ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati CURRICULUM MAP – INTRODUCTION The Archdiocese of Cincinnati’s 3rd grade Science curriculum serves as a basis for what all students should know and be able to do in order to become scientifically literate and equipped with knowledge for the 21 st century. The 3rd grade Curriculum Map provides a framework to guide teachers with information and support for developing, implementing, and evaluating instruction directly aligned to The New Ohio Learning Science Standards. The 3rd grade Curriculum Map, in addition to listing the science standards, incorporates all Reading, Language Arts and Writing standards that are addressed for each lesson within each unit.
Transcript
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
CURRICULUM MAP – INTRODUCTION
The Archdiocese of Cincinnati’s 3rd grade Science curriculum serves as a basis for what all students should know and be able
to do in order to become scientifically literate and equipped with knowledge for the 21st century.
The 3rd grade Curriculum Map provides a framework to guide teachers with information and support for developing,
implementing, and evaluating instruction directly aligned to The New Ohio Learning Science Standards.
The 3rd grade Curriculum Map, in addition to listing the science standards, incorporates all Reading, Language Arts and
Writing standards that are addressed for each lesson within each unit.
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 10 DAYS
Science Theme
Standard Description Content Academic Vocabulary
SIA 3.1 Observe and ask questions about the natural environment. Use observations to infer
Ways that science questions can
be investigated
Using models for investigations.
Observe
Infer
Predict
Investigation
Hypothesis
Experiment
Variable
SIA 3.2 Plan and conduct simple investigations.
WRITING STANDARDS
W 3.3.1 Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds
naturally.
Science
Unit I Theme: Investigating Questions
Lesson 1 Essential Question: How Do Scientists Investigate
Questions?
Catholic Identity
Who do we ask about questions of our faith?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 3 DAYS
Science Theme
Standard Description Content Academic Vocabulary
SIA 3.2 Plan and conduct simple investigations.
Ask questions about the natural
world
Use models
Record observations
Investigate through free
exploration
Conclusion
Predict
Infer
Analyze
SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.5 Communicate about observations, investigations and
explanations.
Science
Unit I Theme: Investigating Questions
Lesson 2 Essential Question: How Can You Use A Model?
Catholic Identity
Why are the saints the right people to use as models for our
Catholic faith?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 5 DAYS
Science Theme
Standard Description Content Academic Vocabulary
SIA 3.1 Observe and ask questions about the natural environment. Describe tools used to make
observations
List reason for different
measurements between groups
Record accurate observations.
Microscope
Graduated cylinder
Temperature
Accurate
Magnifying glass
Greater than
Cylinder
Length
Mass
Volume
Centimeters
Time
SIA 3.2 Plan and conduct simple investigations.
SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.4 Use appropriate mathematics with data to construct
reasonable explanations.
SIA 3.5 Communicate about observations, investigations and
explanations.
WRITING STANDARDS
W 3.2.1 Introduce a topic and group related information together;
include illustrations when useful to aiding
comprehension.
W 3.2.2 Develop the topic with facts, definitions, and details.
W 3.5 With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising,
and editing.
Science
Unit I Theme: Investigating Questions
Lesson 3 Essential Question: How Do Scientists Use Tools?
Catholic Identity
Why do Catholics use Rosary Beads?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
SPEAKING/LISTENING
SL 3.4 Report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 3 DAYS
Science Theme
Lesson Essential Question
Standard Description Content Academic Vocabulary
SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
Identifying specific tools for
specific measurements
Compare/contrast observations
and measurements of students
Meter stick
Graph paper
SIA 3.5 Communicate about observations, investigations and
explanations.
SIA 3.6 Review and ask questions about the observations and
explanation of others.
Science
Unit I Theme: Investigating Questions
Lesson 4 Essential Question: How Can You Measure
Length?
