Grade 3 Science - Jefferson Parish Public School...

Page 1

JEFFERSON PARISH PUBLIC SCHOOL SYSTEM

Grade 3 Science

2015

Scope, Sequence, Timeline

Correlation to Grade Level Expectations, Benchmarks, the

Louisiana Comprehensive Curriculum and Textbook

Revised 2015

Cathie Smith

2

Instructions for use:

The book used in the 3

rd grade curriculum is:

Name of Textbook: Macmillan McGraw-Hill Louisiana Science-A Closer Look

Copyright date: 2012

Cost: $56.67

The 2008 Comprehensive Curriculum (Page Numbers are given for the activities) LCC can be accessed on the Louisiana Department of

Education website at www.louisianabelieves.com

Important: Using the Louisiana Comprehensive Curriculum activities will assure you that you will be applying and using the Science as

Inquiry GLEs and the Content GLEs.

LCC Features:

BLM: Black Line Masters [Note: Not all activities have a BLM]

Literacy Strategies [Note: Not all activities have Literacy Strategies] Directions: Any activity that has a literacy strategy has a built

in link to the literacy strategy in the 2008 Comprehensive Curriculum.

Activities Specific Assessments (These activities are located at the end of each unit.) [Note: Not all activities have Activity Specific

Assessments]

There are also activities in the textbook that may cover the Science as Inquiry and Content GLEs. These textbook activities are listed in this

document.

Online Resources: ConnectED Master Access Codes – Codes can be redeemed at

http://connected.mcgraw-hill.com/

o Louisiana Science A Closer Look Grade 3 Teacher Edition TYWO-E4PN-4BZZ-8B9B

o Louisiana Science A Closer Look Grade 3 Student Edition Z5FK-4GR4-PMMT-2JW1 (Note – This student code is NOT to

share with students. It is for the teacher to have online access to a student edition of the text. Once registering online, student

codes will be generated to share with students.)

McGraw Hill Technical Support : 1-800-437-3715 or [email protected]

http://connected.mcgraw-hill.com/

mailto:[email protected]

Revised 2015

Cathie Smith

3

Grade Level Expectations for Third Grade Science

Science as Inquiry The Abilities to Do Scientific Inquiry

1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1)

2. Pose questions that can be answered by using students’ own observations, scientific knowledge, and testable scientific investigations (SI-E-A1)

3. Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2)

4. Predict and anticipate possible outcomes (SI-E-A2)

5. Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) (SI-E-A2)

6. Use the five senses to describe observations (SI-E-A3)

7. Measure and record length, temperature, mass, volume, and area in both metric system and U.S. system units (SI-E-A4)

8. Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of

measurement to observe and collect data (SI-E-A4)

9. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as

appropriate (SI-E-A5) (SI-E-B4)

10. Combine information, data, and knowledge from one or more of the science content areas to reach a conclusion or make a prediction (SI-E-A5)

11. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals,

reports, presentations, exhibitions, portfolios) (SI-E-A6)

12. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7)

Understanding Scientific Inquiry

13. Identify questions that need to be explained through further inquiry (SI-E-B1)

14. Distinguish between what is known and what is unknown in scientific investigations (SI-E-B1)

15. Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-B3)

16. Describe procedures and communicate data in a manner that allows others to understand and repeat an investigation or experiment (SI-E-B5)

17. Explain and give examples of how scientific discoveries have affected society (SI-EB6)

Physical Science Properties of Objects and Materials

18. Compare and classify objects on properties determined through experimentation (e.g., ability to conduct electricity, tendency to float or sink in

water) (PS-E-A1)

19. Select the appropriate metric system and U.S. system tools for measuring length, width, temperature, volume, and mass (PS-E-A2)

20. Measure temperature by using Fahrenheit and Celsius thermometers and compare results (PS-E-A2)

21. Compare common objects and identify the original material from which they are made (e.g., paper, pencil, comb) (PS-E-A3)

22. Investigate and explain conditions under which matter changes physical states: heating, freezing, evaporating, condensing, boiling (PS-E-A4)

Revised 2015

Cathie Smith

4

Position and Motion of Objects

23. Demonstrate how force is a push or a pull by using students’ bodies, toy cars, or balls (PS-E-B2)

24. Explain how the amount and direction of force exerted on an object (e.g., push, pull, friction, gravity) determine how much the object will move

(PS-E-B2)

25. Observe and analyze motion and position of objects over time (e.g., shadows, apparent path of the Sun across the sky) (PS-E-B3)

26. Explain the effect of varying amounts of force on the motion of an object (PS-E-B4)

Forms of Energy

27. Use the words high/low to compare the pitch of sound and the words loud/soft to compare the volume (amplitude) of sound (PS-E-C1)

28. Describe the reflection/absorption properties of various colored objects (PS-E-C2)

29. Determine which materials insulate best by using experimental data (PS-E-C3)

30. Demonstrate and explain the movement of electricity in closed and open circuits (PS-E-C4)

31. Compare and describe the common forms of energy and explain how they are used in everyday life (e.g., light, electricity, heat, mechanical)

(PS-E-C6)

32. Give examples of how energy can be used to move or lift objects (PS-E-C6)

33. Identify simple machines and the tasks they make possible (PS-E-C6)

Life Science Characteristics of Organisms

34. Describe what the human body needs to grow and be healthy (LS-E-A1)

35. Compare structures (parts of the body) in a variety of animals (e.g., fish, mammals, reptiles, amphibians, birds, insects) (LS-E-A3)

36. Compare structures (e.g., roots, leaves, stems, flowers, seeds) and their functions in a variety of plants (LS-E-A3)

37. Describe how plant structures enable the plant to meet its basic needs (LS-E-A3)

38. Classify groups of organisms based on common characteristics (LS-E-A4)

39. Compare organisms from different groups (e.g., birds with mammals, terrestrial plants with aquatic plants) (LS-E-A4)

40. Explain how the organs of the digestive system function (LS-E-A5)

41. Describe how the components of the skeletal system function (LS-E-A5)

42. Describe the relationship between eating habits and maintaining a healthy body (LSE-A6)

43. Identify a meal that includes representatives from each group of the food pyramid (LS-E-A6)

Life Cycles of Organisms

44. Graph, analyze, and interpret personal and class data (LS-E-B4)

Revised 2015

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5

Earth and Space Science Properties of Earth Materials

45. Recognize and describe that rock is composed of different combinations of minerals (ESS-E-A1) (ESS-E-A5)

46. Describe earth processes that have affected selected physical features in students’ neighborhoods (e.g., rusting, weathering, erosion) (ESS-E-A1)

