2016 - 2017
Third Grade
SCIENCE
Curriculum Map
Volusia County Schools
Next Generation Sunshine State Standards
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 1
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Authorization for reproduction of this document is hereby granted.
All trademarks and trade names found in this publication are the property of their respective owners
and are not associated with the publisher of this publication.
Questions regarding use of this publication should be sent to the following:
Volusia County Schools Elementary Science Department
Becki Lucas
Elementary Science Specialist
[email protected]
DeLand, Florida
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 2
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Table of Contents
I. Next Generation Sunshine State Standards 4
A. Third Grade Overview………………………………………………………………………. 5
B. Third Grade Instructional Scope and Sequence………………………………………….
6
II. Making Connections 7
A. Health/Language Arts/Mathematics/Technology………………………..…………….…. 8
B. Standards for Mathematical Practice…………………………………………….……….. 9
III. Science Process Skills: Basic and Integrated……………………………………………… 10
11
IV. 5E Learning Cycle: An Instructional Model…………………………..…………………..….
13
V. Webb’s Depth of Knowledge 18
A. Model of Cognitive Complexity..................................................................................... 21
B. Question Stems……………………………………………………………………………... 24
26
VI. Units of Study 29
A. Introduction to Practice of Science………………………….…………………………..... 32
B. Stars & Gravity………………………………………………………………………………. 35
C. Matter….……………………………………………………………………………………... 37
D. Energy & Motion….………………………………………………………………………….
E. Light & Heat……...…………………..……………………………………………………... 40
F. Plants…………..…….…………………..………………………………………………….. 50
G. Classification…………………………………..……………………………………………. 51
H. Interdependence…………………………………………………………………………….. 53
I. Practice of Science…………………………………………………………………………..
VII. Appendices
Appendix A: Formative Assessment Strategies…………………………………….….……
Appendix B: Digital Program Access Information……………………………….…………..
Appendix C: Read Works…………………………………………………………….………..
VIII. Glossary of Terms for the Science Curriculum Map………………….…………………….
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 3
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Next Generation Sunshine State Standards
The Next Generation Sunshine State Standards for science are organized by grade level for grades K-8 and by Bodies of
Knowledge for grades 9-12. Eighteen Big Ideas are encompassed in grades K-12 and build in rigor and depth as students
advance. Each grade level includes benchmarks from the four Bodies of Knowledge (Nature of Science, Life Science,
Earth and Space Science, and Physical Science).
Third Grade Overview
Third Grade focuses instructional delivery for science within the following eleven (11) Big Ideas/Standards:
Nature of Science
Big Idea 1 – The Practice of Science
Big Idea 2 – The Role of Theories, Laws, Hypotheses, and Models
Earth and Space Science
Big Idea 5 – Earth in Space and Time
Big Idea 6 – Earth Structure
Physical Science
Big Idea 8 – Properties of Matter
Big Idea 9 – Changes in Matter
Big Idea 10 – Forms of Energy
Big Idea 11 – Energy Transfer and Transformations
Big Idea 12 – Motion of Objects
Life Science
Big Idea 16 – Heredity and Reproduction
Big Idea 17 – Interdependence
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 4
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Third Grade
Instructional Scope and Sequence
*All required and optional assessments are available through DOD and Canvas
Weeks of Instructional Scope Instructional Body of Knowledge
Instruction Sequence
Weeks 1 – 6 Introduction to Practice of Science August 15 – September 23 Nature of Science
Weeks 7 – 10 Earth and Space Science
Weeks 11 – 14 Stars & Gravity September 26 – October 20
Weeks 15 – 17 Physical Science
Weeks 18 – 21 Matter October 24 – November 18
Interdisciplinary
Week 22 Energy & Motion November 21 – December 9
Weeks 23 – 26 Life Science
Weeks 27 – 31 Light & Heat December 12 – January 13
Weeks 32 – 33 Nature of Science
Weeks 34 – 37 STEM Week January 17 – 20 Interdisciplinary
Weeks 38-39
Plants January 23 – February 17
Classification February 21 – March 31
Interdependence April 3 – 14
Practice of Science April 17 – May 12
STEM Week May 15 – 26
Formative Assessment Strategies are included on pages 40-49.
Digital Program Access Information is including on page 50.
What is STEM Week?
STEM Week is a period of time dedicated to the implementation of an interdisciplinary, standards-rich experience that
poses an age-appropriate, real-world problem to be solved through collaborative and creative measures.
S TEM
the ability to use scientific knowledge the ability to know how to use new the ability to understand how the ability to analyze, reason, and
and processes to understand the technologies, understand how new technologies are developed via the communicate ideas effectively in
natural world as well as the ability to technologies are developed, and engineering design process using order to pose, formulate, solve, and
participate in decisions that affect it have the skills to analyze how new problem-based lessons in a manner interpret solutions to mathematical
technologies affect us, our nation, that integrates lessons across multiple problems in a variety of situations
and the world subjects
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 5
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
MAKING CONNECTIONS
Health (NGSSS) / Language Arts (LAFS) / Mathematics (MAFS) / Technology (ISTE)
HEALTH Students will:
HE.3.C.1.4 Describe common childhood health conditions.
HE.3.C.1.6 Recognize that body parts and organs work together to form human body systems.
LANGUAGE ARTS Students will:
LAFS.3.RI.1.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text using language that
pertains to time, sequence, and cause/effect.
LAFS.3.RI.2.4
LAFS.3.RI.4.10 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
LAFS.3.SL.1.1 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3
text complexity band independently and proficiently.
LAFS.3.W.3.8
MATHEMATICS Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on
MAFS.3.MD.1.2 others’ ideas and expressing their own clearly.
MAFS.3.MD.3.4 a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
TECHNOLOGY
Creativity and b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the
innovation topics and texts under discussion).
Communication and
collaboration c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Research and d. Explain their own ideas and understanding in light of the discussion.
informational fluency
Critical thinking, Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
problem solving, and Students will:
decision making Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to
Digital Citizenship solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement
Technology operations scale) to represent the problem.
and concepts
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
Students will:
Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the
learning of others.
Apply digital tools to gather, evaluate, and use information.
Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and
resources.
Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Demonstrate a sound understanding of technology concepts, systems, and operations.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 6
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
MAKING CONNECTIONS
Standards for Mathematical Practice
Students will:
Make sense of problems and persevere in solving them. (SMP.1)
Solving a mathematical problem involves making sense of what is known and applying a thoughtful and logical
process which sometimes requires perseverance, flexibility, and a bit of ingenuity.
Reason abstractly and quantitatively. (SMP.2)
The concrete and the abstract can complement each other in the development of mathematical understanding:
representing a concrete situation with symbols can make the solution process more efficient, while reverting to a
concrete context can help make sense of abstract symbols.
Construct viable arguments and critique the reasoning of others. (SMP.3)
A well-crafted argument/critique requires a thoughtful and logical progression of mathematically sound statements and
supporting evidence.
Model with mathematics. (SMP.4)
Many everyday problems can be solved by modeling the situation with mathematics.
Use appropriate tools strategically. (SMP.5)
Strategic choice and use of tools can increase reliability and precision of results, enhance arguments, and deepen
mathematical understanding.
Attend to precision. (SMP.6)
Attending to precise detail increases reliability of mathematical results and minimizes miscommunication of
mathematical explanations.
Look for and make use of structure. (SMP.7)
Recognizing a structure or pattern can be the key to solving a problem or making sense of a mathematical idea.