Catholic Identity
How can you measure good deeds?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 5 DAYS
Science Theme
Lesson Essential Question
Standard Description Content Academic Vocabulary
SIA 3.1 Observe and ask questions about the natural environment. Describe ways to record data
Describe ways to display data
Describe ways you can
communicate data to explain
Explain that data are evidence
to explain a conclusion.
Data
Data table
Bar graph
Empirical evidence
Chart
Map
Model
Hypothesis
Logical reasoning
Evidence
Samples
Record
Data
Gather data
Communicate
Line graph
Critical thinking
Analyze
Evaluate
Critique
Interpret
Conclusions
SIA 3.3
Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.4 Use appropriate mathematics with data to construct
reasonable explanations.
SIA 3.5 Communicate about observations, investigations and
explanations.
SIA 3.6 Review and ask questions about the observations and
explanation of others.
WRITING STANDARDS
W 3.2.1 Introduce a topic and group related information together;
include illustrations when useful to aiding
comprehension.
W 3.2.4 Provide a concluding statement or section.
Science
Unit I Theme: Investigating Questions
Lesson 5 Essential Question: How Do Scientists Use Data?
Catholic Identity
Why do we pray?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 4 DAYS
Science Theme
Lesson Essential Question
Standard Description Content Academic Vocabulary
SIA 3.2 Plan and conduct simple investigations.
Compare/contrast results of an
investigation with other students
Explain conclusions using
evidence.
Results
Conclusions
Evidence
Observing
Critique
SIA 3.3
Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.4 Use appropriate mathematics with data to construct
reasonable explanations.
SIA 3.5 Communicate about observations, investigations and
explanations.
SIA 3.6 Review and ask questions about the observations and
explanation of others.
Science
Unit I Theme: Investigating Questions
Lesson 6 Essential Question: How Do Your Results C
Compare?
Catholic Identity
How do we get results from prayer?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 7 DAYS
Standard Description Content Academic Vocabulary
SIA 3.5 Communicate about observations, investigations and
explanations.
Describe the reasons for a
design process
Describe the steps of the design
process.
Inventions
Engineer
Engineers
Survey
Surveyor
Prototype
Solution
Design Process:
Planning
Building
Testing
Redesigning
Communicating results
WRITING STANDARDS
W 3.1.1 Provide reasons that support the opinion.
W 3.1.2 Use linking words and phrases (e.g., because, therefore,
since) to connect opinion and reason.
W 3.3.4 Provide a sense of closure.
W 3.7 Conduct short research projects that build knowledge
about a topic.
W 3.10 Recall routinely over extended time frames (time for
research, reflection, and revision) and shorted time frames
(a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
Science
Unit II Theme: The Engineer Process
Lesson 1 Essential Question: How Do Engineers Use the
Design Process?
Catholic Identity
Why is it important to meditate before praying?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 2 DAYS
Standard Description Content Academic Vocabulary
SIA 3.5 Communicate about observations, investigations and
explanations.
Following the design process
Measurements
Analyze
Science
Unit II Theme: The Engineer Process
Lesson 2 Essential Question: How Can You Design A Tree
House?
Catholic Identity
How can you design prayers for your needs?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 4 DAYS
Standard Description Content Academic Vocabulary
SIA 3.2 Plan and discuss simple investigations.
Explain technology
How and why does technology
change
Technology’s effect on society
Society’s effect on technology.
Technology
Mode/s
Locomotive
Diesel
Cargo
Freight train
Television
Computer
Cell phone
SIA 3.5 Communicate about observations, investigations and
explanations.
WRITING STANDARDS
W 3.3.1 Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds
naturally.
W 3.3.2 Use dialogue and descriptions of actions, thoughts, and
feelings to develop experiences and events or show the
response of characters to situations.
Science
Unit II Theme: The Engineer Process
Lesson 3 Essential Question: How Are Technology And
Society Related?
Catholic Identity
What would you say to Jesus in a text message?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 2 DAYS
Standard Description Content Academic Vocabulary
SIA 3.2
Plan and discuss simple investigations.
