Science Department Volusia County Schoolspublic.volusia.k12.fl.us/science/Documents/Elementary...

3rd

Grade 2012-2013

Science Curriculum Map

Updated 6/21/12 1

2012-2013 CURRICULUM MAP

Science Department Volusia County Schools

Third Grade

3rd

Grade 2012-2013


Updated 6/21/12 2

HOW TO INTERPRET THE CURRICULUM MAP Unit/Organizing Principle: the overarching organizational structure used to group content and concepts within

the curriculum map

Pacing: the recommended time period within the year for instruction related to the essential questions to occur

Essential Questions: the overarching question(s) that will serve to guide instruction and to push students to higher levels of thinking; essential questions should guide students to the heart of the content; currently science essential questions are in draft form

Measurement Topics: a list of the major underlying concepts covered in the development of the essential questions; benchmarks are clustered under related topics; includes pacing for assessments

Learning Targets/Skills: the content knowledge, processes, and enabling skills that will ensure successful mastery of the essential questions

Benchmarks: the Next Generation Sunshine State Standards; bold-face type indicates annual assessment on

FCAT 2.0

Academic Language: the content vocabulary and other academic language and phrases with which students

should be familiar and that support mastery of the learning targets, skills and essential questions

Teacher Hints: a listing of considerations when planning for instruction

Resource Alignment: a listing of available, high quality and appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions; developed to save teachers time when planning for instruction

3rd

Grade 2012-2013


Updated 6/21/12 3

Volusia County Science 5 E Instructional Model

Stage What does the teacher do? What does the student do?

En

gag

e creates interest

generates curiosity raises questions

elicits responses that uncover what students know or think about the concept/subject

asks questions such as: o “Why did this happen?” o “What do I already know about this?”

o “What can I find out about this?” shows interest in the topic

Exp

lore

encourages students to work together without direct instruction observes and listens to students as they interact asks probing questions to redirect students' investigations when necessary provides time for students to puzzle through problems acts as a consultant for students creates a “need to know” setting

thinks freely, within the limits of the activity tests predictions and hypotheses forms new predictions and hypotheses tries alternatives and discusses them with others records observations and ideas asks related questions suspends judgment

Exp

lain

encourages students to explain concepts and definitions in their own words asks for justification (evidence) and clarification from students formally provides definitions, explanations, and new labels uses students' previous experiences as the basis for explaining concepts assesses students’ growing understanding

explains possible solutions or answers to others listens critically to others’ explanations listens to and tries to comprehend explanations that the teacher offers refers to previous activities uses recorded observations in explanations assesses own understanding

Ela

bo

rate

expects students to use formal labels, definitions and explanations provided previously

encourages students to apply or extend concepts and skills in new situations reminds students of alternate explanations refers students to existing data and evidence and asks”:

o "What do you already know?" o "Why do you think.....?"

applies new labels, definitions, explanations, and skills in new but similar situations

uses previous information to ask questions, propose solutions, make decisions, and design experiments

draws reasonable conclusions from evidence records observations and explanations checks for understanding among peers

Evalu

ate

observes students as they apply new concepts and skills assesses students' knowledge and/or skills looks for evidence that students have challenged their thinking or behaviors allows students to assess their own learning and group process skills asks open-ended questions, such as:

o "Why do you think…? o "What evidence do you have?" o "Now what do you know about…?" o "How would you explain…?"

answers open-ended questions by using observations, evidence, and previously accepted explanations

demonstrates an understanding or knowledge of the concept or skill evaluates his or her own progress and knowledge asks related questions that would encourage future investigations

*Adapted from: The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.

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Grade 2012-2013


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COGNITIVE COMPLEXITY: Low, Moderate, High What Does It Mean?

The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical

thinking.

The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the

complexity level of the learning target in the curriculum map.

Low Complexity This category relies heavily on the recall

and recognition of previously learned

concepts and principles. Items typically

specify what the student is to do, which is

often to carry out some procedure that

can be performed mechanically. It is not

left to the student to come up with an

original method or solution. Skills

required to respond to low complexity

items may include, but are not limited to,

identifying a common example

or recognizing a concept;

retrieving information from a

chart, table, diagram, or graph;

recognizing a standard scientific

representation of a simple

phenomenon; or

calculating or completing a

familiar single-step procedure or

equation using a reference sheet.

Moderate Complexity This category involves more flexible thinking and

choice among alternatives than low complexity

items. They require a response that goes beyond

the habitual, is not specified, and ordinarily has

more than a single step or thought process. The

student is expected to decide what to do—using

formal methods of reasoning and problem-solving

strategies—and to bring together skill and

knowledge from various domains. Skills required

to respond to moderate complexity items may

include, but are not limited to,

applying or inferring relationships

among facts, terms, properties, or

variables;

describing examples and non-examples

of scientific processes or concepts;

predicting or determining the logical

next step or outcome;

comparing or contrasting structures or

functions of different organisms or

systems;

choosing the appropriate formula or

equation to solve a problem and then

solving it; or

applying and using concepts from a

standard scientific model or theory.

High Complexity This category makes heavy demands on

student thinking. Students must engage in

more abstract reasoning, planning, analysis,

judgment, and creative thought. The items

require that the student think in an abstract

and sophisticated way often involving multiple

steps. Skills required to respond to high

complexity items may include, but are not

limited to,

constructing models for research;

generalizing or drawing

conclusions;

designing an experiment, given data

and conditions;

explaining or solving a problem in

more than one way;

providing a justification for steps in a

solution or process;

analyzing an experiment to identify a

flaw and propose a methods for

correcting it;

interpreting, explaining, or solving a

problem involving spatial relationships;

or

predicting a long-term effect,

outcome, or result of a change within a

system.