47. Describe the difference between weather and climate (ESS-E-A2)

48. Identify examples of the processes of a water cycle (e.g., evaporation, condensation, precipitation, collection of runoff) (ESS-E-A3)

49. Describe climate patterns from recorded weather conditions over a period of time (ESS-E-A4)

50. Compare and group common rocks according to their characteristics (i.e., igneous, metamorphic, sedimentary) (ESS-E-A5)

51. Identify and compare the components found in soil (ESS-E-A6) (ESS-E-A1)

52. Identify characteristics of selected fossils and explain how fossil records are used to learn about the past (ESS-E-A7)

Objects in the Sky

53. Identify, in order, the planets of the solar system (ESS-E-B1)

54. Describe the patterns of apparent change in the position of the Sun (ESS-E-B2)

55. Explain the results of the rotation and revolution of Earth (e.g., day and night, year) (ESS-E-B4)

56. Compare shadow direction and length at different times of day and year (ESS-E-B4)

Science and the Environment 57. Describe the interrelationships of living (biotic) and nonliving (abiotic) components within various ecosystems (e.g., terrarium, swamp, backyard)

(SE-E-A1)

58. Describe how humans have had negative and positive effects on organisms and their environments (SE-E-A3) (SE-E-A5)

59. Classify manufactured products according to the natural resources from which they are made (e.g., copper wire from copper ore, plastic from

petroleum) (SE-E-A4)

60. Explain how renewable and nonrenewable resources can be replenished or depleted (SE-E-A4)

61. Explain how selected animals once classified as endangered have recovered (SE-EA5)

62. Identify animals in Louisiana that have recovered and that are no longer considered endangered (SE-E-A5)

Revised 2015

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6

Third Grade Suggested Time Line

First Nine Weeks: Unit 1: Measuring and Describing Matter & Materials............................................................3 weeks

Unit 2: Energy.………………………..................................................................................4 weeks

Second Nine Weeks: Unit 3: Forces and Motion………………………...................................................................2 weeks

Unit 4: Rocks, Soil and Change..…………………………………………………………………2 weeks

Third Nine Weeks: Unit 5: Plants and Animals………………………………………………………………………....3 weeks

Unit 6: The Solar System …………………………………….……………………………….…...1 week

Fourth Nine weeks: Unit 7: The Environment ……………………………………….…………..………….…….…….1 week

Unit 8: Weather Patterns…………..…………………………………………...……….……….....2 weeks

Note: 1 week = Approximately 5 instructional periods of 45 minutes per period

NOTE:

LABORATORIES AND HANDS-ON ACTIVITIES SHOULD BE AN INTEGRAL PART OF ALL SCIENCE COURSES.

Revised 2015

Cathie Smith

7

Unit 1:

Measuring and Describing Matter

and Materials

Revised 2015

Cathie Smith

8

Benchmarks

Unit 1: GLEs

Grade Level Expectation

Comprehensive

Curriculum

Unit 1: Measuring and Describing

Matter and Materials

Activities

From

Comprehensive

Curriculum

Activities From

Textbook,

Workbook

Or

Science Inquiry

Lesson Plans

Readings

From

Textbook

Or

Workbook

PS-E-A2: Measuring properties of objects

using appropriate materials,

tools and technology

SI-E-A7:

Explain and give examples if

how scientific discoveries have

affected society

*PS- 19 Select the appropriate metric

system and U.S. system tools for

measuring length, width, temperature,

volume, and mass

*SI- 12 Identify and use appropriate

safety procedures and equipment when

conducting investigations (e.g., gloves,

goggles, hair ties)

►Activity 1:

Safety Matters p.3

Literacy

Strategy-

Description p. 3

Safety Tips

Text p. 16-17

Inquiry Activity

How can you

measure length?

Text p. 31

Quick Lab

Measure mass and

Volume

Text p. 35

Skill Builder

Inquiry Skill:

Measure

Text p. 58-49

► See 3rd

grade

Science Inquiry

Lesson Plans 5,7,8,9

How is matter

measured?

Text p. 32-33

How do we measure

mass?

Text. P. 34-35

Tools of Science

Reference Handbook

Teacher’s Manual

R1

Revised 2015

Cathie Smith

9

Benchmarks

GLEs


Comprehensive

Curriculum



Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

PS-E-A2:

Measuring properties of objects



SI-E-A2: Planning and/or designing and

conducting a scientific

investigation

SI-E-A4: Employing equipment and tools

to gather data and extend the

sensory observations.




volume, and mass

*SI-5 Use a variety of methods and

materials and multiple trials to

investigate ideas (observe, measure,

accurately record data)

*SI-7 Measure and record length,

temperature, mass, volume, and area in

both metric and US system units.

*PS-20 Measure temperature by using

Fahrenheit and Celsius thermometers

and compare results

►Activity 2:

Finding a Standard

p. 4

Literacy

Strategy-

Description p. 4

Science Essentials

Elementary Level

Unit 1 Methods and

Measurement,

Lessons 5 p. 17-18

► See 3rd

grade

Science Inquiry

Lesson Plans

2,3,4,7,8,9, 12

Revised 2015

Cathie Smith

10

Benchmarks

GLEs


Comprehensive

Curriculum



Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

PS-E-A2: Measuring properties of objects



SI-E-A2:

Planning and/or designing and


investigation

PS-E-A2:




ESS-E-A4: Investigating, observing

measuring and describing

changes in daily weather

patterns and phenomenon.

*PS-19 Select the appropriate metric



volume, and mass





*PS-20 Measure temperature by using

Fahrenheit and Celsius thermometers

and compare results

*ESS-49 Describe climate patterns from

recorded weather conditions over a

period of time

►Activity 3:

Measuring Temp

p. 5-6

Literacy

Strategy-

Description (Comp.

Curr. p. 5)

►BLM:

Student Temp. Data

Sheet

►BLM:

Class Temp. Graph

►BLM:

Weather Journal

Activity Specific

Assessment

Weather Journal

(Comp Curr p. 13)

Inquiry Activity

What happens when

ice is heated?

Text p. 41

Quick Lab

Condense Water

Vapor

Text p. 45

Writing Link

Text p. 47

Math Link

Text p. 47

► See 3rd

grade

Science Inquiry

Lesson Plans

2,3,4,5,7,8,9

What happens when

matter is heated?

Text p. 42-43

What happens when

matter is cooled?

Text p. 44-45

How does the Sun

change matter?