Infer ways to improve a design
Use the design process to
improve a product.
SIA 3.5 Communicate about observations, investigations and
explanations.
Science
Unit II Theme: The Engineer Process
Lesson 4 Essential Question: How Can We Improve A
Design?
Catholic Identity
How can we improve the way we pray?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 7 DAYS
Standard Description Content Academic Vocabulary
ESS 3.2 Earth’s resources can be used for energy.
Define and explain “Natural
Resources”
Identify: air, water, plants,
animals, soil, fossil fuels,
natural resources
Resources used as sources of
energy:
Sunlight
Water
Wind
Coal
Oil
Natural gas
Wood
Define and explain: Renewable
resources, Reusable resources,
Non-renewable resources
Explain conserving energy
Identify: air, land, water
pollution
Explain: reusing, recycling,
reducing
Natural resources
Nonrenewable resources
Renewable resource
Fossil fuel/s
Conservation; conserve
Pollution; pollute
Gemstone
Recycling
ESS 3.3 Some of Earth’s resources are limited.
SIA 3.2 Plan simple investigations.
SIA 3.5 Communicate about observations, investigations and
explanations.
WRITING STANDARDS
W 3.1.1 Provide reasons that support the opinion.
W 3.1.2 Use linking words and phrases (e.g., because, therefore,
since) to connect opinion and reason.
W 3.4 With guidance and support from adults, produce writing
in which the development and organization are
appropriate to task and purpose.
W 3.10 Recall routinely over extended time frames (time for
research, reflection, and revision) and shorted time frames
(a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
Science
Unit III Theme: Earth’s Resources
Lesson 1 Essential Question: What Are Some Natural
Resources?
Catholic Identity
What natural resources are evidence of God’s creations?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 3 DAYS
Standard Description Content Academic Vocabulary
ESS 3.3 Some of Earth’s resources are limited.
Keeping track of amount of
paper used by students
Display data on a graph
Conserving natural resources
Ways to conserve
Conserve
Recycling SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.4 Use appropriate mathematics with data to construct
reasonable explanations.
SIA 3.5 Communicate about observations, investigations and
explanations.
SIA 3.6 Review and ask questions about the observations and
explanation of others.
Science
Unit III Theme: Earth’s Resources
Lesson 2 Essential Question: How Can We Conserve
Resources?
Catholic Identity
How can we protect God’s natural resources?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 7 DAYS
Standard Description Content Academic Vocabulary
ESS 3.1 Earth’s nonliving resources have specific properties.
Similarities and differences
between rocks and minerals
Relationship between rocks and
minerals
Different types of rocks
Explain the Rock Cycle.
Mineral
Rock
Igneous rock
Gneiss
Limestone
Sandstone
Granite
Sedimentary rock
Metamorphic rock
Volcanoes
Lava
Rock cycle
SIA 3.2 Plan simple investigations.
SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.5 Communicate about observations, investigations and
explanations.
WRITING STANDARDS
W 3.3.1 Provide reasons that support the opinion.
W 3.3.2 Use dialogue and descriptions of actions, thoughts, and
feelings to develop experiences and events or show the
response of characters to situations.
Science
Unit III Theme: Earth’s Resources
Lesson 3 Essential Question: What Are Minerals and Rocks?
Catholic Identity
Why is the reference between a Rock and Catholic Church?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 7 DAYS
Standard Description Content Academic Vocabulary
ESS 3.1 Earth’s nonliving resources have specific properties.
Define/explain soil
Identify soil as a natural
resource
Formation of soil
Compare/contrast
different types of soil
Explain topsoil
The importance of soil
Four ingredients of soil:
water, air, tiny rocks,
decomposed plants
Compare/contrast soil vs.
dirt
Three kinds of soil
particles: sand, silt, clay.
Soil
Humus
Sand
Silt
Clay
Nutrients
Topsoil
Compost
Dirt
Subsoil
Bedrock
ESS 3.3 Some of Earth’s resources are limited.