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Grade 2012-2013


Updated 6/21/12 5

UNIT/ORGANIZING PRINCIPLE: BODY OF KNOWLEDGE - Nature of Science

Essential

Questions:

Big Idea 1: The Practice of Science How does inquiry lead to the acquisition of new scientific knowledge? What is the value of scientists working together? What is the relationship between observations and inferences?

Big Idea 3: The role Theories, Laws, Hypotheses, and Models How does the use of models impact the practice of science?

Measurement Topics

Learning Targets/Skills Benchmarks Academic Language

Week 1

Practice of

Science (T01)

Students will: explain what science is.

set up a science notebook that will be used all year by students to reflect on

what they are learning.

inference observation

science

science notebook scientist Students will:

(T01) make observations of a mystery object/substance. (T01) infer what the object/substance is and/or what it does.

(T01) discuss how observations inform inferences that may be made.

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Weeks 2-3

Practice of Science

(T01)

Data

Collection/ Analysis

(TO2)

Students will: (T01) generate a question about the world around them. (T01) make a prediction and form a hypothesis. (T01) investigate questions through free exploration and teacher-designed

investigations. (T01) generate appropriate explanations of the exploration or investigation.

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compare data draw conclusions experiment

explanation explore hypothesis

interpret investigate models observations

predictions questions record tools

Students will:

(T01) compare/contrast a model of an object with the real object. (T01) discuss ways in which scientists use models to help understand and

explain how things work (e.g., plant, globe, bridge, skeleton, paper airplane, toy car).

(T01) discuss that all models are approximate representations; as such , they do not perfectly account for all attributes of the actual objects/events.

(T01) investigate a problem using a model (e.g., paper airplane, toy car, DaVinci’s helicopter).

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Students will: (T02) use scientific tools (e.g., goggles, gloves, hand lens, microscopes,

balance, ruler, tape measure, graduated cylinder, beaker, stopwatch, thermometer).

(T02) keep records of information gathered during exploration of science tools.

(T02) compare observations made by different groups using the same tools and seeks reasons to explain the differences across the groups.

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Week 4

Data Collection/

Analysis (T02)

Practice of

Science

(T01)

Students will: (T02) conduct an investigation and record data in science notebooks (e.g.,

written, pictorial, or simple charts and graphs). (T02) analyze and interpret data that has been collected. (T02) draw a conclusion based on the results. (T02) support the conclusion based on evidence gathered through

observations and measurements during the investigation.

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Students will: (T01) partner with another lab group to question, discuss, and check each

others’ evidence and explanations to demonstrate the importance of communicating with other scientists.

(T01) explain the purpose of communicating with other scientists (see

Teacher Hints for additional clarification).

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Week 5 Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Science Process

Teacher Hints:

Practice of Science (Week 1): A science notebook is a compilation of student learning that provide a partial record of the instructional experiences a student has in the classroom. Some teachers use spiral bound notebooks, some use composition notebooks, while others use 3-ring binders to organize. Pages should not be taken out of the science notebook so careful consideration should be given to the type of notebook that is used.

Practice of Science/Data Collection & Analysis (Weeks 2-3):

Teachers are free to choose any Topics (e.g., dinosaurs, scavenger hunts, penguins, rocks, Winnie the Pooh, pill bugs) to explore the science skills and tools introduced during Weeks 2-5 of the curriculum map. Be creative! Predicting vs. Hypothesis: A prediction is a guess about what may happen next. A hypothesis is a scientific statement that explains an expected outcome based on prior knowledge and information gained through research. Use and refer to models during science exploration. Models can include globes, skeletons, plants, stuffed animals, or any other items that represent real objects. How scientists use models is a very important concept that students begin to learn in 3rd grade. Students should have multiple experiences with

various types of models throughout the year. Students should compare and contrast models with the real thing (e.g., globes vs. Earth, humans vs. skeleton)

Introduction of the term variable should be used as it relates to differences that occur in data when using the same tools. Students will not be assessed on the term variable nor be asked to identify variables.

Data Collection & Analysis/Practice of Science (Week 4): Using common tools allows scientists to communicate with each other accurately and efficiently. The following link provides information regarding the “water displacement method”.

(http://www.fordhamprep.org/gcurran/sho/sho/skills/h2odisskill.htm). Non-contact infrared thermometer technology is available to investigate temperature of solids. Sticker aquarium thermometers are also useful for investigating the temperature of solids. Use Thinking Maps to compare properties of matter (ex: double bubble, tree map)

Be sure to include a brief review of °F and °C when introducing thermometers as a tool scientists use.

Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Science Process (Week 5)

http://www.fordhamprep.org/gcurran/sho/sho/skills/h2odisskill.htm

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Resource Alignment

Week 1 Practice of Science

Weeks 2-3 Practice of Science

Data Collection/Analysis

Week 4 Data Collection/Analysis

Practice of Science

Week 5 RARE Week

HMH Teacher’s Edition

pp. 1-7 pp. 8-32 pp. 33-44

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HMH Leveled Readers

HMH Inquiry Flipchart

Safety in Science (p. 1)

Mystery Box (p. 2) How Can You Use a Model? (p. 3)

I Can See Clearly Now (p. 4)

Talented Tools (p. 4) How Can You Measure Length? (p. 5) Data Two Ways (p. 6)

Raise the Bar (p. 6) How Do Your Results Compare? (p. 7)

HMH Think Central

How Do Scientists Investigate Questions? Lesson

How Can You Use a Model? Lab How Can Scientists Use Tools? Lesson How Can you Measure Length? Lab How Do Your results Compare? Lab

AIMS Science (Florida-specific)

Water in Apples (p.87) As Cool As A Cucumber (p.97) Kool Kups (p. 185)

Reflecting on Light (p. 191) Light Rays Slow Down (p. 205) Rainbow Rounds (p. 211) Light Hot (p. 223)