Text p. 46-47

Revised 2015

Cathie Smith

11

Benchmarks

GLEs


Comprehensive

Curriculum



Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

PS-E-A2:

Measuring properties of

objects using appropriate

materials, tools and technology



investigation

SI-E-A4: Employing equipment and tools






volume, and mass

*SI- 3 Use observations to design and

conduct simple investigations or

experiments to answer testable questions

* SI-5 Use a variety of methods and




* SI-7 Measure and record length,

temperature, mass, volume, and area in

both metric system and U.S. system

units

►Activity 4:

Measuring Mass

p. 6-7

Literacy

Strategy-

Description (Comp.

Curr. p. 6)

Activity Specific

Assessment

(Comp. Curr. p. 13)

Quick Lab

Measure mass and

volume

Text p. 35

Math Link

Text p. 37

Social Studies Link

Text p. 37

Science Essentials

Elementary Level

Lesson 10 p. 39-42

► See 3rd

grade

Science Inquiry

Lesson Plans 2,5, 7,

8,9

How do we measure

mass?

Text p. 34-35

How do we measure

temperature?

Text p. 36-37

Revised 2015

Cathie Smith

12

Benchmarks

GLEs


Comprehensive

Curriculum



Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

PS-E-A2:




PS-E-A3:

Observing and describing the

objects by the properties of

the materials from which they

are made paper, wood, metal)

SI-E-A4:

Employing equipment and tools



*PS-19 Select the appropriate metric



volume, and mass

*PS-21 Compare common objects and

identify the original material from

which they are made

*SI-8 Select and use developmentally

appropriate equipment and tools (e.g.,

magnifying lenses, microscopes,

graduated cylinders) and units of

measurement to observe and collect data

►Activity 5:

Measuring Capacity?

p. 7-8

Literacy

Strategy- Description (Comp.

Curr. p. 7)

► See 3rd

grade

Science Inquiry

Lesson Plans 4,5,9

PS-E-A3:


objects by the properties of

the materials from which they

are made paper, wood, metal)



investigation

*PS-21 Compare common objects and

identify the original material from

which they are made

*SI-4 Predict and anticipate possible

outcomes

*SI-3 Use observations to design and


experiments to answer testable question

►Activity 6:

What Are Things

Made Of? p. 8-9

►BLM:

What Are Things

Made Of?

Quick Lab

Text p. 25

► See 3rd grade

Science Inquiry

Lesson Plans 4,5

Revised 2015

Cathie Smith

13

Benchmarks

GLEs


Comprehensive

Curriculum



Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

PS-E-A4: Describing the properties of the

different states of matter and

identifying the conditions that

cause matter to change states.



investigation

SI-E-A6:

Communicating observations

and experiments in oral and

written formats

SI-E-A7: Utilizing safety procedures

during experiments

ESS-E-A3: Investigating, observing, and

describing how water changes

from one form to another and

interacts with the atmosphere.

*PS-22 Investigate and explain

conditions under which matter changes

physical states: heating, freezing,

evaporating, condensing, boiling




* SI-1 Use a variety of appropriate

formats to describe procedures and to

express ideas about demonstrations or

experiments (e.g., drawings, journals,

reports, presentations, exhibitions,

portfolios

*SI-12 Identify and use appropriate


conducting investigations

► Activity 7:

Changing Matter

p. 9-11

►BLM:

Science

Investigation

Guidelines

►BLM:

Science

Investigation

Rubric

Science Inquiry

Lesson 3: Inferring

Quick lab

Text p. 45

What happens when

matter is heated?

Text p. 42-43

What happens when

matter is cooled?

Text p. 44-45

How does the sun

change matter?

Text p. 46

Revised 2015

Cathie Smith

14

Benchmarks

GLEs


Comprehensive

Curriculum



Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

PS-E-A4:

Describing the properties of the

different states of matter and

identifying the

conditions that cause

matter to change states.

SI-E-A3: Communicating that observations

are made with one’s senses.

SI-E-B3: Choosing appropriate equipment to

conduct an experiment

*PS-22 Investigate and explain

conditions under which matter, changes

physical states: heating, freezing,

evaporating, condensing, boiling

*SI-6 Use the five senses to describe

observations.

*SI-15 Distinguish between what is

known and what is unknown in

scientific investigations.

►Activity 8: Using

the Senses for

Matter p. 11

Literacy

Strategy-

Description (Comp.

Curr. p. 11)

Activity Specific

Assessment

(Comp. Curr. p. 13)

► See 3rd grade

Science Inquiry

Lesson Plans

2,3,4,5,6,9,11,15

PS-E-A1: Observing, describing, and

classifying objects by properties

(size, weight, shape, color, texture,

and temperature)


conducting a scientific investigation



*PS-18 Compare and classify objects on

properties determined through

experimentation (e.g., ability to conduct

electricity, tendency to float or sink in

water)

* SI-4 Predict and anticipate possible

outcomes





►Activity 9:

Floating and

Sinking p. 11-12

►BLM:

Float and Sink

►BLM:

Science

Investigation

Guidelines

(Activity 7)

► See 3rd grade

Science Inquiry

Lesson Plans

2,3,4,5,9

Unit resources

P1-2

Lesson Outline

p.1-5

Revised 2015

Cathie Smith

15

Unit 2:

Energy

Revised 2015

Cathie Smith

16

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 2: Energy

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

PS-E-C6: Exploring and describing simple

energy transformation

SI-E-A1:

Asking appropriate questions about

organisms and events in the

environment.



SI-E-A7:

Utilizing safety procedures during

experiments.

PS-E-C6: Exploring and describing simple

energy transformation.

*PS-31 Compare and describe the

common forms of energy and explain

how they are used in everyday life.

*SI-1 Ask questions about objects and

events in the environment (e.g., plants,

rocks, storms)




*SI-13 Identify questions that need to be

explained through further inquiry.

*PS-33 Compare and describe the

common forms of energy and explain

how they are used in everyday life (e.g.,

light, electricity, heat, mechanical)

►Activity 1:

Forms of Energy p.

16- 17

Literacy

Strategy-

Description

►BLM:

Forms of energy

Activity Specific

Assessment

Activity 4 p. 27

Inquiry Activity

What happens to air

when it is heated?

Text p. 57

Quick Lab

Heating Water and

Soil

Text p. 63

► See 3rd grade

Science Inquiry

Lesson Plans

4,11,13

What is energy?

Text p. 58-59

What are some

forms of energy?

Text p. 61

What is heat?

Text p. 62-63

How does heat affect

matter?