SIA 3.2 Plan simple investigations.
SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.4 Use appropriate mathematics with data to construct
reasonable explanations.
WRITING STANDARDS
W 3.2.1 Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
W 3.2.2 Develop the topic with facts, definitions, and details.
ELA STANDARDS
L 3.4.4 Use glossaries or beginning dictionaries, both print and
digital, to determine or clarify the precise meaning of key
words and phrases.
Science
Unit III Theme: Earth’s Resources
Lesson 4 Essential Question: What is Soil?
Catholic Identity
What is Grace?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 3 DAYS
Standard Description Content Academic Vocabulary
ESS 3.1 Earth’s nonliving resources have specific properties.
Properties of soil
including color and
texture
Properties of soil
Geologist
SIA 3.1 Observe and ask questions about the natural environment.
SIA 3.2 Plan and conduct simple investigations.
SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.5 Communicate about observations, investigations and
explanations.
Science
Unit III Theme: Earth’s Resources
Lesson 5 Essential Question: How Can We Examine
Properties?
Catholic Identity
What is the best way to examine our conscience?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3
S. T. E. M.
Unit III Theme: Earth’s Resources
Unit III Objective: Recycling
Standard Description Content Academic Vocabulary
ESS 3.3 Some of Earth’s resources are limited.
Explain how recycling can help
nonrenewable resources
Identify problems caused by
technology
Propose solutions to problems
caused by technology.
Aluminum
Recycling
Fossil fuels
Properties
Reduce
SIA 3.2 Plan and conduct simple investigations.
SIA 3.5 Communicate about observations, investigations and
explanations.
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 5 DAYS
Standard Description Content Academic Vocabulary
LS 3.1
Offspring resemble their parents and each other.
Define Life Cycle and Plant
Life Cycle
Explain flowering plants and
the purpose of flowers
Explain in flowering plants
seeds are held in fruits
Explain in coniferous plants,
seeds are held in cones
Dispersion of seeds
Reproduction of non-seed
bearing plants
Life cycle
Germinate
Flower
Reproduce
Cone/s
Pollen
Pollination
Spore/s
Seeds
LS 3.3 Plants and animals have life cycles that are part of their
adaptations for survival in their natural environment.
SIA 3.1 Observe and ask questions about the natural environment.
SIA 3.2 Plan and conduct simple investigations.
SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.4 Use appropriate mathematics with data to construct
reasonable explanations.
SIA 3.5 Communicate about observations, investigations and
explanations.
WRITING STANDARDS
W 3.3.1 Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds
naturally.
Science
Unit IV Theme: Living Things Grow and Change
Lesson 1 Essential Question: What Are Some Plant Life
Cycles?
Catholic Identity
What are some ways we can take care of God’s creation of plants?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
W 3.3.2 Use dialogue and descriptions of actions, thoughts, and
feelings to develop experiences and events or show the
response of characters to situations.
W 3.4 With guidance and support from adults, produce writing
in which the development and organization are
appropriate to task and purpose.
W 3.10 Recall routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 7 DAYS
Standard Description Content Academic Vocabulary
LS 3.1
Offspring resemble their parents and each other.
Explain the term “life cycle”
Explain the following about life
cycle:
Hatching or birth
Growth
Development
Maturity
Reproduction
Explain and describe different
life cycles of animals
Describe metamorphosis:
Complete metamorphosis
Incomplete metamorphosis
Explain results of diversity in
reproduction
Metamorphosis
Tadpole
Larva
Pupa
Lay eggs
Mammals
Egg mass
Inherit/ed
Traits
Diversity
LS 3.2 Individuals of the same kind differ in their traits and
sometimes the differences give individuals an advantage
in surviving and reproducing.
LS 3.3 Plants and animals have life cycles that are part of their
adaptations for survival in their natural environment.
SIA 3.1 Observe and ask questions about the natural environment.
SIA 3.2 Plan and conduct simple investigations.