Look for and express regularity in repeated reasoning. (SMP.8)
Recognizing repetition or regularity in the course of solving a problem (or series of similar problems) can lead to
results more quickly and efficiently.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 7
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Science Process Skills: Basic and Integrated
Observing: using your senses to gather information about an object or event; a description of what is
actually perceived; information that is considered to be qualitative data
Measuring: using standard measures or estimations to describe specific dimensions of an object or
event; information considered to be quantitative data
Inferring: formulating assumptions or possible explanations based upon observations
Classifying: grouping or ordering objects or events into categories based upon characteristics or
defined criteria
Predicting: guessing the most likely outcome of a future event based upon a pattern of evidence
Communicating: using words, symbols, or graphics to describe an object, action, or event
Formulating Hypotheses: stating the proposed solutions or expected outcomes for experiments; proposed
solutions to a problem must be testable
Identifying Variables: stating the changeable factors that can affect an experiment; important to change only
the variable being tested and keep the rest constant
Defining Variables: explaining how to measure a variable in an experiment
Designing Investigations: designing an experiment by identifying materials and describing appropriate steps in a
procedure to test a hypothesis
Experimenting: carrying out an experiment by carefully following directions of the procedure so the
results can be verified by repeating the procedure several times
Acquiring Data: collecting qualitative and quantitative data as observations and measurements
Organizing Data: making data tables and graphs for data collected
Analyzing Investigations: interpreting data, identifying errors, evaluating the hypothesis, formulating conclusions,
and recommending further testing when necessary
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 8
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
5E Learning Cycle: An Instructional Model
ENGAGEMENT EXPLORATION EXPLANATION ELABORATION EVALUATION
The engagement phase of the model The exploration phase of the model is The explanation phase of the model is The elaboration phase of the model is The evaluation phase of the model is
is intended to capture students’ intended to provide students with a intended to grow students’ intended to construct a deeper intended to be used during all phases
interest and focus their thinking common set of experiences from understanding of the concept,
on the concept, process, or skill which to make sense of the concept, understanding of the concept, process, process, or skill through the of the learning cycle driving the
that is to be learned. process or skill that is to be learned. or skill and its associated academic exploration of related ideas. decision-making process and
language.
During this engagement phase, During the exploration phase, During the elaboration phase, informing next steps.
the teacher is on center stage. the students come to center stage. During the explanation phase, the teacher and students
the teacher and students share center stage. During the evaluation phase,
What does the teacher do? What does the teacher do? share center stage. the teacher and students
• create interest/curiosity • provide necessary materials/tools What does the teacher do? share center stage.
• raise questions • pose a hands-on/minds-on problem What does the teacher do? • provide new information that
• elicit responses that uncover What does the teacher do?
for students to explore • ask for justification/clarification of extends what has been learned
student thinking/prior knowledge • provide time for students to “puzzle” newly acquired understanding • provide related ideas to explore • observe students during all phases
(preview/process) • pose opportunities (examples and of the learning cycle
• remind students of previously taught through the problem • use a variety of instructional
concepts that will play a role in • encourage students to work strategies non-examples) to apply the • assess students’ knowledge and
new learning concept in unique situations skills
• familiarize students with the unit together • use common student experiences to: • remind students of alternate ways
• observe students while working o develop academic language to solve problems • look for evidence that students are
What does the student do? • ask probing questions to redirect o explain the concept • encourage students to persevere challenging their own thinking
• show interest in the topic in solving problems
• reflect and respond to questions student thinking as needed • use a variety of instructional • present opportunities for students to
• ask self-reflection questions: strategies to grow understanding What does the student do? assess their learning
What does the student do? • generate interest in new learning
o What do I already know? • manipulate materials/tools to • use a variety of assessment • explore related concepts • ask open-ended questions:
o What do I want to know? strategies to gauge understanding • apply thinking from previous o What do you think?
o How will I know I have learned explore a problem o What evidence do you have?
• work with peers to make sense of What does the student do? learning and experiences o How would you explain it?
the concept, process, or skill? • interact with peers to broaden
• make connections to past learning the problem • record procedures taken towards the What does the student do?
• articulate understanding of the solution to the problem one’s thinking
experiences • explain using information and • participate actively in all phases of
problem to peers • explain the solution to a problem the learning cycle
Evaluation of Engagement • discuss procedures for finding a • communicate understanding of a experiences accumulated so far
The role of evaluation during the • demonstrate an understanding of
engagement phase is to gain access solution to the problem concept orally and in writing Evaluation of Elaboration the concept
to students’ thinking during the • listen to the viewpoint of others • critique the solution of others The role of evaluation during the
• comprehend academic language elaboration phase is to determine the • solve problems
pre-assessment event/activity. Evaluation of Exploration • evaluate own progress
The role of evaluation during the and explanations of the concept degree of learning that occurs • answer open-ended questions with
Conceptions and misconceptions exploration phase is to gather an provided by the teacher following a differentiated approach to
currently held by students are understanding of how students are • assess own understanding through precision
uncovered during this phase. progressing towards making sense of the practice of self-reflection meeting the needs of all learners. • ask questions
a problem and finding a solution.
These outcomes determine the Evaluation of Explanation Application of new knowledge in
concept, process, or skill to be Strategies and procedures used by unique problem solving situations
students during this phase are The role of evaluation during the during this phase constructs a deeper
explored in the next phase explanation phase is to determine the
of the learning cycle. highlighted during explicit instruction in students’ degree of fluency (accuracy and broader understanding.
the next phase. and efficiency) when solving problems.
The concept, process, or skill has
The concept, process, or skill is Conceptual understanding, skill been and will be evaluated as part
formally explained in the next phase refinement, and vocabulary acquisition of all phases of the learning cycle.
of the learning cycle. during this phase are enhanced
through new explorations.
The concept, process, or skill is
elaborated in the next phase
of the learning cycle.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 9
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Webb’s Depth of Knowledge (DOK) Model of Cognitive Complexity
LOW COMPLEXITY MODERATE COMPLEXITY HIGH COMPLEXITY HIGH COMPLEXITY
Level 1 Level 2 Level 3 Level 4
(Recall) (Basic Application of Concepts and Skills) (Strategic Thinking & Complex Reasoning) (Extended Thinking & Complex Reasoning)
This level is the recall of information This level includes the engagement of This level requires reasoning, planning, This level has the same high cognitive
such as a fact, definition, or term, as some mental processing beyond using evidence, and a higher level of demands as Level 3 with the additional
well as performing a simple science recalling or reproducing a response. thinking than the previous two levels. requirement that students work over an
process or procedure. Level 1 only The content knowledge or process The cognitive demands at Level 3 are extended period of time or with
requires students to demonstrate a rote involved is more complex than in Level complex and abstract because the extended effort. Students are required
response; use a well-known formula; 1. Level 2 requires that students make multi-step task requires more to make several connections—relating
follow a set, well-defined procedure some decisions as to how to approach demanding reasoning than Level 2. ideas within the content area or among
(like a recipe); or perform a clearly the question or problem. Level 2 Level 3 activities include drawing content areas—and have to select or
defined series of steps. activities include making observations, conclusions from observations; citing devise one approach among many
and collecting data; classifying, evidence and developing a logical alternatives for how the situation or
Some examples are: organizing, and comparing data; and argument for concepts; explaining problem can be solved. It is important
• Recall or recognize a fact, term, or representing and displaying data in phenomena in terms of concepts; and to note that the extended time period is
property. tables, graphs, and charts. using concepts to solve non-routine not a distinguishing factor if the
• Represent in words or diagrams a problems. required work is only repetitive and
scientific concept or relationship. Some examples are: does not require the application of
• Provide or recognize a standard • Specify and explain the Some examples are: significant conceptual understanding
scientific representation for simple relationships among facts, terms, • Identify research questions and and higher-order thinking.
phenomena. properties, and variables. design investigations for a scientific
• Perform a routine procedure, such • Identify variables, including problem. Some examples are:
as measuring length. controls, in simple experiments. • Design and execute an experiment • Based on provided data from a
• Identify familiar forces (e.g., • Distinguish between experiments or systematic observation to test a complex experiment that is novel to
pushes, pulls, gravitation, friction, and systematic observations. hypothesis or research question. the student, deduce the
etc.). • Describe and explain examples • Develop a scientific model for a fundamental relationship among
• Identify objects and materials as and non-examples of science complex situation. several variables.
solids, liquids, and gases. concepts. • Form conclusions from • Conduct an investigation, from
• Select a procedure according to experimental data. specifying a problem to designing
specified criteria, and perform it. • Cite evidence that living systems and carrying out an experiment and
• Formulate a routine problem given follow the laws of conservation of analyzing data and forming
data and conditions. mass and energy. conclusions.