Curly Cue (p. 231)

Car Color Census (p. 29) Eggsploring Attributes (p. 49) Verifying Volumes (p. 69)

Pleased As Punch (p. 75) Cups and Stuff (p. 81) Evening Out Temperatures (p. 103) Frosty Forms (p. 115)

Little Shavers (p.127) Chilly Changes (p. 141)

Ruler Ramps (p. 167) Heat and Color (p. 235)

ScienceSaurus Science is Observing (p. 2-7) Doing and Investigation (p. 8-25)

Working Safely (p. 38-49) Using Science Tools (p. 50-67)

Organizing Data (p. 26 – 37)

Safari Montage

District Playlist 3 SC Practice of Science

District Playlist 3 SC Data Collection and Analysis

“Websites”

Happy Scientist: Observations

Cookie Observations Study Jams: Scientific Methods: Identify

Outcomes and Make Predictions Brain Pop Jr (school subscription required) Science Skills: Making Observations Science Skills: Scientific Method

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Grade 2012-2013


Updated 6/21/12 8

UNIT/ORGANIZING PRINCIPLE: BODY OF KNOWLEDGE - Earth & Space Science

Essential

Questions:

Big Idea 1: The Practice of Science How does inquiry lead to the acquisition of new scientific knowledge? What is the value of scientists working together? What role do science tools play in the practice of science?

Big Idea 5: Earth in Space and Time What is the relationship between star size and distance from Earth? Big Idea 6: Earth Structures How does the sun’s energy impact Earth?

Measurement Topics


Week 6

Stars (T03)

Students will:

(T03) explain that the sun appears to be the largest, brightest star

because it is the closest star to Earth but is actually only a medium-size

star.

(T03) identify the sun as a star that emits energy (light and heat).

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brightness

color

distance heat light radiant energy size star

sun telescope

Students will:

(T03) investigate the effects of the sun’s heat on Earth.

(T03) explain how heat is lost when the sun is not present.

SC.3.E.6.1

Students will:

(T03) explain how stars can be different (size, brightness, color, and

distance from Earth).

(T03) investigate how distance can make stars appear as though they

are points of light.

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Students will:

(T03) investigate and compare images of the night sky taken using a

telescope vs. no telescope to demonstrate how a telescope dramatically

increases the number of stars that can be seen.

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Week 7

Gravity (T04)

Students will:

(T04) demonstrate an understanding of gravity.

(T04) investigates the Law of Gravity by demonstrating that gravity is a

force that can be overcome.

SC.3.E.5.4 force gravity

Week 8 Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Stars & Gravity

3rd

Grade 2012-2013


Updated 6/21/12 9

Teacher Hints: Stars (Week 6):

A star is a ball of gas. The Sun is a medium-sized star. A common misconception is that the Sun is the largest star. It appears to be the largest because of its close

proximity to Earth. A galaxy is a group of millions of stars. The Sun is the closest star to Earth in the Milky Way galaxy. Students will not have to know or identify names of constellations. Future grade levels will focus on star positions in the night sky. The color and temperature of stars is related. The coolest are red while the hottest are blue. Medium hot are yellow. Our Sun is a medium-hot,

yellow star. View the night sky using a free planetarium for your computer : http://www.stellarium.org/

Gravity (Week 7):

Consider demonstrating the ability to overcome gravity through the use of contact and non-contact forces. When clarifying the Law of Gravity, use examples of how to overcome gravity (i.e. jumping, magnets, using fuel to propel rockets, use Alka-Seltzer to

push a Mentos upward). Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Stars & Gravity (Week 8)

http://www.stellarium.org/

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Resource Alignment

Week 6 Stars

Week 7 Gravity

Week 8 RARE Week


pp. 49-68 pp. 69-76

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Gravity

HMH Leveled Readers

Below (B) Level – Earth’s Space in the Solar System On (O) Level – Our Place in Space

Above (A) Level – High Tide

HMH

Inquiry Flipchart *Labs To Go

Starry Lights/Let’s Cook (p.8);

How Many Stars Do You See? (p. 9)*; How Does the Sun Heat Earth? (p. 10)*

Measure the Force (p. 11)

HMH Think Central

How Many Stars Do You See? Lab How Does the Sun Heat Earth? Lab

What is Gravity? Lesson

HMH Assessment Guide

Unit 2 Lesson 1 Quiz (p. 13) Unit 2 Lesson 2 Quiz (p. 14)

Unit 2 Lesson 4 Quiz (p. 16) Unit 2 Unit Benchmark Test (p. 17 – 20) Unit 2 Performance Assessment (p. 21)


The Scoop on Stars (p. 17) Our Star, the Sun (p. 47) How Far is the Sun? (p. 49) Star Near, Star Far ( p. 55) Sun Prints (p. 61) Solar Water Collector (p.89) Solar Mitts (p. 97) Hot Pockets (p. 103)

A Test of Temperatures (p.111) Graphing Highs and Lows (p. 123) Star Shades (p. 37) Sizing Up Stars P. 39) Telescopes (p. 19) Magnify the Sky (p. 21) Star Samples (p. 27)

Overcoming Gravity (p. 67) Little Launchers (p. 69) Gravity-Defying Olympics (p. 77)

ScienceSaurus p. 224–227 P. 230-231

p. 284

Safari Montage

District Playlist 3 SC Stars

District Playlist 3 SC Gravity

“Websites”

Happy Scientist: FCAT Question Brain Pop Jr (school subscription required) Stars: The Sun

Study Jams: Stars: Gravity Brain Pop Jr (school subscription required) Forces: Gravity

3rd

Grade 2012-2013


Updated 6/21/12 11

UNIT/ORGANIZING PRINCIPLE: BODY OF KNOWLEDGE- Nature of Science & Physical Science

Essential

Questions:

Big Idea 1: The Practice of Science: Why do scientists keep records? What is the value of scientists working together? What is the relationship between observations and inferences? What role do science tools play in the practice of science?