SIA 3.5 Communicate about observations, investigations and
explanations.
READING STANDARDS
RF 3.4.2 Read grade-level prose and poetry orally with accuracy,
appropriate rate, and expression.
WRITING STANDARDS
W 3.5 With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising,
and editing.
Science
Unit IV Theme: Living Things Grow and Change
Lesson 2 Essential Question: What Are Some Animal Life
Cycles?
Catholic Identity
How can we make our faith grow?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 2 DAYS
Standard Description Content Academic Vocabulary
LS 3.1 Offspring resemble their parents and each other.
Observation of a bean seed
Display data on a graph
Observe/ation
Investigate
Draw conclusions
SIA 3.1 Observe and ask questions about the natural environment.
SIA 3.2
Plan and conduct simple investigations.
SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.5 Communicate about observations, investigations and
explanations.
SIA 3.6 Review and ask questions about the observations and
explanation of others.
Science
Unit IV Theme: Living Things Grow and Change
Lesson 3 Essential Question: How Do Living Things
Change?
Catholic Identity
How can you change to always improve your action towards
others?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 5 DAYS
Standard Description Content Academic Vocabulary
LS 3.2 Individuals of the same kind differ in their traits and
sometimes the differences give individuals an advantage
in surviving and reproducing.
Define and explain
Adaptation
Camouflage
Mimicry
Explain how adaptation helps
plants and animals in their
environment.
Adaptation
Camouflage
Mimicry
Quills
Frill
Environment
SIA 3.1 Observe and ask questions about the natural environment.
SIA 3.2
Plan and conduct simple investigations.
SIA 3.5 Communicate about observations, investigations and
explanations.
WRITING STANDARDS
W 3.3.1 Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds
naturally.
W 3.3.2 Use dialogue and descriptions of actions, thoughts, and
feelings to develop experiences and events or show the
response of characters to situations.
W 3.3.3 Use temporal words and phrases to signal event order.
Science
Unit IV Theme: Living Things Grow and Change
Lesson 4 Essential Question: What Are Structural
Adaptations?
Catholic Identity
Why is it important we choose our friends wisely?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
W 3.3.4 Provide a sense of closure.
W 3.10 Recall routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 2 DAYS
Standard Description Content Academic Vocabulary
LS 3.2 Individuals of the same kind differ in their traits and
sometimes the differences give individuals an advantage
in surviving and reproducing.
Discuss why frogs’ sticky
tongues are an adaptation
Explain how adaptations help
with survival in the
environment.
SIA 3.1 Observe and ask questions about the natural environment.
SIA 3.2
Plan and conduct simple investigations.
SIA 3.5 Communicate about observations, investigations and
explanations.
SPEAKING/LISTENING
SL 3.1 Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 3 topics and texts, building on others’
ideas and expressing their own clearly.
SL 3.4 Report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
Science
Unit IV Theme: Living Things Grow and Change
Lesson 5 Essential Question: How Can We Model A
Physical Adaptation?
Catholic Identity
How can you model yourself after Saints?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 5 DAYS
Standard Description Content Academic Vocabulary
LS 3.1 Offspring resemble their parents and each other.
Define and explain
Hibernate
Migrate
Compare/contrast instinctive to
learned behaviors.
Adaptation
Camouflage
Mimicry
Quills
Frill
Environment
SIA 3.5
Communicate about observations, investigations and
explanations.
SIA 3.6 Review and ask questions about the observations and
explanation of others.
WRITING STANDARDS
W 3.2.1 Introduce a topic and group related information together;
include illustrations when useful to aiding
comprehension.
W 3.2.2 Develop the topic with facts, definitions, and details.
W 3.2.4 Provide a concluding statement or section.
Science
Unit IV Theme: Living Things Grow and Change
Lesson 6 Essential Question: What Are Behavioral
Adaptations?
