Georgia Performance Standards for Third Graders
SCIENCE
S3L1. Students will investigate the habitats of different organisms and the dependence of
organisms on their habitat.
a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast,
Piedmont, Atlantic Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in different regions
of Georgia.
c. Identify features of animals that allow them to live and thrive in different regions of
Georgia.
WRITING
ELA3W1 The student demonstrates competency in the writing process. The student
a. Captures a reader’s interest by setting a purpose and developing a point of view.
b. Begins to select a focus and an organizational pattern based on purpose, genre,
expectations, audience, and length.
c. Writes text of a length appropriate to address the topic or tell the story.
d. Uses organizational patterns for conveying information (e.g., chronological order,
cause and effect, similarity and difference, questions and answers).
e. Begins to use appropriate structures to ensure coherence (e.g., transition words and
phrases, bullets, subheadings, numbering).
f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance
descriptive effect.
h. Begins to use descriptive adjectives and verbs to communicate setting, character, and
plot.
i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the
audience.
j. Uses a variety of resources to research and share information on a topic.
tion.
m. Pre-writes to generate ideas, develops a rough draft, rereads to revise, and edits to
correct.
n. Publishes by presenting an edited piece of writing to others.