Big Idea 8: Properties of Matter How can matter be described? Big Idea 9: Changes in Matter How is matter affected during the heating and cooling processes?

Measurement

Topics Learning Targets/Skills Benchmarks

Academic

Language

Weeks 9-11

Properties of

Matter (T05)

Data Collection/

Analysis

(T02)

Students will:

(T05) compare/contrast the physical properties of materials and objects

(e.g., size, shape, color, texture, and hardness).

(T05) identify physical properties of matter as measureable or observable

(T02) record comparisons in their science notebook.

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balance scale (pan) beaker Celsius

Fahrenheit graduated cylinder grams liquid liters mass (weight) measure

milliliters physical properties scale solid temperature

thermometer triple beam balance

volume water displacement

Students will:

(T05) match appropriate tools and units of measure associated with mass

(balance/grams) and volume (beaker and graduated cylinder/milliliter and

liters).

(T05) measure the mass and volume of solids and liquids using

appropriate tools.

(T05) measure the volume of irregularly-shaped solids through the “water

displacement method”.

(T02) compare measurements of solids and liquids made by different

groups using the same tools and seeks reasons to explain the differences

across the groups.

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Students will:

(T05) measure and compare temperatures of various samples of solids

and liquids using a thermometer (Fahrenheit and Celsius).

SC.3.P.8.1

Week 12

Changes in

Matter (T06)

Practice of

Science

(T01)

Students will:

review the three states of matter (solid, liquid, gas)

(T06) investigate melting, freezing, boiling, evaporation, and

condensation of water.

(T06) describe that water changes its state through heating and cooling.

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boiling change condensation

cooling evaporation freezing

heating melting water

Students will:

(T01) infer based on observations made during the water investigations.

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Week 13 Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Matter

3rd

Grade 2012-2013


Updated 6/21/12 12

Teacher Hints: Properties of Matter/Data Collection & Analysis (Weeks 9-11):

Anything (living or nonliving) can be used. Physical properties are observable and measurable. This is the first experience with the term mass used in the NGSSS curriculum. Students do not need to understand the difference between mass and weight; the words may be used interchangeably at this grade.

Changes in Matter/Practice of Science (Week 12):

Define and explain vocabulary using thinking maps in your science notebooks. Explore changes in state using water investigations.

o Ex: water cycle in a baggie; place water in the bottom of a baggie and place in a window for an hour o Ex: place water in a cup and observe and measure how water evaporates during the day o Ex: puddle pictures; make pictures on the sidewalk with water and observe what happens

Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Matter (Week 13)

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Resource Alignment

Weeks 9-11 Properties of Matter


Week 12 Changes in Matter Practice of Science

Week 13 RARE Week


pp.81-100 pp. 101-115

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HMH

Leveled Readers

B – Properties of Matter O – Matter is Everywhere A – What’s Heavy?


*Labs To Go

Find the Volume/Sort some Matter (p.12) How Are Mass and Volume Measured? (p. 13) How Is Temperature Measured? (p. 14) * Temperature takes a Dive (p. 15) *

How Can the State of Matter Change? (p. 16) *

HMH Think Central

What are some Physical Properties? Lesson

How are Mass & Volume measured? Lab How is Temperature measured? Lab

What are the States of Matter? Lesson

How can the State of Matter change? Lab


Unit 3 Lesson 1 Quiz (p. 23) Unit 3 Lesson 2 Quiz (p. 24) Unit 3 Lesson 3 Quiz (p. 25)

Unit 3 Lesson 5 Quiz (p. 27) Unit 3 Benchmark Test (p. 28 – 31)

AIMS Science

(Florida-specific)

Properties (p. 21) Property Flip (p. 23) Car Color Census (p. 29) Exploratory Surgery (p. 39) Eggsploring Attributes (pg. 49)

A Cooked-Up Change (p. 61) Verifying Volumes (p. 69) (p. 97) Pleased as Punch (p. 75) Cups ‘n’ Stuff (p. 81) Water in Apples (p. 87)

Chilly Changes (p. 141) As Cool as a Cucumber Evening Out Temperatures (p. 103) Kool Kups (p. 135) Heat and Color (p. 235)

From State to State (p. 113) Frosty Forms (p. 115) Little Shavers (p. 127) Kool Kups (p. 135) Chilly Changes (p. 141)

ScienceSaurus p. 236 – 243 p. 244 – 247

Safari Montage District Playlist 3 SC Properties of Matter

District Playlist 3 SC Changes in Matter

“Websites”

Happy Scientist: Matter Study Jams: Matter: Properties of Matter Matter: Solids, Liquids, and Gases Brain Pop Jr (school subscription required) Matter: Solids, Liquids, and Gases

Brain Pop Jr (school subscription required) Mater: Changing States of Matter

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UNIT/ORGANIZING PRINCIPLE: BODY OF KNOWLEDGE- Nature of Science & Physical Science

Essential

Questions:

Big Idea 1: The Practice of Science: Why do scientists keep records? What is the value of scientists working together? What role do science tools play in the practice of science?

Big Idea 10: Forms of Energy In what forms does energy exist? What is the relationship between energy and motion?

Measurement


Academic

Language

Weeks 14-16

Energy (T07)

Data Collection/

Analysis

(T02)

Students will:

(T07) identify some basic forms of energy such as light, heat, sound,

electrical and mechanical.

(T07) give examples of energy sources: o light energy (e.g., sun, light bulb, stars, kaleidoscope,). o heat energy (e.g., sun, stove, candle, own body, campfire). o sound energy (e.g., thunder, voice, radio, musical instruments, tuning

fork). o electrical energy (e.g., battery, computer, clock, static). o mechanical energy (e.g., ball, windmill, rollercoaster).