Catholic Identity
Why do we sometimes have to change our behavior?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3
S. T. E. M
Unit IV Theme: Living Things Grow and Change
Unit IV Objective: Food Preservation
Standard Description Content Academic Vocabulary
SIA 3.1 Observe and ask questions about the natural environment.
Describe how technology is
used to preserve food
Explain the changes of food
preservation over the ages.
Spoil/ing
Preserve/ation
Ice box
Jarring/canning
Sealing
SIA 3.2 Plan and conduct simple investigations.
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT – 5 DAYS
Standard Description Content Academic Vocabulary
PS 3.1 All objects and substance in the natural world are
composed of matter.
Describe some physical
properties of matter
Measure and compare mass of
solids and liquids
Measure and compare the
temperature of solids and
liquids.
Matter
Physical property
Mass
Volume
Temperature
Texture
Form
Pan balance
Graduated cylinder
Milliliter
Sink/float
Anchor
Fahrenheit
Celsius
Grams
PS 3.2 Matter exists in different states, each of which has
different properties.
SIA 3.2 Plan and conduct simple investigations.
SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.5 Communicate about observations, investigations and
explanations.
WRITING STANDARDS
W 3.2.1 Introduce a topic and group related information together;
include illustrations when useful to aiding
comprehension.
W 3.2.2 Develop the topic with facts, definitions, and details.
W 3.7 Conduct short research projects that build knowledge
about a topic.
Science
Unit V Theme: Properties of Matter
Lesson 1 Essential Question: What Are Some Physical
Properties?
Catholic Identity
What are some physical signs of your religion?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 4 DAYS
Standard Description Content Academic Vocabulary
PS 3.2 Matter exists in different states, each of which has
different properties.
Measure, test and record
physical property of magnetism
Observe magnetism on objects
Collect/analyze information
using magnets
Construct a table from tools and
technology to:
Organize
Examine
Evaluate measured data
Magnetism
Electromagnet
Patterns
Attraction
Metallurgist
Metals
PS 3.3 Heat, electrical energy, light, sound and magnetic energy
are forms of energy.
SIA 3.1 Observe and ask questions about the natural environment.
SIA 3.2 Plan and conduct simple investigations.
SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.4 Use appropriate mathematics with data to construct
reasonable explanations.
SIA 3.5 Communicate about observations, investigations and
explanations.
WRITING STANDARDS
W 3.2.1 Introduce a topic and group related information together;
include illustrations when useful to aiding
comprehension.
Science
Unit V Theme: Properties of Matter
Lesson 2 Essential Question: How Can We Measure
Magnetism?
Catholic Identity
How can we measure kindness?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
W 3.2.2 Develop the topic with facts, definitions, and details.
W 3.5 With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising,
and editing.
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 4 DAYS
Standard Description Content Academic Vocabulary
PS 3.2 Matter exists in different states, each of which has
different properties.
Estimate data
Measure data
Use numbers in data
Compare data
Gather data
Record data
Record
Analyze
Draw conclusions SIA 3.1 Observe and ask questions about the natural environment.
SIA 3.2 Plan and conduct simple investigations.
SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.4 Use appropriate mathematics with data to construct
reasonable explanations.
SIA 3.5 Communicate about observations, investigations and
explanations.
SIA 3.6 Review and ask questions about the observations and
explanation of others.
Science
Unit V Theme: Properties of Matter
Lesson 3 Essential Question: What Physical Properties Can
We Observe?
Catholic Identity
What physical signs can we observe at Mass?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 3 DAYS
Standard Description Content Academic Vocabulary
PS 3.2 Matter exists in different states, each of which has
different properties.
Experiment: measuring
temperatures of solid and
liquids
Thermometer
Accurate
Analyze
SIA 3.1 Observe and ask questions about the natural environment.
SIA 3.2 Plan and conduct simple investigations.
SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.4 Use appropriate mathematics with data to construct
reasonable explanations.
SIA 3.5 Communicate about observations, investigations and
explanations.