Text p. 64-65

PS-E-C1:

Experimenting and communicating

how vibrations of objects produce

sound and how changing the rate of

vibration varies the pitch

*PS-27 Use the words high/low to

compare the pitch of sound and the

words loud/soft to compare the volume

(amplitude) of sound

►Activity 2:

Bottle Challenge p.

17-18

Activity Specific

Assessment p. 27

Inquiry Activity

How can you make

sounds? Text p. 71

Quick Lab

Changing Sounds

Text p. 75

► See 3rd grade

Science Inquiry

Lesson Plans 2, 3, 4,

5, 9, 11, 13

What is sound?

Text p. 72-73

How are sounds

different?

Text p. 74-75

How do you hear

sounds?

Text p. 76-77

Revised 2015

Cathie Smith

17

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 2: Energy

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Or

Science Inquiry

Lesson Plans

Readings

From Textbook

Or

Workbook

PS-E-C1:

Experimenting and communicating

how vibrations of objects produce

sound and how changing the rate

of vibration varies the pitch

*PS-27 Use the words high/low to

compare the pitch of sound and the

words loud/soft to compare the volume

(amplitude) of sound

►Activity 3:

Rubber Band

Guitars p. 18-19

Writing in Science

Text p. 78

Math in Science

Text p. 79

► See 3rd grade

Science Inquiry

Lesson Plans

3,4,5,9,11,13

SI-E-A2:



PS-E-C2:

Investigating and describing how

light travels and what happens when

light strikes an object (reflection,

refraction, and absorption)





*PS-28 Describe the

reflection/absorption properties of

various colored objects

►Activity 4:

Reflector or

Absorber of Heat?

p. 20

►BLM:

Reflector or

Absorber of Heat

Activity

Specific

Assessment p. 27

Focus on Skills

Inquiry Skill:

Experiment

Text p. 68-69

Inquiry Activity

How does light

move? Text p. 81

► See 3rd grade

Science Inquiry

Lesson Plans

1,2,3,4,9,11,12,13

How can you control

the flow of heat?

Text p. 66-67

What is light?

Text p. 82-83

Revised 2015

Cathie Smith

18

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 2: Energy

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

PS-E-C2: Investigating and describing how

light travels and what happens when

light strikes and object (reflection,

refraction and absorption)

PS-E-C6 :

Exploring and

describing simple

energy transformation

SI-E-B6:

Reviewing and asking questions

about the results of investigations

*PS-28 Describe the

reflection/absorption properties of

various colored objects

*PS-32 Give examples of how energy

can be used to move or lift objects

*SI-17 Explain and give examples of

how scientific discoveries have affected

society

►Activity 5:

Solar Cooker p.20-

21

Literacy

Strategy-

Description

►BLM:

Science

Investigation

Guidelines

►BLM:

Science

Investigation

Guidelines Rubric

►BLM:

Solar Cooker Data

Sheet

Activity

Specific

Assessment p. 27

Quick Lab

Mixing colors Text

p. 85

Why can you see

colors?

Text p. 84-85

How do you see?

Text p. 86-87

Reading in Science

Text p. 88-89 (Unit

resource p. 2-36)

Revised 2015

Cathie Smith

19

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 2: Energy

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

SI-E-A1:

Asking appropriate questions about

organisms and events in the

environment.

SI-E-B5: Presenting the results of experiments

PS-E-C3:

Investigating and describing

different ways heat can be produced

and moved from one object to

another by conduction

*SI-2 Pose questions that can be

answered by using students’ own

observations, scientific knowledge, and

testable scientific investigations

*SI-16 Describe procedures and

communicate data in a manner that

allows others to understand and repeat an

investigation or experiment

*PS-29 Determine which materials

insulate best by using experimental data

►Activity 6:

Insulators of Heat

p. 21

Literacy

Strategy-

Description

►BLM:

Science

Investigation

Guidelines

►BLM:

Science

Investigation

Guidelines Rubric

►BLM:

Melting Time

Data Sheet

Quick Lab

Conductors and

Insulators

Text p. 96

►See 3rd grade

Science Inquiry

Lesson Plans

2,3,4,5,9,11,13

What are conductors

and insulators?

Text p. 96-97

Revised 2015

Cathie Smith

20

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 2: Energy

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

PS-E-C3: Investigating and describing

different ways heat can be produced

and moved from one object to

another by conduction

PS-E-C4:

Investigating and

describing how electricity

travels in a circuit.

SI-E-B1: Categorizing questions about what is

known, what is not known and what

questions need to be explained.

SI-E-A5: Using data, including numbers and

graphs to explain observations and

experiments.

*PS-29 Determine which materials

insulate best by using experimental data

*PS- 30 Demonstrate and explain the

movement of electricity in closed and

open circuits

*SI-14 Distinguish between what is

known and what is unknown in scientific

investigations

*SI- 9 Express data in a variety of ways

by constructing illustrations, graphs,

charts, tables, concept maps, and oral and

written explanations as appropriate.

►Activity 7:

Lighting Bulbs

p. 24-25

Literacy

Strategy-

Description

Activity

Specific

Assessment

Activity 7 p. 25

Inquiry Activity

What makes a bulb

light? Text p. 91

► See 3rd grade

Science Inquiry

Lesson Plans 1, 2 , 3

,4, 5, 9, 11 ,12,

13,14,17

What is electrical

charge?

Text p. 92-93

What is electric

current?

Text p. 94-95

Revised 2015

Cathie Smith

21

Unit 3:

Forces and Motion

Revised 2015

Cathie Smith

22

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 3: Forces and Motion

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings from

Textbook

PS-E-B2: Exploring and recognizing that the

position and motion of objects can

be changed by pushing or pulling

(force) over time

PS-E-B3: Describing an object’s motion by

tracing and measuring its position

over time

PS-E-B4: Investigating and describing how the

motion of an object is related to the

strength of the force (pushing or

pulling) and mass of an object

SI-E-A5: Using data, including numbers and


experiments.

*PS-24 Explain how the amount and

direction of force exerted on an object

(e.g., push, pull, friction, gravity)

determine how much the object will

move

*PS-23 Demonstrate how force is a push

or a pull by using students’ bodies, toy

cars, or balls

*PS-25 Observe and analyze motion and

position of objects over time (e.g.,

shadows, apparent path of the Sun across

the sky)

*PS-26 Explain the effect of varying

amounts of force on the motion of an

object

*SI- 9 Express data in a variety of ways



written explanations as appropriate.