(T02) record examples of basic forms of energy in their science

notebook.

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change electrical energy heat

light mechanical motion

sound work

Students will:

(T07) investigate ways that energy is used to cause motion (e.g.,

walking, running, growing, car, windmill, magnets (repel/attract), fan

blades).

(T07) describe how energy has the ability to cause motion.

(T07) investigate ways energy is used to create a change in matter

(e.g., melting, evaporating).

(T07) describe how energy has the ability to create a change.

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Week 17 Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Energy Teacher Hints: Energy/Data Collection & Analysis (Weeks 14-16):

Mechanical energy is the energy of motion and position. Students do not need to be able to distinguish between potential and kinetic energy. Light energy is carried by light waves, and sound energy is carried by sound waves. Electrical energy can transform into light, heat, and sound energy. Sunlight transforms into heat energy. Light energy is produced when another form of energy is changed to light energy (e.g., electrical to light, chemical to light). Have students do an energy walk-around on campus and identify examples of energy causing motion. Play “I Spy Energy” game where students give clues of items around the classroom that are using energy to create motion. Discuss what would happen if energy were not available.

Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Energy (Week 17)

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Resource

Alignment

Weeks 14-16 Energy


Week 17 RARE Week


pp. 121-134

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HMH Leveled Readers

B – Energy O – All About Energy A – Catch the Sun!


*Labs To Go

Energy in Motion/Make it Move! (p. 17)

HMH Think Central

Forms of Energy - Lesson


Unit 4 Lesson 1 Quiz (p. 34)


Energy Match Up (p. 151)

Sounds (p. 159) Salt Dances (p. 161) Ruler Ramps (p. 167) Light Essentials (p. 175) Heat (p. 233) Curley Cue (p. 241)

The Art of Change (p. 249)

ScienceSaurus

p. 254–260 p. 280-283

Safari Montage District Playlist 3 SC Energy

“Websites”

Brain Pop Jr (school subscription required) Energy: Energy Sources

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Grade 2012-2013


Updated 6/21/12 16

UNIT/ORGANIZING PRINICPLE: BODY OF KNOWLEDGE- Nature of Science & Physical Science

Essential

Questions:

Big Idea 1: The Practice of Science How does inquiry lead to the acquisition of new scientific knowledge? What is the value of scientists working together? Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models Why is it important to learn the “language of science”?

Big Idea 10: Forms of Energy In what forms does energy exist? What is the relationship between energy and motion? Big Idea 11: Energy Transfer and Transformations How can energy be transformed from one form to another?

Measurement Topics


Weeks 18-20

Light

(T08)

Practice of

Science

(T01)

Students will: (T08) investigate that light travels in a straight line until it strikes an object.

(T08) investigate and explain what happens to the path of light as it travels

from the source of light to various objects (e.g., clay, paper, foil, wax paper, cellophane, glass, plastic).

(T08) demonstrate that light travels in a straight line through something transparent (e.g., glass, window, water) until it strikes an opaque object (e.g., books, chalkboard, brick wall) .

(T08) demonstrate that when light does not pass through an object it forms a

shadow.

SC.3.P.10.3

absorb bend (refract)

bounce (reflect)

color light opaque reflect shadow translucent

transparent Students will:

(T08) demonstrate what happens when light bounces off of a smooth or rough surface (reflection).

(T08) demonstrate what happens when light bends as it passes from one medium

to another.

(T01) investigate and explain how you know that the color of an object is the result of light being reflected and absorbed.

Please note: In preparation for the plant unit during Weeks 24-28, begin setting up for hands-on investigations by growing seeds and planting/acquiring different varieties of mature plants.

SC.3.P.10.4

SC.3.N.1.1

Weeks 21-22

Heat (T09)

Practice of

Science

(T01)

Students will: (T09) investigate ways in which light gives off heat. (T09) explain the relationship between light and heat.

SC.3.P.11.1

friction heat

Students will: (T09) investigate and explain how rubbing two objects together creates heat

(friction).

SC.3.P.11.2

Students will:

(T01)develop a list of words used in science that can have different or more specific meanings than their use in everyday language; (e.g., That is so cool! That is so hot!).

SC.3.N.3.1

language of science

Week 23 Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Light & Heat

3rd

Grade 2012-2013


Updated 6/21/12 17

Teacher Hints: Light (Weeks 18-20):

No matter what the source is, light travels in a straight line. Light and Shadows : students go outside and trace shadows at different times of day and record what you see in science notebook. Objects get their color from selective absorption.

o A green frog gets its color by absorbing all colors except green. o A piece of white chalk gets its color by reflecting all colors and absorbing none. o A black cat gets it color by absorbing all colors and reflecting none.

Reflection of light energy can be investigated by holding a piece of white paper next to a colored object. Absorption of light energy can be investigated by measuring the temperature of different colors of water, jello, paper, etc. Activities for refraction: spoon in water, using magnifying lens, color-wheel, prisms Investigations of dark colors vs. light colors provide students with an opportunity to understand the relationship between absorption of light and

temperature (heat). Heat/Practice of Science (Weeks 21-22):

Temperature is measured using a thermometer. Heat is energy that moves from warmer to cooler objects. Make a classroom thermometer. Some object give off light but no heat (moonlight, bioluminescence, glow-in-the-dark stickers) while other objects give off heat but no light (heating

pad, hand warmers, chemical reactions). Review/ Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Light & Heat (Week 23)

3rd

Grade 2012-2013


Updated 6/21/12 18

Resource Alignment

Weeks 18-20 Light

Weeks 21-22 Heat

Practice of Science

Week 23 RARE Week


pp. 135-148 pp. 153-157, pp. 160-170

03

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Heat

HMH

Leveled Readers

B – Heat, Light, and Sound O – Learning About Heat, Light, and Sound A – Amazing Colors