SIA 3.6 Review and ask questions about the observations and
explanation of others.
Science
Unit V Theme: Properties of Matter
Lesson 4 Essential Question: How Is Temperature
Measured?
Catholic Identity
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 4 DAYS
Standard Description Content Academic Vocabulary
PS 3.2 Matter exists in different states, each of which has
different properties.
Change in state
Properties of: solids, liquids and
gases
Evaporation
Condensation
Solid
Liquid
Gas
Fluid
Freezing
Degrees
Igloo
Hail
Boiling
Evaporation
Condensation
SIA 3.2 Plan and conduct simple investigations.
SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.5 Communicate about observations, investigations and
explanations.
WRITING STANDARDS
W 3.3.1 Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds
naturally.
W 3.3.2 Use dialogue and descriptions of actions, thoughts, and
feelings to develop experiences and events or show the
response of characters to situations.
W 3.4 With guidance and support from adults, produce writing
in which the development and organization are
appropriate to task and purpose.
Science
Unit V Theme: Properties of Matter
Lesson 5 Essential Question: What Are The States of
Matter?
Catholic Identity
What are the Sacraments of the Church?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
W 3.10 Recall routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
READING STANDARDS
RF 3.4.3 Use context to confirm or self-correct word recognition
and understanding, rereading as necessary.
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 5 DAYS
Standard Description Content Academic Vocabulary
PS 3.2 Matter exists in different states, each of which has
different properties.
Estimate data
Measure data
Use numbers in data
Compare data
Gather data
Record data
Record
Analyze
Draw conclusions SIA 3.2 Plan and conduct simple investigations.
SIA 3.5 Communicate about observations, investigations and
explanations.
WRITING
W 3.2.1 Introduce t topic and group related information together;
include illustrations when useful to aiding
comprehension.
W 3.2.2 Develop the topic with facts, definitions, and details.
W 3.4 With guidance and support from adults, produce writing
in which the development and organization are
appropriate to task and purpose.
W 3.10 Recall routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
Science
Unit V Theme: Properties of Matter
Lesson 6 Essential Question: What Are Some Changes To
Matter?
Catholic Identity
Why do we somehow need to change our behavior?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
SPEAKING/LISTENING
SL 3.3 Ask and answer questions about information from a
speaker, offering appropriate elaboration and detail.
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3
S. T. E. M.
Unit V Theme: Properties of Matter
Unit V Objective: Natural Resources and Technology – Float your Boat
Standard Description Content Academic Vocabulary
PS 3.2 Matter exists in different states, each of which has
different properties.
5 steps of engineering to design
an floating boat using natural
resources
Apply scientific concept of
buoyancy
Resources
Strategies
SIA 3.2 Plan and conduct simple investigations.
SIA 3.5 Communicate about observations, investigations and
explanations.
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 5 DAYS
Standard Description Content Academic Vocabulary
PS 3.3 Heat, electrical energy, light, sound and magnetic energy
are forms of energy.
Define energy
Compare/contrast potential and
kinetic energy
Identifying types of energy
Ways energy can cause motion
or create change.
Energy
Potential energy
Mechanical energy
Kinetic energy
Electrical energy
Light energy
Heat energy
SIA 3.2 Plan and conduct simple investigations.
SIA 3.3 Employ simple equipment and tools to gather data and
extend the senses in a scientific investigation.
SIA 3.4 Use appropriate mathematics with data to construct
reasonable explanations.
SIA 3.5 Communicate about observations, investigations and
explanations.
WRITING STANDARDS
W 3.2.1 Introduce a topic and group related information together;
include illustrations when useful to aiding
comprehension.
W 3.2.2 Develop the topic with facts, definitions, and details.
W 3.2.4 Provide a concluding statement or section.
Science
Unit VI Theme: Energy
Lesson 1 Essential Question: What Are Some Forms Of
Energy?