• Organize and represent data. • Explain the physical properties of • Produce a detailed report of a
the sun and its dynamic nature and scientific experiment or systematic
connect them to conditions and observation, and infer conclusions
events on Earth. based upon evidence obtained.
More detailed information about Florida’s DOK levels is available online at http://www.cpalms.org/cpalms/dok.aspx.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 10
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Levels of Depth of Knowledge for Science Levels of Depth of Knowledge for Science VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 11
Adapted from the Florida Interim Assessment Item Bank and Test Platform Adapted from the Florida Interim Assessment Item Bank and Test Platform GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Level 1 Level 2
Recall or Reproduction… Basic Application…
is the recall of information such as a fact, is engaging in a mental process that
definition, or term as well as performing goes beyond basic recall or
a simple science process or procedure. reproduction, requiring two or more
Level 1 only requires students to steps before giving a response.
demonstrate a rote response, restate Students are asked to apply their
information in their own words, and/or knowledge of content on a simple level.
follow or perform a well-defined Level 2 requires student to make some
procedure. decisions as to how to approach a
question or problem such as to classify,
Some Examples of organize, and compare data.
Level 1 Performance
Some Examples of
Recall or recognize a fact, term, or property Level 2 Performance
(e.g., how speed is determined).
Read and interpret information from a simple
Represent a scientific concept or relationship graph.
in words or diagrams.
Designate and explain the relationships among
Retrieve information from a chart, table, facts, terms, properties, and variables (e.g.,
diagram, or graph. compare physical properties of solids, liquids,
and gases).
Recognize a standard scientific representation
of a simple phenomenon (e.g., water cycle Identify variable and controls in simple
model). experiments.
Identify common examples of topics, objects, Distinguish between experiments and
and materials (e.g., familiar forces and systematic observations.
invertebrates).
Describe and explain examples and non-
Perform a routine procedure such as examples of science concepts (e.g., flowering
measuring length. and non-flowering plants).
Question Stems Select a procedure according to specified
criteria, and perform it.
What is (was) _____?
What _____ did you use? Formulate a routine problem given data and
What are some examples of _____? conditions.
How many _____?
Identify the _____? Question Stems
Make a listing of _____?
Why did you choose _____? Explain how _____ affected _____.
How would you describe _____? Apply what you have learned to _____.
How can you recognize _____? Compare/contrast.
When did _____ happen? How would you classify _____?
Recall what happened. What could you use to classify?
What happened when _____? How are _____ alike? Different?
Retell. Summarize.
Draw. What do you notice about _____?
Select or retrieve _____? What do you observe? Infer?
What data represents _____? What are some examples of _____?
Which _____ has the most? Least? What are some non-examples of _____?
Read your data table, chart, or graph. Given the data, what was the testable question?
Is _____ on the graph? What variable is being tested?
What pattern is seen when _____? What is the control group?
What procedure would you use?
Levels of Depth of Knowledge for Science Levels of Depth of Knowledge for Science VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 12
Adapted from the Florida Interim Assessment Item Bank and Test Platform Adapted from the Florida Interim Assessment Item Bank and Test Platform GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Level 3 Level 4
Strategic Thinking… Extended Thinking…
requires reasoning, planning, using requires the same high cognitive
evidence, and complex and abstract demands as Level 3 with the additional
thinking. The complexity results from requirement that students work over an
there being multiple correct responses in extended period of time and/or with
which student justification is necessary extended effort. Level 4 assessment
and thorough. Level 3 asks students to items require significant thought.
cite evidence when developing a logical
argument and to explain scientific Some Examples of
phenomena in terms of concepts. Level 4 Performance
Some Examples of Relate scientific concepts to other content
Level 3 Performance areas (e.g., impact of environment changes).
Design and execute an experiment or Develop generalizations of the results obtained
systematic observation to test a hypothesis or and apply them to new situations (e.g., predict
research question. the weather in a particular place and time).
Design and develop a scientific model to Select or devise an approach among many
explain a scientific concept or theory. alternatives for how a situation or problem is to
be solved.
Form conclusions from experimental data.
Cite evidence for scientific theory (e.g., energy Analyze multiple sources of evidence.
Apply understanding in a new way, provide
is neither lost nor created within food chains
and electrical circuits). argument or justification for the application
Compare information within or across data (e.g., using inertia).
sets (several monthly temperature graphs of Conduct an investigation, from specifying a
the same city). problem to designing and carrying out an
Explain how political, social, and economic experiment and analyzing data and forming
concerns can affect science, and vice versa. conclusions.
Explain the properties of the sun and its
position within the solar system and then Question Stems/Tasks
connect this knowledge to the condition and
events occurring on Earth. What information can you gather to support your
idea about _____?
Question Stems
Apply information from one text to another text to
What conclusions can you draw? develop a persuasive argument.
How would you test _____?
What would the outcome be if _____? Write a research paper/thesis on a topic from
What features of the graph should be considered multiple sources.
when _____? Judge the value of material for a given purpose.
What question could we ask now? Consider multiple lines of inquiry to explain a
What evidence should be considered?
Explain your thinking when there is more than particular scientific theory (e.g., conservation
of mass and inertia).
one answer. Elaborate. Produce a detailed report of a scientific
Formulate a reason as to why _____? experiment or systematic observation, and
Which facts support _____? infer conclusions based upon evidence
What is the best answer? Why? obtained.
How would you adapt _____ to create a different Provide time for extended thinking.
Assess through performance and open-ended
_____? activities.
How is _____ related to _____?
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE PACING: Weeks 1 – 6
Unit of Study: Introduction to Practice of Science August 15 – September 23
Prerequisite Kindergarten – SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5
Learning First Grade – SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC.1.N.1.4, SC.1.E.5.3
Second Grade – SC.2.N.1.1, SC.2.N.1.2, SC.2.N.1.3, SC.2.N.1.4, SC.2.N.1.5, SC.2.N.1.6
Topics Learning Targets/Skills Benchmarks Vocabulary
Note: Learning Targets beginning with “review” indicate instruction from previous grades. SC.3.N.1.6 infer/inference
observe/observation
Infer based on observation. predict/prediction
science
Students will: science notebook
• explore answers to questions such as “What is science?”, “What do scientists study?”, and scientist
“What does a scientist look like?”.