►Activity 1:

Moving Objects

p.29-31

Literacy

Strategy-

Description

►BLM:

Moving Objects

Data Sheet

►BLM:

Vocab. Self

Awareness Chart

Quick Lab

Measure Speed Text

p. 112

► See 3rd grade

Science Inquiry

Lesson Plans

2,3,4,5,7,8,9

How can you

describe position?

Text p. 108-109

What is motion?

Text p. 110-111

What is speed?

Text p. 112-113

Revised 2015

Cathie Smith

23

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook




(force) over time



cars, or balls

►Activity 2:

Tennis Ball Roll p.

31-32

►BLM:

View Literacy

Description

►BLM:

Activity-Specific

Assessments

Activity 2 p. 37

► See 3rd grade

Science Inquiry

Lesson Plans 5,8,9

What are forces?

Text p. 118-119

What are types of

forces?

Text p. 120-121




(force) over time

PS-E-B4:

Investigating and describing how the

motion of an object is related to the

strength of the force (pulling or

pushing) and the mass of the object.



*PS 24 Explain how the amount and

direction of force exerted on an object

(e.g., push, pull, friction, gravity)

determine how much the object will

move

*PS 26 Explain the effect of varying

amounts of force on the motion of an

object

* SI 5 Use a variety of methods and




►Activity 3:

Rolling Toy Race

p. 32-33

►BLM:

Science

Investigation

Guidelines

►BLM:

Science

Investigation

Rubric

►BLM:

Rolling Toy Race

Data Sheet

►BLM:

Vocab Self-

Awareness Sheet

Activity

Specific

Assessment

Activity 3 p. 37

Inquiry Activity

How can pushes

affect the way

objects move?

Text p. 117

Quick Lab

Text p. 121

Be a Scientist

Investigation Inquiry

Text p. 124-125

► See 3rd grade

Science Inquiry

Lesson Plans

1,2,3,4,5,8,9,11,12

What is friction?

Text p. 122-123

What is work?

Text p. 128-129

What is energy?

Text p. 130-131

How can energy

change?

Text p. 132-133

Revised 2015

Cathie Smith

24

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Or

Science Inquiry

Lesson Plans

Readings

From Textbook

Or

Workbook

PS-E-B2:

Exploring and recognizing that the



over time

PS-E-C6:

Exploring and describing

simple energy transformation

SI-E-B1:

Categorizing questions into what is

known, what is not known, and what

questions need to be explained.



cars, or balls

*PS-32 Give examples of how energy

can be used to move or lift objects

*PS-33 Identify simple machines and the

tasks they make possible



society

►Activity 4:

Simple Machines

p. 34

►BLM:

Simple Machine

Data Sheet

Activity

Specific

Assessment :

Activity 4 p. 38

Inquiry Activity

What is work?

Text p. 127

Quick Lab

Using Energy

Text p. 131

Skill Builder-

Inquiry skill Infer

Text p. 134-135

Inquiry Activity

How can a simple

machine help you

lift objects?

Text p. 137

Quick Lab

Inclined Planes

Text p. 143

Writing in Science

A very useful

machine text p. 146

Math in Science

Using number

patterns Text p. 147

► See 3rd grade

Science Inquiry

Lesson Plans 2,

5,9,11,17

Reading in Science

Travel through

Space

Text p. 114-115

What are machines?

Text p. 138-139

What are levers?

Text p. 140-141

What are inclined

planes?

Text p. 142-143

How do machines

work together?

Text p. 144-145

Revised 2015

Cathie Smith

25

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

PS-E-B3: Describing an object’s motion by


over time

* PS 25 Observe and analyze motion and



the sky)

►Activity 5:

Movement Over

Time

p. 35-36

Inquiry Activity

How can you

describe an object’s

position?

Text p. 107

► See 3rd grade

Science Inquiry

Lesson Plans 1,3, 4,

5, 9, 11

Revised 2015

Cathie Smith

26

Unit 4:

Rocks, Soil, and Change

Revised 2015

Cathie Smith

27

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 4: Rocks, Soil, and Change

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

ESS-E-A1: Understanding that earth materials

are rocks, minerals, and soils

GLE 45

ESS-E-A5: Observing and communicating that

rocks are composed of various

substances.

SI-E-B3: Choosing appropriate equipment and

tools to conduct an experiment

*ES-45 Recognize an describe that rock

is composed of different combinations of

minerals

*ES-46 Describe earth processes that

have affected selected physical features

in students’ neighborhoods (e.g., rusting,

weathering, erosion)

*SI-15 Recognize that a variety of tools

can be used to examine objects at

different degrees of magnification (e.g.,

hand lens, microscope)

►Activity 1:

Rocks & Rock

Models? p. 41-42

Inquiry Activity

How do a mineral’s

color and mark

compare?

Text p. 164-165

► See 3rd grade

Science Inquiry


10, 11, 13, 15

►Science Essentials

Elementary Level

Earth Science

Lesson 56

p. 251-254

►Science Essentials

Elementary Level

Earth Science

Lesson 51 p.231-234

What are minerals?

Text p. 166-167

What are rocks?

Text p. 168-169

Revised 2015

Cathie Smith

28

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook



substances

SI-E-A2:



*ES-50 Compare and group common

rocks according to their characteristics

(e.g., igneous, metamorphic,

sedimentary)





►Activity 2:

Types of Rocks p.

43

Literacy

Strategy-

►BLM:

Types of Rocks

►BLM:

Vocab Self-

Awareness Sheet

Activity

Specific

Assessment p. 51

Writing in Science

Marble Memorials

Text p. 174

Math in Science

Finding Fractions

Text p. 175

► See 3rd grade

Science Inquiry

Lesson Plans 1,5,8,9

Science Essentials

Elementary Level

Earth Science

Lesson 47

p. 215-218

What are

sedimentary and

metamorphic rocks?

Text p. 170-171

Science Handbook

Teacher’s manual

R10-12





substances

SI-E-B3:

Choosing appropriate equipment and

tools to conduct an experiment

*ES-45 Recognize an describe that rock

is composed of different combinations of

minerals





*SI-15 Recognize that a variety of

tools can be used to examine objects

at different degrees of magnification

(e.g., hand lens, microscope)

►Activity 3:

Rock Detectives p.

44-45

Literacy

Strategy

►BLM:

Rock Detective

Quick Lab

Classify Rocks

Text p. 169

► See 3rd grade

Science Inquiry


4, 5, 8, 9, 12

How do we use

minerals and rocks?