*Labs To Go

Explore How Light Travels (p. 18)* What Surfaces Reflect Light Best? (p. 19)* Where There’s Light (p. 20)

Heat Race (p. 20)* Where Can Heat Come From? (p. 21)*

HMH

Think Central

How Does Light Move? Lesson What Surface Reflects Light Best? Lab

Heat Sources? Lesson Where Can Heat Come From? Lab


Unit 4 Lesson 2 Quiz (p. 35) Unit 4 Lesson 3 Quiz (p. 36) Unit 4 Benchmark Test (p. 37-40) Unit 4 Performance Assessment (p. 41)

Unit 2 Lesson 3 Quiz (p. 15) Unit 5 Lesson 1 Quiz (p. 43) Unit 5 Lesson 2 Quiz (p. 44) Unit 5 Benchmark Test (p. 45-48) Unit 5 Performance Assessment (p. 49)


Flashlight Findings (p. 177) Just Passing Through (p. 183) Reflecting on Light (p. 191)

Light Rays Slow Down (p. 205) Rainbow Rounds ( p. 211) Light Essentials (p. 175)

Prism Power (p. 217) Heat and Color (p. 235) Targeted Reflections (p. 197)

Light Essentials (p. 175) Light Hot (p. 223) See the Light, Feel the Heat (p. 227)

Heat (p. 233) Hot Stuff (p. 261) Heat from Friction (p. 257)

ScienceSaurus p. 266 - 270 p. 276 - 279

Safari Montage District Playlist 3 SC Light

District Playlist 3 SC Heat

“Websites”

Happy Scientist: Looking at Rainbows White Foam FCAT Question 1 FCAT Question 2 FCAT Question 3 FCAT Question 4 Study Jams: Energy: Light Energy: Light Absorption, Reflection and Refraction Brain Pop Jr (school subscription required) Energy: Light

Happy Scientist: How Heat Moves Study Jams: Energy: Heat Brain Pop Jr (school subscription required) Energy: Heat

3rd

Grade 2012-2013


Updated 6/21/12 19

UNIT/ORGANIZING PRINICPLE: BODY OF KNOWLEDGE- Nature of Science & Life Science

Essential

Questions:

Big Idea 1: The Practice of Science: Why do scientists keep records? What is the value of scientists working together? How does inquiry lead to the acquisition of new scientific knowledge?

Big Idea 5: Earth in Space and Time What effect does gravity have on plant growth? Big Idea: 14: Organization & Development of Living Organisms How are plants alike and different in their structures and functions? How do differences in plant structures help plants survive and reproduce?

Measurement Topics


Weeks 24-25

Plant

Structure and Function

(T10)

Students will:

(T10) explore plant parts by examining actual plant parts.

(T10) identify and describe plant structures and their major functions.

o describe the role leaves/needles have in food production for plants

o describe the role roots and stems play in support of plants

o describe how roots and stems are involved in water and nutrient

transport

o describe the role flowers/cones have in reproduction

o describe the role seeds/spores have in the survival and reproduction

of new plants

SC.3.L.14.1

cones energy

flowers

function leaves needles roots seeds spores

stems structure

Weeks 26-28

Plant

Responses (T11)

Practice of

Science

(T01)

Data Collection/

Analysis

(T02)

Students will:

(T11) review an understanding of heat, light, and gravity.

(T11) investigate and describe in teams how plants respond to heat

(dormancy, germination, release of pine cone seeds after a forest fire,

wilting, loss of fruit, dying).

(T11) investigate and describe how plants respond to light (overall

growth, seed/fruit production, stems grow upward and bend towards light).

(T11) investigate and describe how roots respond to gravity (roots grow

downward mostly).

o (T01) form a hypothesis for each question above.

o (T02) record observations of how plants respond during each of

the investigations in science notebooks (e.g., pictures, graphs,

measurements)

o (T02) compare observations made by different groups using the

same tools

o (T01) draw conclusions based on their data

SC.3.L.14.2

SC.3.N.1.1

SC.3.N.1.2

SC.3.N.1.3

conclusion control group

hypothesis investigation

plant response -heat -light -gravity variable

Week 29 Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Plants

3rd

Grade 2012-2013


Updated 6/21/12 20

Teacher Hints: Plant Structure and Function (Weeks 24-25):

Explore that plants all have the same basic structures (roots, stems, and leaves). Plants include trees, shrubs, ferns, grass, rosebushes, marigold, etc. Plant Responses/Practice of Science/Data Collection & Analysis (Weeks 26-28):

To investigate a plant’s response to heat, students could attempt to germinate seeds at various temperatures (freezer, refrigerator, inside classroom, outside classroom). Remember: There is heat energy in a refrigerator and freezer.

To investigate a plant’s response to light, students could make observations of plants that are positioned so that it has to work to gain access to light. You may want to build a maze out of a box with a hole in the top to investigate a plant’s ability to find light (one that vines works best).

To investigate a plant’s response to gravity, students will best be able to observe this by germinating seeds (for example, lima beans) purposefully placing the seeds in different positions. Please note: Seeds must be planted in a container that allows students to observe roots on a daily basis (moist paper towel in a plastic baggie, moist paper towel and clear plastic cup).

Divide class into groups. Assign each group one of the stimuli to investigate. Try to organize so that there are multiple groups for each stimulus. Look for the teacher-created lab on plant stimuli on DOD (Copy Center).

Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Plants (Week 29)

3rd

Grade 2012-2013


Updated 6/21/12 21

Resource

Alignment Weeks 24-25

Plant Structure and Function

Weeks 26-28 Plant Responses

Practice of Science Data Collection/Analysis

Week 29 RARE Week


pp. 175-190 pp. 193-204

03

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HMH Leveled Readers

B –Types of Living Things 0 –Living Things Grow and Change A –Do You See What I See?