Weeks 1-2 • organize a science notebook that will be used all year by students to reflect a partial record SC.3.N.1.2 mass (weight)
of what is being learned. scientific tools
Introduction to • predict the identity of a mystery (unknown) event/object/substance before making
Science extensive observations. o balance scale
• make observations of a mystery event/object/substance. o beaker
Observations • make inferences based on observations of the mystery event/object/substance. o eyedropper
Inferences • justify inferences made (reasons for results of the scientific study of the o flask
event/object/substance). o forceps
Scientific Tools • discuss the importance of observations when making inferences. o gloves
o goggles
Compare the observations made by different groups using the same tools and seek reasons to explain the o graduated cylinder
differences across groups. o hand lens
o magnet
Teacher Hints for Students will: o measuring cup
this topic are on • match each tool to its function or purpose. o meter stick
the next page. • use scientific tools (e.g., goggles, gloves, hand lens, microscopes, balance, scale, ruler, o metric ruler
tape measure, metric stick, graduated cylinder, beaker, stopwatch, thermometer, o microscope
03 Science SMT 1 eyedropper, magnets) during an investigation. o spring scale
to be • record observations during the investigation. o stopwatch
• summarize observations made by two different groups who have conducted the same o tape measure
administered investigation using the same tools. o thermometer
during Week 2. • compare observations (similarities and differences) made by two different groups using the temperature
same tools. time
• explain why there may be differences in observations between groups (e.g., human error in volume
use and in measuring, use of the same kind of tool but a different one is used).
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 13
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Teacher Hints for “Introduction to Science”:
• The State Science Safety Manual (Animals in the Classroom Guidelines) can be accessed at http://www.fldoe.org/contact-us/search.stml?q=Animal+in+the+Classroom.
• Digital textbook resources can be accessed through V-Portal. See page 50 for access information.
• A science notebook may take the form of a spiral bound notebook, composition notebook, or 3-ring binder that is organized by topic. Students refer back to the pages in this
notebook as content reference.
• Prediction vs. Hypothesis: A prediction is a statement about what may happen next. This statement is based on some knowledge of the topic because of previous data
collected. A hypothesis is a scientific statement that explains an expected outcome based on prior knowledge and information gained through research.
• Observations are data or evidence collected through the use of the 5 senses and scientific tools. Data may be quantitative (numbers or measurements) and/or qualitative
(describing) in in nature. Purposely plan to make observations of one object or event over an extended period of time. For example, make observations throughout the
school year of a tree that responds to the changing of the seasons.
• An inference is a statement that appears to be true based on previous experiences or a collection of observations. The greater the body of evidence, the more an inference
appears to be a fact (e.g., if a person eats hamburgers very often, then gains weight, an inference can be made that hamburgers can cause a person to gain weight).
• The study of the Nature of Science allows for students to think and act like a scientist. It involves practices we want our students to engage in throughout the year – ask
questions, gather data/evidence, analyze the data, and draw and present conclusions. Embed these practices throughout the instruction of science content.
• Investigation suggestions for the beginning of the year…
• Mystery Photos - View a section of a picture, make observations, infer what the entire picture could be, and then verify by viewing the entire picture.
http://sciencespot.net/Media/Starters/Strong/mysphoto1.ppt
• Mystery Powders - Predict what will happen to materials (e.g., Instant Snow, sugar or salt, and Aqua Sand) when 1/2 cup of water is added. Record observations before
water is added using a hand lens. Observe and record changes in the substances after water is added.
• Mystery Bags - Place different objects in several brown lunch bags and seal them tight (consider doubling each bag for durability). Shake and touch the item through the bag
to make observations to infer the identity of the mystery object.
• Mystery Liquids – Make observations with eyes only to predict the identity of different liquids (e.g., honey, blue dish detergent, corn-vegetable-baby oil, corn/maple syrup,
colored water). Infer what the substance may be based upon observations.
• Tools and what they measure, including units of measure, will be revisited during the Matter unit.
• Teachers are free to choose any topic (e.g., properties and/or changes of matter, heat, light, plants, animals) to explore the science skills and tools introduced during Weeks
1-6 of the curriculum map. This would require looking at the topics to be taught this year. When using an upcoming topic for these weeks, you wouldn’t teach the content
associated with the topic but rather use the topic to instruct the content of science process.
Raise questions about the natural world, investigate them individually and in teams through free exploration SC.3.N.1.1 compare
Weeks 3-5 and systematic investigations, and generate appropriate explanations based on those explorations. explanation
Introduction to Students will: explore
Science • generate testable questions about the world around them (e.g., “What happens when…?, interpret
Process “What if…?”, “What affects …?”, and “How do objects compare?”). investigate
• form a hypothesis before investigating a student-generated question. observations
Scientific Method • investigate testable, student-generated questions through free exploration and teacher-
designed investigations using a procedure (steps). prediction
This topic is • compare free-exploration investigations to more formal explorations (e.g., teacher-directed, record
continued on the use of the scientific method). scientific method
• use the steps of the scientific method (testable question, hypothesis, experiment-materials
next page. and procedure, data/evidence, results, conclusion). o testable question
• generate appropriate explanations based on observations (data) collected during the o hypothesis
exploration/investigation. o experiment
• explain why scientists perform multiple trials to gather evidence to support conclusions.
materials
procedure
o data/evidence
o results
o conclusion
trials
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 14
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Recognize that scientists use models to help understand and explain how things work. SC.3.N.3.2 2-dimensional model
Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for SC.3.N.3.3 3-dimensional model
Weeks 3-5 all observations.
Students will:
Introduction to • explain that models can be three dimensional (figurine, sculpture, toy), two dimensional
Science (diagram, illustration, sketch), a visualization in your mind, or a computer model.
Process
• compare a model of an object with the real object by siting similarities and differences (e.g.,
earthworm vs. a gummy worm, toy car vs. a real car, or a model train vs. a real train).
• explain how some models will be made from different materials than the real object.
Models • explain how some models are larger than the real object while other models are smaller
than the real object.
• explain that not all models account perfectly for all attributes of real objects.
• use and/or construct different kinds of models when investigating.
• discuss why scientists use models (to help understand and explain how things work).
Teacher Hints for “Introduction to Science Process”:
• For a complete listing of the Integrated Science Process Skills that parallels the Scientific Method, refer to page 8 in the map.
• When evaluating a hypothesis based on the results of an investigation, discourage students from making the claim that their hypothesis is either right or wrong. Encourage
by asking them to evaluate their hypothesis as either being supported or not supported by the data. An explanation as to why or why not is to follow the statement of support.
• 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 will they be asked to identify variables.
• Multiple trials mean to either go through the experimental procedure several times or to conduct tests on multiple subjects at once. Multiple trials allow you to see whether
the results of each test or the trials as a whole show consistency.
• Use and refer to models during science exploration. Models can be either 2- or 3-dimensional in nature to include diagrams, globes, skeletons, plants, stuffed animals, or
any other items that represent real objects. Models can even be a computer simulation or mental model.
• When comparing and contrasting a model with the real thing, students should focus their attention on the size of the model relative to the real thing, on the materials the
model is made from, and on how well the model has replicated the real thing.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 15
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Explain that empirical evidence is information, such as observations or measurements that is used to help SC.3.N.1.7 accuracy
validate explanations of natural phenomena. SC.3.N.1.3 communication
compare
Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conclusions
conducted. data (evidence)
interpret
Students will: models
• define empirical evidence (data which is acquired through careful observation using the five observations
senses and scientific tools that enhance the senses). predictions
• discuss with a partner or in small groups an appropriate way to collect data for a teacher- questions
selected investigation.
Week 6 • construct an appropriate data collection tool (e.g., chart, table) that could be used during
the investigation.
Introduction to • record data collected during the investigation in science notebooks (e.g., written, pictorial,
Data simple charts/graphs).
• display data collected in a bar graph (if appropriate) and present to classmates.
• analyze and interpret data collected during the investigation to formulate an explanation of
the results.
• explain the importance of good record keeping (used to form explanations).
Record-keeping Recognize that scientists question, discuss, and check each other’s evidence and explanations. SC.3.N.1.5
Communication Recognize the importance of communication among scientists. SC.3.N.1.4
Students will:
• identify ways that scientists share their knowledge and results with one another (e.g., lab
reports, journals, articles, conversations).