Text p. 172-173

Science Handbook

Teacher’s manual

R7

Revised 2015

Cathie Smith

29

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook









*SI-4 Predict and anticipate possible

outcomes

►Activity 4:

What’s

Happening? p. 45-

47

Literacy

Strategy

Activity

Specific

Assessment p. 51

Inquiry Activity

How can rocks

change in moving

water? Text p. 155

Writing in Science

Missing Noses

Text p. 162

Math in Science

Estimate a Glacier’s

change Text p. 163

What is weathering?

Text p. 156-157

What is erosion?

Text p. 158-159

What is rusting?

Text p. 160-161

ESS-E-A6: Observing and describing variations

in soil



SI-E-A7: Utilizing safety procedures during

experiments.

*ES-51 Identify and compare the

components found in soil

*SI-12 Identify and use appropriate


conducting investigations (e.g., gloves,

goggles, hair ties)

►Activity 5: Soil

Composition p.

39-40

Activity

Specific

Assessment

Inquiry Activity

What makes up soil?

Text p. 177

Quick Lab

Classify Soils

Text p. 181

Skill Builder- Use

Variables

Text p. 184-185

► See 3rd grade

Science Inquiry


5, 8, 9, 11, 12

What is soil?

Text p. 178-179

How are soils

different?

Text p. 180-181

Why is soil important?

Text p. 182-183

Revised 2015

Cathie Smith

30

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

ESS-E-A7: Investigating fossils and describing

how they provide evidence about

plants and animals that lived long

ago and the environment in which

they lived

SI-E-A5:

Using data, including numbers and


experiments.

*ES-52 Identify characteristics of

selected fossils and explain how fossil

records are used to learn about the past

*SI-9: Express data in a variety of ways



written explanations as appropriate

►Activity 6:

Fossils

p. 48

Activity

Specific

Assessment p. 51

Inquiry Activity

How do fossils tell

us about the past?

Text p. 187

Quick Lab

Fossil Mystery

Text p. 191

► See 3rd grade

Science Inquiry


10, 11, 12, 13

What can happen if

the environment

suddenly changes?

Text p. 188-189

How can we learn

about things that

lived long ago?

Text p. 190-191

How are living

things of today

similar to those that

lived long ago?

Text p. 192-193

Reading in Science

Looking at

Dinosaurs

Text p. 194-195

Revised 2015

Cathie Smith

31

Unit 5:

Plants and Animals

Revised 2015

Cathie Smith

32

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 5: Plants and Animals

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

Or

Science Inquiry

Lesson Plans

Readings

From Textbook

Or

Workbook

LS-E-A1:

Identifying the needs of plants and

animals, based on age-appropriate

recorded observations

LS-E-A6: Recognizing the food groups

necessary to maintain a healthy body

LS-E-B4: Observing, recording, and graphing

student growth over time using a

variety of quantitative measures

(height, weight, linear measure of

feet and hands, etc.)

*LS-34 Describe what the human body

needs to grow and be healthy

*LS-42 Describe how the components of

the skeletal system function

*LS-44 Graph, analyze, and interpret

personal and class data

►Activity 1:

Healthy Body

p. 54

Literacy

Strategy

►BLM:

Anticipation Guide

►BLM:

Anticipation Guide

Answer Key

►BLM:

Sleep Chart

Inquiry Activity

What foods make a

healthful meal? Text

p. 203

►See 3rd grade

Science Inquiry

Lesson Plans

1,2,5,9,10,11

What are different

kinds of nutrition?

Text p. 206-207

What is food safety?

Text p. 208-209

Revised 2015

Cathie Smith

33

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

LS-E-A1:

Identifying the needs of plants and

animals, based on age-appropriate

recorded observations

LS-E-A6:

Recognizing the food groups

necessary to maintain a healthy body

LS-E-B4: Observing, recording, and graphing

student growth over time using a

variety of quantitative measures

(height, weight, linear measure of

feet and hands, etc.)

*LS-34 Describe what the human body

needs to grow and be healthy



*LS-43 Identify a meal that includes

representatives from each group of the

food pyramid

*LS-44 Graph, analyze, and interpret

personal and class data

►Activity

2:Eating Healthy

p. 55

Literacy

Strategy

►BLM:

Food Label

Scavenger Hunt

Chart

►BLM:

Food Journal

Activity

Specific

Assessment p. 66

Quick Lab

Food Labels

Text p. 207

Quick Lab

A Team of Muscles

Text p. 220

Writing in Science

Health Kick!

Text p. 210

Math in Science

Calculating Calories

Text p. 211

►See 3rd grade

Science Inquiry


9, 10, 11

What are healthful

foods to eat?

Text p. 204-205

What keeps your

body healthy?

Text p. 220-221

Health handbook

Teacher’s manual

R24-26

Revised 2015

Cathie Smith

34

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

LS-E-A3:

Locating and comparing major plant

and animal structures and their

functions

LS-E-A5:

Locating major human body organs

and describing their functions

*LS-35 Compare structures (parts of the

body) in a variety of animals (e.g., fish,

mammals, reptiles, amphibians, birds,

insects)

*LS-40 Explain how the organs of the

digestive system function

►Activity 3: Life

Size Digestive

System p. 56

Literacy

Strategy

►BLM:

Steps To Digestion

►BLM:

Steps To Digestion

Answer Key

►BLM:

Human Digestive

System

Activity

Specific

Assessment p. 66

Inquiry Activity

How does food

move to your

stomach?

Text p. 213

►See 3rd grade

Science Inquiry

Lesson Plans 9,11

What is the digestive

system?

Text p. 214-215

Health handbook

Teacher’s manual

R18

LS-E-A5: Locating major human body organs

and describing their functions

SI-E-A6:

Communicating observations and

experiments in oral and written

formats



*SI-11 Use a variety of appropriate





portfolios)

►Activity 4:

Skeletal System p.

57-58

►See 3rd grade

Science Inquiry

Lesson Plans 9,11

What do bones and

muscles do?

Text p. 218-219

Health handbook

Teacher’s manual

R14

Revised 2015

Cathie Smith

35

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

LS-E-A3: Locating and comparing major plant


functions

LS-E-A4:

Recognizing that there is great

diversity among organisms




insects)

*LS-38 Classify groups of organisms

based on common characteristics

*LS-39 Compare organisms from

different groups (e.g., birds with

mammals, terrestrial plants with aquatic

plants)

►Activity 5:

Animal Structures

p. 59-60

Quick Lab

Observe Animal

Structures Text p.

241

Inquiry Activity

How can you

classify animals?