Catholic Identity
What kind of energy do you get from doing the right things?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 5 DAYS
Standard Description Content Academic Vocabulary
PS 3.3 Heat, electrical energy, light, sound and magnetic energy
are forms of energy.
Define sound
Describe the relationship
between:
Vibration
Speed
Pitch
Describe the relationship
between vibration, distance and
volume.
Energy
Sound
Vibrate/ing
Pitch
Tuning fork
Clappers
SIA 3.2 Plan and conduct simple investigations.
SIA 3.5 Communicate about observations, investigations and
explanations.
WRITING
W 3.3.1 Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds
naturally.
Science
Unit VI Theme: Energy
Lesson 2 Essential Question: What Is Sound?
Catholic Identity
Why is praying out loud much like singing praises to God?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 2 DAYS
Standard Description Content Academic Vocabulary
PS 3.1 All objects and substance in the natural world are
composed of matter.
Properties of vibration
Hypothesis
Record data
SIA 3.1 Observe and ask questions about the natural environment.
SIA 3.2 Plan and conduct simple investigations.
SIA 3.5 Communicate about observations, investigations and
explanations.
Science
Unit VI Theme: Energy
Lesson 3 Essential Question: How Are Sounds Changed?
Catholic Identity
Why do we change our petition of prayers?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 5 DAYS
Standard Description Content Academic Vocabulary
PS 3.3 Heat, electrical energy, light, sound and magnetic energy
are forms of energy.
The Path of Light
Define:
Reflect
Refract
Absorb
Shadows
Absorb
Shadow
Reflect/ion
Refract/ion
Bend
Binoculars
Telescope
Lenses
SIA 3.2 Plan and conduct simple investigations.
SIA 3.5 Communicate about observations, investigations and
explanations.
WRITING STANDARDS
W 3.3.1 Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds
naturally.
Science
Unit VI Theme: Energy
Lesson 4 Essential Question: How Does Light Move?
Catholic Identity
How does faith move people?
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 4 DAYS
Standard Description Content Academic Vocabulary
PS 3.3 Heat, electrical energy, light, sound and magnetic energy
are forms of energy.
Define:
Heat
Temperature
How heat is produced
Production of light
Heat
Temperature
SIA 3.2 Plan and conduct simple investigations.
SIA 3.5 Communicate about observations, investigations and
explanations.
WRITING STANDARDS
W 3.7 Conduct short research projects that build knowledge
about a topic.
W 3.8 Recall information from experiences or gather
information from print and digital sources; take brief
notes on sources and sort evidence into provided
categories.
Science
Unit VI Theme: Energy
Lesson 5 Essential Question: What Are Some Heat
Sources?
Catholic Identity
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3 EIT = 4 DAYS
Standard Description Content Academic Vocabulary
PS 3.1 All objects and substance in the natural world are
composed of matter.
Friction
Reducing friction
Friction
Static
Kinetic energy
Potential energy
Electrical energy
Energy
SIA 3.1 Observe and ask questions about the natural environment.
SIA 3.2 Plan and conduct simple investigations.
SIA 3.5 Communicate about observations, investigations and
explanations.
SIA 3.6 Review and ask questions about the observations and
explanation of others.
Science
Unit VI Theme: Energy
Lesson 6 Essential Question: Where Can Heat Come From?
Catholic Identity
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3
S. T. E. M.
Unit VI Theme: Energy
Unit VI Objective: Making a Musical Instrument
Standard Description Content Academic Vocabulary
PS 3.3 Heat, electrical energy, light, sound and magnetic energy
are forms of energy.
5 Steps of engineering design
process to make a musical
instrument
Understand how sound is made
and travels
ARCHDIOCESE OF CINCINNATI – SCIENCE CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught. Science - 2016 Archdiocese of Cincinnati
GRADE 3
S. T. E. M.
Unit VI Theme: Energy
Unit VI Objective: CALL ME – Design a New Phone
Standard Description Content Academic Vocabulary
PS 3.3 Heat, electrical energy, light, sound and magnetic energy