• describe why and how scientists collaborate together to gain new knowledge or refine
ideas (e.g., laboratories, field stations, conferences).
• collaborate with another lab group to question, discuss, and check others’ evidence and
explanations to demonstrate the importance of communicating with other scientists.
• recognize the importance of checking evidence for accuracy.
• provide reasoning as to why scientists may differ in their evidence and explanations (e.g.,
use of different kinds of tools, consistency in using the same tool for an experiment, human
error, living in different parts of the world).
• explain that explanations of results can vary even when scientists are analyzing the same
evidence (i.e., scientists drawing their own conclusions based on the data).
Teacher Hints for “Introduction to Data”:
• Using common tools allows scientists to communicate with each other accurately, effectively, and efficiently.
• The following link provides a lesson integrating literacy and science to teach the “water displacement method”:
http://www.lessoncorner.com/l/waldorfteacher/LessonsfromAesopsFableTheCrowandthePitcher.
• The following link provides a lab that provides an inquiry opportunity on the “water displacement method”: http://www.beaconlearningcenter.com/Lessons/2831.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.
• Be sure to include a brief review of °F and °C when introducing thermometers as a tool scientists use.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 16
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Resource Weeks 1-2 Weeks 3-5 Week 6
Alignment Introduction to Science Introduction to Science Process Introduction to Data
HMH pp. 1-7 pp. 8-32 pp. 33-44
Teacher’s Edition
Mystery Box, p. 2 Safety in Science, p. 1 I Can See Clearly Now, p. 4
How Can You Use a Model?, p. 3 Talented Tools, p. 4
HMH How Can You Measure Length?, p. 5
Inquiry Flipchart/Labs How Can You Use a Model? Data Two Ways, p. 6
Raise the Bar, p. 6
HMH How Do Scientists Investigate Questions? pp. 8-25, pp. 38-67 How Do Your Results Compare?, p. 7
Think Central How Can Scientists Use Tools?
ScienceSaurus pp. 2-7 Multi-Flow Map (show data) How Can you Measure Length?
Physical Science How Do Your Results Compare?
AIMS Science Water in Apples, p. 87 Tools (flip booklet) pp. 26 – 37
(Florida-specific) As Cool As a Cucumber, p. 97 Inference vs. Observation (two tab book) Physical Science
Kool Kups, p.135 District Playlist: 3 SC Data Collection and Car Color Census, p. 29
Reflecting on Light, p. 191 Analysis Eggsploring Attributes, p. 49
Light Rays Slow Down, p. 205 Verifying Volumes, p. 69
Rainbow Rounds, p. 211 The Happy Scientist: Pleased As Punch, p. 75
Light Hot, p. 223 Username: Volusia; Password: science Cups and Stuff, p. 81
Curly Cue, p. 241 Evening Out Temperatures, p. 103
Observation Frosty Forms, p. 115
Thinking Maps ® Circle Map (What Is a Scientist?) Cookie Observations Little Shavers, p.127
Foldables Bubble Map (characteristics of science/ scientist) Scholastic Study Jams: Identify Outcomes and Chilly Changes, p. 141
Make Predictions Ruler Ramps, p. 167
Safari Montage District Playlist: 3 SC Practice of Science Brain Pop Jr.: Scientific Method Heat and Color, p. 235
CPALMS Watch and Learn-SeaWorld Classroom Activity Sid’s Science Fair Multi-Flow Map (to show data)
Science Notebooks in the K12 Classroom iTouch Elementary School Tree Map (list the data)
Web Resources The Scientific Method Song Flow Map (steps of the process)
Make Me Genius Scientific Method (layered/step book)
Apps for iTouch, Gazziliscience Teaching the Scientific Method Through
iPhone or iPad KidScience Thumb Wars
Elementary Science 7 to 9 Science Bob
Quick Quiz (by Creative Toys) Try Science Experiments
3rd Grade Science Reading
Comprehension
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 17
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/EARTH AND SPACE SCIENCE PACING: Weeks 7 – 10
Unit of Study: Stars & Gravity September 26 – October 20
Prerequisite Kindergarten – SC.K.E.5.1, SC.K.E.5.5, SC.K.E.5.6, SC.K.P.13.1 Benchmarks Vocabulary
Learning First Grade – SC.1.E.5.1, SC.1.E.5.2, SC.1.E.5.4, SC.1.P.13.1
Second Grade – SC.2.P.10.1, SC.2.P.13.1, SC.2.P.13.2, SC.2.P.13.3, SC.2.P.13.4 SC.3.E.5.3 brightness
Topics SC.3.E.5.2 color
Learning Targets/Skills distance
SC.3.E.5.1 emit
Recognize that the sun appears large and bright because it is the closest star to the Earth. Embedded heat gain
Nature of Science heat loss
Identify the sun as a star that emits energy; some of it in the form of light. SC.3.N.1.1 light
magnify
Students will: radiant energy
• identify the sun as a star in our solar system that emits its own energy (light and heat). size
• compare the size of the sun to that of the other stars. star
• explain that the sun is a medium-size star, but it appears to be the largest, brightest star in sun
the sky because it is closest to Earth. telescope
temperature
Explain that stars can be different; some are smaller, some are larger, and some appear brighter than others; all
except the Sun are so far away that they look like points of light.
Weeks 7-9 Students will: SC.3.E.6.1
• explain how stars can be different (size, brightness, and distance from Earth).
Stars • compare the appearance of the sun’s size, brightness, and its distance from Earth Embedded
compared to all the other stars. Nature of Science
Teacher Hints for • explain how distance makes stars appear as though they are points of light.
this topic are on • explain that stars are fixed points of light in the sky. SC.3.N.1.1
the next page. • explain that stars are in the day sky but cannot be seen because of the sun’s glare. SC.3.N.1.2
SC.3.N.1.3
Demonstrate that radiant energy from the sun can heat objects and when the sun is not present, heat may be SC.3.N.1.5
lost.
OPTIONAL Students will:
03 Science VST 1 • predict how the sun’s presence, visible or not visible, will impact objects (e.g., size, shape,
state, color, temperature, absorbing moisture).
available to • investigate the effects of the sun’s heat on different objects (e.g., chocolate, sand, soil,
administer at the crayons, water, rocks).
• record observations of investigations involving heat in a science notebook (e.g.,
end of the temperature of soil in the sun vs. temperature of soil in the shade or when the sun is behind
Earth/Space Unit the clouds).
• compare observations with those of different student groups, discussing any differences.
(Week 10) • explain that heat is lost when the sun is not visible.
• explain the changes that may occur when the sun is visible and not visible.
SC.3.E.5.5
Investigate that the number of stars that can be seen through telescopes is dramatically greater than those
seen by the unaided eye.
Students will:
• describe the purpose of a telescope as a tool to magnify objects that are far away (e.g.,
stars, moon, comets).
• compare images of the night sky taken with and without a telescope to demonstrate how
this tool dramatically increases the number of stars that can be seen.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 18
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Teacher Hints for “Stars”:
• A star is an object in space that produces its own heat and light and is composed of gases and dust particles.
• 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.
• The term ‘star patterns’ refers to constellations. Students may see the terms patterns of stars in the sky or star patterns on the SSA. Students will not have to know or identify
names of star patterns. Future grade levels will focus on star positions in the night sky.
• The color and temperature of stars are related. The coolest are red, the hottest are blue, and medium-hot are yellow. Our sun is a medium-hot, yellow star.
• Students must understand that although the sun appears to move across our sky, it is actually the Earth’s rotation causing the pattern of day and night. The sun being present
or not present may lead to student misconceptions that the sun is moving instead of the Earth moving.