Text p. 247

Quick Lab

Model a Backbone

Text p. 249

Inquiry Skill-

Classify

Text p. 256-257

►See 3rd grade

Science Inquiry

Lesson Plans 9,11

How can you

classify animals?

Text p. 248-249

What are

invertebrates?

Text p. 250-251

What are some

vertebrates?

Text p. 252-253

What are mammals?

Text p. 254-255

Revised 2015

Cathie Smith

36

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

LS-E-A3:



functions




insects)

►Activity 6:

Worm Bins

p. 61-63

Literacy

Strategy

►BLM:

Science

Investigation

Guidelines

►BLM:

Science

Investigation

Guidelines Rubric

►BLM:

Worm

Investigation Ideas

Activity

Specific

Assessment p. 66

Inquiry Activity

How do an animal’s

structures help it

meet its needs? Text

p. 237

►See 3rd grade

Science Inquiry

Lesson Plans

1,2,3,5,8,9,10,11,12

What are animals?

Text p. 238-239

How do animals stay

safe? Text p. 242-

243

Revised 2015

Cathie Smith

37

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

LS-E-A3:



functions

*LS-36 Compare structures in a variety

of animals (e.g. roots, leaves, stems,

flowers, seeds) and their functions in

plants.

*LS 37: Describe how plant structures

enable the plant to meet its basic needs.

►Activity 7:

Plant Shoots and

Roots p. 63-64

Inquiry Activity

How are plants

alike? Text p. 225

Quick Lab

Observe Stems

Text p. 229

Inquiry Investigation

What do plants need

to survive?

Text p. 234-235

►See 3rd grade

Science Inquiry

Lesson Plans

1,2,5,9,10,11

What are plants?

Text p. 226-227

How do roots ad

stems help plants?

Text p. 228-229

Why are leaves

important?

Text p. 230-231

How can you

classify plants?

Text p. 232-233

LS-E-A3:



functions

*LS -36 Compare structures (e.g., roots,

leaves, stems, flowers, seeds) and their

functions in a variety of plants

*LS-37 Describe how plant structures

enable the plant to meet its basic needs

►Activity 8:

Yummy Plant

Parts p. 64

►See 3rd grade

Science Inquiry

Lesson Plans

1,2,3,5,

Unit A p. Plant Cells & A Plant Cell, pgs. A8-A9

LS-E-A3: Locating and comparing major plant


functions

LS-37 Describe how plant structures

enable the plant to meet its basic needs

►Activity 9:

Roots & Leaves –

Are They Useful

Or Not? p. 65

► See 3rd grade

Science Inquiry

Lesson Plans

1,2,3,5,9,10,11

Revised 2015

Cathie Smith

38

Unit 6:

The Solar System

Revised 2015

Cathie Smith

39

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 6: The Solar System

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

PS-E-B3:

Describing an object’s motion by


over time

ESS-E-B2:

Demonstrating how the relationship

of the Earth, moon, and the sun

causes eclipses and moon phases

ESS-E-B4:

Modeling changes that occur because

of the rotation of the Earth

(alternation of day and night) and the

revolutions of Earth around the sun

*PS-25 Observe and analyze motion and



the sky)

*ESS-54 Describe the patterns of

apparent change in the position of the

Sun

*ESS-56 Compare shadow direction and

length at different times of day and year

►Activity 1: Sun

and Shadows p.

68-69

Literacy

Strategy

►BLM:

Shadows Data

Sheet

Activity

Specific

Assessment p. 73

Activity 1

Inquiry Activity

How do shadows

change throughout

the day? Text p. 265

Quick Lab

Model Earth’s

Rotation Text p. 267

Writing in Science

Seasons where you

live Text p. 272

Math In Science

Keeping Time by

Sunlight Text p. 273

►See 3rd grade

Science Inquiry


5, 9, 11

Why are there

seasons?

Text p. 268-269

What is the Sun

like?

Text p. 270-271

ESS-E-B2:

Demonstrating how the relationship

of the Earth, moon, and the sun

causes eclipses and moon phases

ESS-E-B4:

Modeling changes that occur because

of the rotation of the Earth

(alternation of day and night) and the

revolutions of Earth around the sun

*ESS-54 Describe the patterns of

apparent change in the position of the

Sun

*ESS-55 Explain the results of the

rotation and revolutions of Earth (e.g.,

day and night, year)

►Activity 2:

Rotation and

Revolution of

Earth p. 69-70

Literacy

Strategy

►Activity

Specific

Assessment p. 72

►See 3rd grade

Science Inquiry


5, 9, 11

Why is there day

and night?

Text p. 26-267

Revised 2015

Cathie Smith

40

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 6: The Solar System

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

ESS-E-B1:


characteristics of the objects in the

sky

SI-E-A6:

Communicating observations and

experiments in oral and written

formats

*ESS-53 Identify in order the planets of

the solar system

*SI-11 Use a variety of appropriate





portfolios)

►Activity 3:

Make Model of

The Solar System

p. 71-72

Literacy

Strategy

Activity

Specific

Assessment p. 73

Inquiry Activity

How do the planets

move through

space? Text p. 275

Quick Lab

Sizing Up Planets

Text p. 277

Focus on Skills

Inquiry Skill:

Observe Text p.

282-283

►See 3rd grade

Science Inquiry


9, 11

What is our solar

system?

Text p. 277-278

What are the inner

and outer planets?

Text p. 278-279

How can we view

the planets?

Text p. 280-281

Revised 2015

Cathie Smith

41

Unit 7:

The Environment

Revised 2015

Cathie Smith

42

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 7: The Environment

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

SE-E-A1: Understanding that an “ecosystem” is

made of living and non-living

components

SE-E-A3:

Identifying ways in which humans

have altered their environment, both

in positive and negative ways, either

for themselves or for other living

things

*SE-57 Describe the interrelationships of

living (biotic) and non-living (abiotic)

components within various ecosystems

(e.g., terrarium, swamp, backyard)

*SE-58 Describe how humans have had

negative and positive effects on organism

and their environments

►Activity 1:

What’s In Your

Backyard? P. 76

Inquiry Activity

What can you find in

your backyard?

Text p. 291

Quick Lab

Make a Terrarium

Text p293.

►See 3rd grade

Science Inquiry


5, 8, 9, 12, 13, 15

What is an

ecosystem?

Text p. 292-293

How do ecosystems

differ?

Text p. 294-295

What is a wetland?