HMH

Inquiry Flipchart

* Labs To Go

Moving Up/Flowers and Cones (p. 22)* How Do Plants Respond to Light? (p. 23) Make It Germinate/Gravity and Plants (p. 24)*

HMH Think Central

What Are Some Plant Structures? Lesson How Do Plants Respond to Light? Lab How Do Plants Respond to Their Environment? Lesson


Unit 6 Lesson 1 Quiz (p. 51) Unit 6 Performance Assessment (p. 58)

Unit 6 Lesson 2 Quiz (p. 52) Unit 6 Lesson 3 Quiz (p. 53)


Enviroscape (p. 17) Plant Parts (p. 23) Getting to the Root of It (p.25) Down Under (p. 27) Roots Required (p. 33) Stems (p.43)

Stem Stumpers (p. 45)

Leaves Make Food (p. 51)

Looking at Leaves (p. 53) Flowers (p. 63) Flower Power (p. 65) A Plant Begins (p. 77) Seeds and Spores (p. 83) Spores: A Special Seed (p.

85)

Flowers, Cones, and Spores (p. 89)

Will it Sprout? (p. 105) Sunlight Studies (p. 113) I Seek the Light (p. 119) Root Rotations (p. 125)

ScienceSaurus p. 85 - 95

Safari Montage District Playlist 3 SC Plant Structure and Function

District Playlist 3 SC Plant Responses

“Websites”

Happy Scientist: Seed Search Brain Pop Jr (school subscription required) Plants: Parts of a Plant Plants: Plant Life Cycle

Happy Scientist: FCAT Question

3rd

Grade 2012-2013


Updated 6/21/12 22

UNIT/ORGANIZING PRINCIPLE: BODY OF KNOWLEDGE- Nature of Science & Life Science

Essential

Questions:


Big Idea 15: Diversity and Evolution of Living Organisms How do changes in the environment affect survival of animals? How do differences in characteristics of animals give some advantages to survive and reproduce over others?

Measurement


Academic

Language

Weeks 30-31

Plant

Classification

(T12)

Students will:

(T12) identify flowering plants (i.e., marigolds, cacti, apple tree, oak

tree).

(T12) identify non-flowering plants (i.e., pine tree, cycads, sago, ginkgo,

ferns, mosses)

(T12) identify non-flowering plants that produce seeds (pine tree, cycad,

sago, ginkgo) and those that produce spores (fern, moss).

(T12) classify plants into major groups based on their physical structures

(e.g., flowering (seed) vs. non-flowering (seeds or spores); seed

production vs. spore production).

(T12) use and apply classification keys to identify plants (i.e.

dichotomous key and field guide).

SC.3.L.15.2

classify cones flowering non-flowering

Week 32 FCAT Testing Window

Weeks 33-34

Animal

Classification (T13)

Practice of Science

(T01)

Students will:

(T13) discuss how animals could be grouped.

(T01) discuss why scientists share the same grouping (classification)

system.

(T13) classify animals into major groups according to their

characteristics:

o vertebrates (fish, amphibians, reptiles, birds, mammals)

o invertebrates (arthropods - segmented bodies and jointed legs,

and hard outer covering)

o live births/egg laying; feathers/scales/fur/skin/outside skeleton;

warm-blooded/cold-blooded; lungs/gills, skeleton/hard outer

covering

SC.3.L.15.1

SC.3.N.1.4

amphibians

animal arthropod backbone

birds cold-blooded egg fish invertebrate mammals reptiles

vertebrate warm-blooded

Week 35 Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Classification

3rd

Grade 2012-2013


Updated 6/21/12 23

Teacher Hints: Plant Classification (Weeks 30-31):

Dichotomous key that can be used to classify plants:

flowering non-flowering seed seed spore marigold pine tree fern cactus cycads moss apple tree sago oak tree ginkgo

Examples of arthropods may include, but not limited to, the following: bees, flies, cockroaches, spiders, lobster, shrimp, and crayfish. Many students do not associate trees, shrubs and grasses as plants. Develop a definition of a plant as a class to identify plants. Students will need to be able to use a simple dichotomous key to identify a plant. Develop a student made classification key to identify a plant (dichotomous key or field guide). Compare different plants and describe how their differences give plants advantages over other plants. Have students research how plants change during the four seasons.

FCAT Testing Window (Week 32) Animal Classification/Practice of Science (Weeks 33-34):

Students often have misconceptions about what is and is not an animal. Students often do not think insects, humans or sponges are animals. Create a definition of animals and include: living thing, can move, feed on other organisms, reproduce with eggs or live birth.

Taxonomists (scientists of classification) classify living things into Kingdoms: Bacteria, Fungus, Protist, Plant & Animal. The textbook is incorrect in showing only 4 types of invertebrates. Practice identifying arthropods. Begin teaching classification using everyday items that are classified. For example, the grocery store organization or alphabetical files in the media

center. Discuss the purpose of classification. It is important to drive home why it would be important for scientists to communicate and agree on a common classification system. For example:

Why would someone who discovered a new species in Japan need to confer with someone in the United States to share what they have found and how it is classified?