• The sun generates its own radiant heat and we feel this heat from the sun here on Earth. The Earth’s surface and other matter gains and loses heat that has come from the
sun. Temperature is the measurement we use to record heat energy, and the loss or gain of heat at any given time. When the sun is not present, objects may lose heat.
When the sun is present, objects gain heat through absorption. Using the terminology losing heat (a heat loss) or gaining heat (a heat gain) is a precursor to SC.4.P.11.1 -
Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.
• In Weeks 3-5, students learned the purpose of using models when investigating. Our current knowledge of space has been partly due to the construction and use of models.
Students and other scientists are not able to physically experience space but they can continue their learning by using models of the different space bodies such as the Earth,
sun, moon, and stars. As we learn more about space, models are constantly revised to fit new thinking and learning.
Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome. SC.3.E.5.4 force
Week 10 Students will: Embedded gravity
• explain the effect gravity has on objects. Nature of Science overcome gravity
Gravity • investigate ways to overcome the force of gravity (e.g., filling a balloon with helium, catching SC.3.N.1.1
a ball before it hits the ground, floating an object in a liquid, growing plants, jumping).
• explain how gravity can be overcome.
Teacher Hints for “Gravity”:
• Gravity is a force that pulls objects towards Earth’s surface. All objects will fall to the Earth if they are not held up by something. A leaf will fall if it is not connected to a
branch. A paper will fall if it is not on a table. Gravity is an example of a non-contact force. An object will move downward without a force ‘touching’ it.
• Overcoming gravity means to push up against the force of gravity. We used to refer to this as ‘defying gravity’. One way humans overcome gravity is by jumping up, climbing
a ladder, or by taking an airplane or helicopter ride.
• When clarifying the Law of Gravity, use examples of how to overcome gravity (e.g., jumping, magnets, airplanes, Mentos and Coke Lab-
http://www.stevespanglerscience.com/experiment/original-mentos-diet-coke-geyser, Alka-Seltzer and film canister lab- http://www.stevespanglerscience.com/experiment/film-
canister-rocket).
• Consider demonstrating the ability to overcome gravity through the use of contact and non-contact forces.
• Present students with a listing of events that contain both examples of gravity and overcoming gravity. Have them sort this list, and then give their rationale as to why they
sorted these events into one of the two groups.
• Simple machines instruction is no longer curriculum for elementary. However, simple machines may be used when giving examples of overcoming gravity. For example, a
pulley overcomes gravity by lifting things up.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 19
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Resource Weeks 7-9 Week 10
Alignment Stars Gravity
HMH pp. 49-68 pp. 69-76
Teacher’s Edition High Tide AL
Earth’s Space in the Solar System BL Measure the Force, p. 11
HMH Our Place in Space OL
Leveled Readers How Far Is the Sun?, p. 49 What Is Gravity?
Starry Lights/Let’s Cook, p.8 Star Near, Star Far, p. 55
HMH How Many Stars Do You See?, p. 9 Sun Prints, p. 61 Unit 2 Lesson 4 Quiz (p. 16); Unit 2 Unit Benchmark Test (pp. 17 – 20); Unit 2
Inquiry Flipchart/Labs How Does the Sun Heat Earth?, p. 10 Solar Water Collector, p. 89 Performance Assessment (p. 21)
How Many Stars Do You See? Solar Mitts, p. 97
HMH How Does the Sun Heat Earth? Hot Pockets, p. 103 p. 284
Think Central A Test of Temperatures, p.111 Earth Science
Unit 2 Lesson 1 Quiz (p. 13) Graphing Highs and Lows, p. 123 Overcoming Gravity, p. 67
HMH Unit 2 Lesson 2 Quiz (p. 14) Little Launchers, p. 69
Assessment Guide Gravity-Defying Olympics, p. 77
pp. 224–227, pp. 230-231
ScienceSaurus
Earth Science
AIMS Science The Scoop on Stars, p. 17
(Florida-specific) Telescopes, p. 19
Magnify the Sky, p. 21
Star Samples, p. 27
Star Shades, p. 37
Sizing Up Stars, p. 39
Our Star, the Sun, p. 47
Supplemental Galaxies, Galaxies by Gail Gibbons Circle Map (items that defy gravity)
Literature Sun Up, Sun Down by Gail Gibbons
Stargazers by Gail Gibbons Tab book – gravity and weight on other planets
Thinking Maps ® Bubble Map (characteristics of stars) Tab book – examples of defying gravity
Double Bubble (comparing stars) District Playlist: 3 SC Gravity
Foldables Tree Map (three type of stars)
Safari Montage Two-fold book – star colors vs. star temperatures Scholastic Study Jams: Gravity & Inertia
Brain Pop Jr.: Gravity
District Playlist: 3 SC Stars Bill Nye: Gravity
CPALMS Happy Scientist: FCAT Question Gravity Force
Web Resources Brain Pop Jr.: The Sun
Animation of Earth's Size Compared to Sun
Fast Facts About the Sun
Apps for iTouch, Galaxies
iPhone or iPad Star Walk
Go Sky Watch Planetarium
The Night Sky
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 20
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENCE PACING: Weeks 11 - 14
Unit of Study: Matter October 24 – November 18
Prerequisite Kindergarten – SC.K.P.8.1, SC.K.P.9.1
Learning First Grade – SC.1.P.8.1, SC.1.E.5.3
Second Grade – SC.2.P.8.1, SC.2.P.8.2, SC.2.P.8.3, SC.2.P.8.4, SC.2.P.8.6, SC.2.P.9.1
Topics Learning Targets/Skills Benchmarks Vocabulary
Compare materials and objects according to properties such as size, shape, color, texture, and hardness. SC.3.P.8.3 balance scale
beaker
Weeks 11-12 Students will: Embedded displaced
• identify physical properties of matter (observable and measurable) used to describe objects Nature of Science graduated cylinder
Properties of (e.g., size, shape, color, texture, hardness, length, weight, temperature). hardness
Matter • classify objects according to similar properties. SC.3.N.1.3 heat energy
• compare the physical properties of matter (e.g., size, shape, color, texture, hardness). length, width, height
Teacher Hints for • record comparisons in their science notebook. SC.3.P.8.2
this topic are on o centimeters (cm)
the next page. Measure and compare the mass and volume of solids and liquids. Embedded o meters (m)
Nature of Science o kilometers (km)
Students will: liquid
• investigate mass and volume as measureable properties of matter. SC.3.N.1.2 mass (weight)
• match appropriate tools and units of measure associated with mass and volume. SC.3.N.1.3 o grams (g)
• measure the mass and volume of solids and liquids using appropriate tools. o kilograms (kg)
• measure the volume of solids (e.g., rock, shell, marble, pencil, dice) using the water SC.3.P.8.1 measure
displacement method. pan balance
• compare the mass and volume of different solids and liquids as measured by the same Embedded physical properties
group of students (e.g., the marble displaced more water than the penny – the rock has a Nature of Science scale
greater volume than the marble). size
• compare measurements of solids and liquids made by different groups using the same SC.3.N.1.3 solid
tools and seek reasons to explain the differences across the groups. spring scale
• explain that two objects of the same volume may have a different mass. temperature
o Celsius (˚C)
Measure and compare temperatures of various samples of solids and liquids. o Fahrenheit (˚F)
texture
Students will: thermometer
• read the temperature on a thermometer in both Celsius and Fahrenheit to measure heat triple beam balance
energy. volume
• measure and compare temperatures of various samples of solids and liquids using a o milliliters (mL)
thermometer (Fahrenheit and Celsius). o liters (L)
water displacement
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 21
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Teacher Hints for “Properties of Matter”:
• Consider using a variety of matter (living or nonliving) for observation and measurement experiences.