Text p. 296-297

Revised 2015

Cathie Smith

43

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

SE-E-A1: Understanding that an “ecosystem” is

made of living and non-living

components

SE-E-A3:

Identifying ways in which humans

have altered their environment, both

in positive and negative ways, either

for themselves or for other living

things

SE-E-A4: Understanding that the original

sources of all materials goods are

natural resources and that the

conserving and recycling of natural

resources is a form of stewardship

*SE-57 Describe the interrelationships of

living (biotic) and non-living (abiotic)

components within various ecosystems

(e.g., terrarium, swamp, backyard)

*SE-58 Describe how humans have had

negative and positive effects on organism

and their environments

*SE-59 Classify manufactured products

according to the natural resource from

which they are made (e.g., copper wire

from copper ore, plastic from petroleum)

*SE-60 Explain how renewable and

nonrenewable resources can be

replenished or depleted

►Activity 2:

Exploring

Ecosystems p.78

Activity

Specific

Assessment p. 84

Inquiry Activity

How can worms

change their

environment?

Text p. 301

Quick lab

Model Pollution

Text p. 305

Focus on Skills

Inquiry Skill: Use

Numbers

Text p. 308-309

►See 3rd grade

Science Inquiry

Lesson Plans 5, 9,

10, 11, 17

How do living things

change their

environments?

Text p. 302-303

How do people

change their

environments?

Text p. 304-305

How can people

protect their

environment?

Text p. 306-307

Revised 2015

Cathie Smith

44

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

SE-E-A4: Understanding that the original

sources of all materials goods are

natural resources and that the

conserving and recycling of natural

resources is a form of stewardship

*SE-59 Classify manufactured products

according to the natural resource from

which they are made (e.g., copper wire

from copper ore, plastic from petroleum)

*SE-60 Explain how renewable and

nonrenewable resources can be

replenished or depleted

►Activity 3:

From Resources

To Product: p.80

►BLM:

Resourceful

Reporter

►BLM:

Renewable & Non

renewable

Resources Data

Sheet

Activity

Specific

Assessment p. 84

Inquiry Activity

Which objects are

natural and which or

not? Text p. 311

►See 3rd grade

Science Inquiry

Lesson Plans 5, 9,

10, 11, 17

What are fossil

fuels?

Text p. 312-313

How do we use

natural resources?

Text p. 314-315

What can happen to

natural resources?

Text p. 316-317

How can you

conserve resources?

Text p. 318-319

Revised 2015

Cathie Smith

45

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

SE-E-A5:

Understanding that most plant and

animal species are threatened or

endangered today due to habitat loss

or change

*SE-61 Explain how selected animals

once classified as endangered have

recovered

*SE-62 Identify animals in Louisiana

that have recovered and that are no

longer considered endangered

►Activity 4:

Endangered

Animals

p. 81-82

►Activity

Specific

Assessment p. 84

Inquiry Activity

How can a flood

affect plants?

Text p. 323

Quick Lab

A changing

Ecosystem

Text p. 327

Writing in Science

Save the Koala

Bears Text p. 332

►See 3rd grade

Science Inquiry


11, 14

What are some ways

environments

change?

Text p. 324-325

How do

environmental

changes affect an

entire community?

Text p. 326-327

How do living things

respond to changes?

Text p. 328-329

How does an

endangered animal

recover?

Text p. 330-331

Revised 2015

Cathie Smith

46

Unit 8:

Weather Patterns

Revised 2015

Cathie Smith

47

Benchmarks

GLEs


Comprehensive

Curriculum

Unit 8: Weather Patterns

Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook


describing how water changes from

one form to another and interacts

with the atmosphere



*ES-48 Identify examples of the

processes of a water cycle (e.g.,

evaporation, condensation, precipitation,

collection of runoff)

*SI- 5 Use a variety of methods and




►Activity 1: Modeling the

Water Cycle

p. 86-87

►Activity

Specific

Assessment p. 93

Inquiry Activity

How do raindrops

form? Text p. 341

Quick lab

Cloud in a Jar Text

p. 345

Focus of skills

Inquiry skill: Predict

►See 3rd grade

Science Inquiry


5, 9, 10, 11

What are clouds?

Text p. 342-343

How do clouds for?

Text p. 344-345

What is the water

cycle?

Text p. 346-347

ESS-E-A2: Understanding that approximately

three-fourths of the Earth’s surface is

covered with water and how this

condition affects weather patterns and

climates

ESS-E-A4:

Investigating, observing, measuring,

and describing changes in daily

weather patterns and phenomena

*ESS-47 Describe the difference

between weather and climate



period of time

►Activity 2:

Weather

Instruments p. 88

►BLM:

Weather

Instruments Data

Sheet

Activity

Specific

Assessment p. 93

►See 3rd grade

Science Inquiry


5, 9, 10, 11

What are some kinds

of severe weather?

Text p. 348-349

How can you stay

safe in severe

weather?

Text p. 350

Revised 2015

Cathie Smith

48

Benchmarks

GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

ESS-E-A2: Understanding that approximately

three-fourths of the Earth’s surface is

covered with water and how this

condition affects weather patterns and

climates

ESS-E-A4:

Investigating, observing, measuring,

and describing changes in daily

weather patterns and phenomena

*ESS-47 Describe the difference

between weather and climate



period of time

►Activity 3:

Weather Patterns

to Climate

p. 90-91

Activity

Specific

Assessment p.93

Inquiry Activity

How do temperature

and precipitation

patterns compare?

Text p. 355

Quick Lab

Climate in Two

Cities

Text p. 359

Writing in Science

A Season Myth Text

p. 362

Math in Science

Average

Temperature

Text p. 363

►See 3rd grade

Science Inquiry


4, 5, 7, 8, 9, 10, 11,

17

What is climate?

Text p. 356-357

What determines

climate?

Text p. 358-359

Revised 2015

Cathie Smith

49

Benchmarks

Unit 8: GLEs


Comprehensive

Curriculum


Activities

From

Comprehensive

Curriculum

Activities From

Textbook

OR

Science Inquiry

Lesson Plans

Readings

From

Textbook

Or Workbook

SI-E-B6:

Reviewing and asking questions

about results of investigations


describing how water changes from

one form to another and interacts

with the atmosphere

ESS-E-B6:

Understanding that knowledge of the

earth as well as of the universe is

gained through space exploration.



society

*ES-48 Identify examples of the

processes of a water cycle (e.g.,

evaporation, condensation, precipitation,

collection of runoff)

►Activity 4:

Severe Weather

p. 92

Activity

Specific

Assessment p.93

►See 3rd grade

Science Inquiry


5, 9, 10, 11

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Grade 3 Science - Jefferson Parish Public School...

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