show that 1/2 = 2/4 = 3/6 using drawings or fraction strips). NY-3.NF.1
Discuss adaptations as traits that help organisms survive in their environment. Create a chart showing how different animals are adapted to their habitats (e.g., polar bear's thick fur, desert lizard's scales).
Apply fractions to food contexts: "If a pizza is cut into 8 equal slices and you eat 3 slices, what fraction of the pizza did you eat? What fraction is left?" Draw pictures to represent these scenarios. NY-3.NF.1
Review the life cycles unit by creating a "Life Cycle Game" with cards showing different stages of plant and animal development. Players must arrange the cards in the correct sequence. 3-LS1-1
Review area and perimeter concepts from the Roman unit. Solve mixed problems that require identifying when to use area and when to use perimeter. NY-3.MD.7 NY-3.MD.8
Review narrative writing by sharing and discussing the Roman narratives written earlier. Focus on the use of past tense verbs, varied sentence structures, and clear sequences of events. 3W3 3L1a 3L1e
Create a timeline of the Roman Republic and Empire, noting key events and changes in government structure. Discuss how the Romans' system of government influenced modern democratic systems. 3.5a
Conduct informal mid-year assessments. Check understanding of division facts, area and perimeter concepts, and fraction basics. Review narrative writing skills and understanding of human body systems and the Roman civilization. Gather key work samples from the quarter for the portfolio and complete the second quarterly report.
Hold a "Roman Festival" to celebrate the completion of Quarter 2. Set up stations with different activities related to the quarter's learning (e.g., fraction games, body system models, Roman artifact displays). This provides a fun review of key concepts while transitioning to the next quarter.
Science Materials:
Math Materials:
| Title | Author | Week(s) Used |
|---|---|---|
| How Does Your Body Work? (CKLA Reader) | Core Knowledge Foundation | Weeks 10-12 |
| The Magic School Bus Inside the Human Body | Joanna Cole | Week 10 |
| The Bones Book and Skeleton | Stephen Cumbaa | Week 10 |
| The Ancient Roman Civilization (CKLA Reader) | Core Knowledge Foundation | Weeks 13-16 |
| Roman Myths | Geraldine McCaughrean | Week 15 |
| You Wouldn't Want to Be a Roman Gladiator | John Malam | Week 15 |
| Life Cycles, Traits, and Variations (CKSci Reader) | Core Knowledge Foundation | Weeks 17-18 |
| The Girl Who Drew Butterflies | Joyce Sidman | Week 17 |
| From Seed to Plant | Gail Gibbons | Week 17 |
Continue your homeschool journey with Quarter 3: Exploration, where we'll investigate Vikings, astronomy, and Earth's patterns while applying math to real-world situations.
Continue to Quarter 3