• Physical properties are observable and measurable. Observable properties of matter are described by using the five senses such as shape, color, texture, and hardness.
The five senses may be enhanced by using a hand lens and/or a microscope. Measurable properties of matter are described using measurement tools. These tools
measure volume, mass, length, and temperature.
• Consider exposing students to a variety of tools to measure mass and volume. Measuring tools for mass include a spring scale, pan balance, triple beam balance, and
balance scale. Measuring tools for volume include beaker, graduated cylinder, flask, and measuring cup.
• This is the first experience the students will have with the term mass as it is 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.
• The water displacement method is a technique used to measure the volume of an object by calculating how much water it displaces, or pushes aside when placed into a
sample of water. To determine the volume of an object, subtract the final water level from the starting water level. There is not necessarily a correlation between mass and
volume. For example, two blocks of the same size and shape but different composition (a wood block and a metal block) may have different masses but the same volume.
• In order to give students a frame of reference for water displacement, remind them of how the water level changes after they get into a bath tub or a small, kiddie pool.
• The water displacement method is used to measure the volume of both regular and irregular-shaped objects (objects that cannot be measured easily using a ruler or
measuring tape, such as rocks and marbles). Students do not need to know how to calculate the volume of regular-shaped objects using the volume formula (base x width x
height) in science.
Describe the changes water undergoes when it changes state through heating and cooling by using SC.3.P.9.1 boiling
familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation. change
Week 13-14 Recognize that words in science can have different or more specific meanings than their use in everyday SC.3.N.3.1 condensation
language. cooling
Changes in Embedded energy
Matter Students will: Nature of Science evaporation
• review the three states of matter (solid, liquid, gas). freezing
• review the properties for each state of matter (e.g. a gas fills its container, a liquid SC.3.N.1.1 heating
takes the shape of its container, and a solid keeps its shape). SC.3.N.1.3 heat loss
• investigate melting, freezing, boiling, evaporation, and condensation of water. SC.3.N.1.6 heat gain
• iner based on observations made during the water investigations (e.g., an increase or SC.3.N.1.7 melting
decrease in heat energy is needed to bring about a change of state). SC.3.N.3.1 water
• describe how water changes its state through heating and cooling (e.g. condensation
occurs when water vapor loses heat so will then change from a gas to a liquid.)
Teacher Hints for “Changes in Matter”:
• Define and explain vocabulary associated with matter changes using Thinking Maps® and other graphic
organizers in science notebooks.
o melting – changing from solid (ice) to a liquid (water) due to a heat gain
o evaporating – changing from a liquid (water) to gas (vapor) due to a heat gain
o condensing – changing from a gas (vapor) to a liquid (water) due to a heat loss
o freezing – changing from a liquid (water) to a solid (ice) due to a heat loss
• Using the terminology losing heat (a heat loss) or gaining heat (a heat gain) is a precursor to
SC.4.P.11.1 - Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.
• Please note: Changes in states of matter are limited to changes in states of water only.
• Connections to the water cycle are naturally made during this unit, however the process of the water cycle is NOT taught at this grade level.
• Exploring the changes that occur in the states of matter may be done through the following investigations:
o Place water in the bottom of a plastic bag, seal, and then place the bag in a window for an hour.
o Place water in a cup and observe and measure how water evaporates during the day.
o Make pictures on the sidewalk with water and observe what happens (puddle pictures).
o Place a wet paper towel in the sun and record observations over a period of time.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 22
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Resource Weeks 11-12 Weeks 13-14
Alignment Properties of Matter Changes in Matter
HMH pp. 81-100 pp. 101-115
Teacher’s Edition
Properties of Matter BL; Matter is Everywhere OL; What’s Heavy? AL
HMH
Leveled Readers
HMH Find the Volume/Sort Some Matter, p.12 How Can the State of Matter Change?, p. 16
Inquiry Flipchart/Labs How Are Mass and Volume Measured?, p. 13
How Is Temperature Measured?, p. 14 What Are the States of Matter?
HMH Temperature Takes a Dive, p. 15 How Can the State of Matter Change?
Think Central What are some Physical Properties?
How Are Mass & Volume Measured? Unit 3 Lesson 5 Quiz (p. 27)
HMH How Is Temperature Measured? Unit 3 Benchmark Test (pp. 28 – 31)
Assessment Guide Unit 3 Lesson 1 Quiz (p. 23)
Unit 3 Lesson 2 Quiz (p. 24) pp. 244 – 247
ScienceSaurus Unit 3 Lesson 3 Quiz (p. 25) Physical Science
pp. 236 – 243 From State to State, p. 113
AIMS Science Frosty Forms, p. 115
(Florida-specific) Physical Science A Cooked-up Change, p. 61 Evening Out Temperatures, p. 103 Little Shavers, p. 127
Kool Kups, p. 135 Kool Kups, p. 135
Supplemental Properties, p. 21 Verifying Volumes, p. 69 Chilly Changes, p. 141 Chilly Changes, p. 141
Literature Heat and Color, p. 235
Property Flip, p. 23 Pleased as Punch, p. 75 Flow Map (stages of matter )
Thinking Maps ® Multi-flow Map (stages of matter)
Car Color Census, p. 29 Cups ‘n’ Stuff, p. 81 Brace Map (different stages of water)
Safari Montage District Playlist: 3 SC Changes in Matter
Exploratory Surgery, p. 39 Water in Apples, p. 87 Changing the State of Water From Liquid to Vapor
CPALMS States of Water Part 2
Eggsploring Attributes, pg. 49 As Cool as Cucumber, p. 97 Understanding Mass and Matter
Mr. Archimedes' Bath by Pamela Allen Brain Pop Jr.: Changing States of Matter
Changes in Matter Video
Bubble Map (describing matter) Matter Video
Double Bubble (compare the properties of matter; temperatures)
Tree Map (title of solid and give examples)
District Playlist: 3 SC Properties of Matter
Mass and Volume, They Matter!
States of Water Part 1
Exploring the States of Water
Web Resources Happy Scientist: Matter
Scholastic Study Jams: Properties of Matter
Apps for iPhone, Scholastic Study Jams: Solids, Liquids, and Gases
iTouch, iPad Brain Pop Jr.: Solids, Liquids, and Gases
States of Matter Video
Matter Rap
States of Matter
Physical Science through Digital Photos
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 23
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENCE PACING: Weeks 15 - 17
Unit of Study: Energy & Motion November 21 – December 9
Prerequisite Kindergarten – SC.K.P.10.1, SC.K.P.12.1, SC.K.P.13.1
Learning First Grade – SC.1.P.12.1, SC.1.P.13.1
Second Grade – SC.2.P.10.1, SC.2.P.13.1
Topics Learning Targets/Skills Benchmarks Vocabulary
Week 15 Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical. SC.3.P.10.1 change
Forms of electrical
Energy Students will: Embedded energy
• identify and record some basic forms of energy in a science notebook (light, heat, sound, Nature of Science energy sources
electrical and mechanical). heat
SC.3.N.1.3 light
NOTE: Extensive instruction on light and heat occurs during Weeks 18-21. SC.3.N.1.7 mechanical
motion
• identify and record examples of energy sources for each form of energy listed below: sound
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).
Teacher Hints for “Forms of Energy”:
• Mechanical energy is the energy of position and motion. Although the Science Fusion textbook resource provides instructional support of potential and kinetic energy,
students do not need to be able to distinguish between potential and kinetic energy. For assessment purposes, scenarios referring to mechanical energy should not use the
term kinetic energy or potential energy.