Students will not have to memorize invertebrate groups but should be able to use a classification key to identify arthropods (e.g., insect, arachnid). Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Classification (Week 35)

3rd

Grade 2012-2013


Updated 6/21/12 24

Resource Alignment

Weeks 30-31 Plant Classification

Week 32

Weeks 33-34 Animal Classification Practice of Science

Week 35 RARE Week


pp. 209-222

FC

AT T

estin

g W

ind

ow

pp. 223-237, pp. 240-246

03

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HMH

Leveled Readers

B – Types of Plants O – The Wonderful World of Plants A – Amazing Plants

B – Types of Animals O – What Kind of Animal? A – Turtle Story


* Labs To Go

Classify Plants/Leaf Collection (p. 25) Make a Backbone/Furry Help (p. 26)* Invertebrate Count/Model an Insect (p. 27) How Do You Classify Things? (p. 28)

HMH

Think Central

How Can We Classify Plants? Lesson How Can We Classify Vertebrates? Lesson How Can We Classify Invertebrates? Lesson How Do You Classify Things? Lab


Unit 6 Unit Benchmark Test (p. 54 – 57) Unit 7 Lesson 1 Quiz (p. 60)

Unit 7 Lesson 2 Quiz (p. 61) Unit 7 Lesson 3 Quiz (p. 62) Unit 7 Lesson 4 Quiz (p. 63) Unit 7 Lesson Unit Benchmark Test (p. 64 – 67) Unit 7 Performance Assessment (p. 68)


Flower Power ( p.65) Seeds and Spores (p. 83) Spores: A Special Seed (p. 85) Flowers, Cones, and Spores (p. 89)

Carl Linnaeus: Organizer of Living Thing (p. 131) Vertebrates and Invertebrates (p. 133) Bare Bones (p. 135) Boning Up on Structure (p.141)

Analyzing Arthropods (p. 147) It’s in the Cards (p. 159) All Sorts of Animals (p. 173)

Making Sense of Mammals (p. 183) Exceptions to the Rules ( p.187) Wing ‘n’ Things (p. 189) Fish and Their Fins (p.

195) Animal Egg-sperts (p. 205) Animal Antics (p. 217)

ScienceSaurus p. 96 - 97 p. 100 - 115

Safari Montage District Playlist 3 SC Plant Classification

District Playlist 3 SC Animal Classification

“Websites”

Happy Scientist: FCAT Question 1 FCAT Question 2 FCAT Question 3 Study Jams: Plants: Plants with Seeds Plants: Plants with Flowers Plants: Plants without Seeds

Happy Scientist: FCAT Question 1 FCAT Question 2 FCAT Question 3 FCAT Question 4 FCAT Question 5 FCAT Question 6 Study Jams: Animals: Vertebrates Animals: Invertebrates Animals: Arthropods Brain Pop Jr (school subscription required) Animals: Classifying Animals Animals Belong in a Class Song, Activities, Quiz, Worksheet

3rd

Grade 2012-2013


Updated 6/21/12 25

UNIT/ORGANIZING PRINCIPLE: BODY OF KNOWLEDGE- Nature of Science & Life Science

Essential

Questions:


Big Idea 17: Interdependence How do plants interact and depend on living and non-living things in the environment?

Measurement Topics


Weeks 36-37

Adaptations (T14)

Practice of Science

(T01)

Students will:

(T14) describe how animals respond (are adapted) to changing seasons

(e.g., clothing, hibernation, migration, shedding, birth, color change).

(T01) discuss why it is important for scientists from around the world

to communicate and compare the changes in animals season to season.

SC.3.L.17.1

SC.3.N.1.4

adapt adaptations

dormant germinate hibernate migrate

seasons

Students will:

(T14) describe how plants respond (are adapted) to changing seasons

(e.g., drop leaves, dormancy, color change, flower and fruit production,

germination, plant growth).

(T01) discuss why it is important for scientists from around the world

to communicate and compare the changes in plants season to season.

Week 38

Photosynthesis

(T15)

Students will:

(T15) recognize that plants use carbon dioxide, water, and energy from

the sun to make their own food (photosynthesis).

SC.3.L.17.2

carbon dioxide photosynthesis

Week 39 Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Interdependence

Teacher Hints: Adaptations/Practice of Science (Weeks 36-37):

Compare and contrast different species of animals such as bears found in different climates (e.g., polar bears/black bears). Do they have different characteristics that suit their environment?

Research different animals that migrate (e.g., monarch butterflies, humpback whales, caribou, turtles, penguins). Find out which seasons they migrate and where they go. Discuss what would happen if they did not migrate.

Photosynthesis (Week 38):

Review/Assess/Remediate/Enrich (RARE): 03 Science Interim Assmt Interdependence (Week 39)

3rd

Grade 2012-2013


Updated 6/21/12 26

Resource Alignment

Weeks 36-37 Adaptations

Week 38 Photosynthesis

Week 39 RARE Week


pp. 251-268 pp. 270-271

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HMH

Leveled Readers

B – Where Living Things Are Found B – Living Things Depend on One Another O – Living Things Are All Around Us O – Understanding the Food Chain A – Could a Polar Bear survive in the Dessert?


*Labs To Go

Four Seasons Collage/Through a Season (p. 29) What Do Plants Need? (p. 30)

HMH Think Central

How Do Living Things Change with the Seasons? Lesson What Do Plants Need? Lab How Do Plants and Animals Get Energy? Lesson


Unit 8 Lesson 1 Quiz (p. 70) Unit 8 Lesson 2 Quiz (p. 71) Unit 8 Lesson 3 Quiz (p. 72) Unit 8 Unite Benchmark Test (p. 73 – 76) Unit 8 Performance Assessment (p. 77)


Migrations and Destinations (p. 229) Migration (p. 241) Hibernation (p. 243)

Dormancy Details *(p. 245) Seasonal Changes (p. 247) Seasonal Studies (p. 255)

Leaves Make Food (p. 51) Looking at Leaves (p. 53) Sunlight Studies (p. 113)

ScienceSaurus

p. 134-135, 142

Safari Montage District Playlist 3 SC Adaptations

District Playlist 3 SC Photosynthesis

“Websites”

Happy Scientist: FCAT Question Study Jams: Animals: Animal Adaptations

Brain Pop Jr (school subscription required) Hibernation Migration Plant Adaptations

Happy Scientist: Taking the Marshmallows Apart Study Jams: Plants: Photosynthesis

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