• Light energy is carried by light waves. Sound energy is carried by sound waves.
• Energy transformations are not formally assessed in grade 3 but are assessed in grade 5 in terms of electrical energy. Electrical energy can transform (change form) into
light, heat, and/or sound energy. Light energy may be produced from another form of energy (e.g., electrical to light, chemical to light). In grade 3, students are asked to rub
their hands together to transform mechanical energy into heat energy.
Recognize that energy has the ability to cause motion or create change. SC.3.P.10.2
Weeks 16-17 Students will: Embedded
Motion • investigate and describe ways that energy can cause motion (e.g., hairdryer, toaster, car, Nature of Science
windmill, fan blades, bulldozer, jack-in-the-box, sailboat, hands on a watch).
• investigate and describe how energy has the ability to create a change (e.g., melting SC.3.N.1.1
chocolate, evaporating water, drying hair, cooking food, using a microphone, playing SC.3.N.1.3
musical instruments). SC.3.N.1.6
• identify the form of energy that causes motion or creates change in an object. SC.3.N.1.7
• infer based on observations made during motion investigations (e.g., giving the car a push SC.3.N.3.1
will move it along the track, raising the ramp will increase the distance the car will travel).
Teacher Hints for “Motion”:
• Energy is needed for a force (push or pull). If there is enough force, an object may move. For example, in order for a ball to travel in the air, a person’s hand has to have
enough energy to push the ball forward to set it into motion.
• Have students do an energy walk around the school and identify situations in which energy is causing motion.
• Play an “I Spy Energy” game. Students give clues of items around the classroom in which energy is being used to cause motion and/or create change.
• Engage students in a discussion about what would happen if energy was not available.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 24
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Resource Week 15 Weeks 16-17
Alignment Forms of Energy Motion
HMH pp. 121-134 Energy in Motion/Make It Move!, p. 17
Teacher’s Edition
Energy BL; All About Energy OL; Catch the Sun! AL Physical Science
HMH Ruler Ramps, p. 167
Leveled Readers Forms of Energy Curley Cue, p. 241
The Art of Change, p. 249
HMH Unit 4 Lesson 1 Quiz (p. 34) Bubble Maps (examples of motion/ things on a playground that move)
Inquiry Flipchart/Labs Flow Map (show how object can produce motion)
pp. 254–260
HMH pp. 280-283 The Cause and Effect of Motion
Think Central Physical Science
Energy Match Up, p. 151
HMH Sounds, p. 159
Assessment Guide Salt Dances, p. 161
Light Essentials, p. 175
ScienceSaurus Heat, p. 233
Bubble Maps (different types of energy)
AIMS Science Tree Map (specific types of energy and their details)
(Florida-specific)
Thinking Maps ®
Foldables Layered/Step book – Types of Energy (heat, light, sound, electrical,
mechanical)
Safari Montage District Playlist: 3 SC Energy
CPALMS Brain Pop Jr: Energy Sources
Web Resources What is Energy? Types of Energy
Force, Work, and Energy Relationship
Apps for iPhone, Monster Physics
iTouch, or iPad Simple Physics
Magic Energy
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 25
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/PHYSICAL SCIENCE PACING: Weeks 18 - 22
Unit of Study: Light & Heat December 12 – January 20
Prerequisite Kindergarten – SC.K.P.10.1
Learning First Grade – none
Second Grade – SC.2.P.10.1
Topics Learning Targets/Skills Benchmarks Vocabulary
Weeks 18-19 Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another. SC.3.P.10.3 absorb
Light bend (refract)
Students will: Embedded bounce (reflect)
• identify that light can come from different sources (e.g., sun, electric lamp, candle). Nature of Science color
• investigate that light travels in a straight line until it strikes an object or surface. light
• investigate and explain what happens to the path of light as it travels from the source of SC.3.N.1.1 opaque
light to objects that are transparent (e.g., glass, cellophane), translucent (e.g., wax paper, SC.3.N.1.3 shadow
light covers), and opaque (e.g., clay pot, chalk board, science book, hand). SC.3.N.1.7 translucent
• demonstrate that when light does not pass through an object, it forms a shadow. transparent
NOTE: In preparation for the plant unit during Weeks 23-28, begin setting up for hands-on SC.3.P.10.4
investigations by growing seeds and planting/acquiring different varieties of mature plants.
Demonstrate that light can be reflected, refracted, and absorbed.
Students will: Embedded
• demonstrate what happens when light bounces off of a smooth or rough surface Nature of Science
(reflection).
• demonstrate what happens when light bends as it passes from one medium through SC.3.N.1.1
another (bending/refraction). SC.3.N.1.3
SC.3.N.1.7
• identify the colors of the light spectrum (red, orange, yellow, green, blue, indigo, violet).
• explain that the color of an object is the result of light being reflected and absorbed (e.g., a
banana is yellow because it absorbs all colors of the light spectrum except yellow which is
reflected back to a person’s eyes).
Teacher Hints for “Light”:
• No matter the source (sun, light bulb, lit candle), light travels in a straight line until it strikes an object or surface. Light may be bent (refracted), reflected and/or absorbed once
it strikes an object or surface.
• Items assessing light reflection, refraction, or absorption should use the terms reflect, bend, or absorb to describe light’s behavior.
• One example of an investigation to show the relationship between light and shadows involves students going outside and tracing shadows at different times of day and
recording in a science notebook what is seen.
• Objects get their color from selective absorption. Below are some examples.
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.
• Being able to see the reflected object on the surface that the light strikes is evidence of reflection (e.g., an image on a mirror or on body of water). This can be investigated by
shining a flashlight onto a piece of aluminum foil to see the reflected light from the flashlight.
• Absorption of light energy can be investigated by measuring the temperature of different colors of water, Jell-O, paper, etc.
• Activities for bending (refraction) include placing a spoon or pencil in water, using a magnifying lens, and prisms.
• When you see an object through a glass of water, it does appear bent. This is evidence that the light bends as it travels through the water. The light is also being reflected!
We would not be able to see the object at all if it was not for reflection. Another good example of bending light is to think about a boat anchor in the water. If you look over the
side of the boat, the anchor appears much closer and in a different position than it actually is. This is also illustrated by placing a penny in a cup of water. Try it!
• Investigations of dark colors vs. light colors provide students with an opportunity to understand the relationship between absorption of light and temperature.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 26
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Investigate, observe, and explain that heat is produced when one object rubs against another, such as SC.3.P.11.2 friction
Weeks 20-21 rubbing one’s hands together. heat
Students will:
Embedded
Nature of Science
Heat • investigate and explain how rubbing two objects together produces heat (friction). SC.3.N.1.1
• identify everyday examples of objects rubbing against one another to produce heat SC.3.N.1.3
OPTIONAL SC.3.N.3.1
03 Science VST 2 (e.g., brakes applying force on a bike to stop, sliding down a rope, rubbing an eraser
on a piece of paper). SC.3.P.11.1
available to Investigate, observe, and explain that things give off light often also give off heat.
administer at the end Students will: Embedded
Nature of Science
of the Physical • identify objects that give off both heat and light.
SC.3.N.1.1
Science Unit • investigate ways in which light gives off heat.
(Week 21) • explain that when matter emits heat, it is losing heat.
• explain the relationship between light and heat (i.e., objects that emit light also give
off heat but objects that give off heat may not necessarily emit light).
Teacher Hints for “Heat”:
• Students need to be comfortable reading a thermometer with temperatures readings in both Celsius and Fahrenheit. Students should be exposed to measuring temperature
using a dual thermometer (has both Celsius and Fahrenheit readings).
• Practicing with horizontal and vertical number lines will assist students in reading a thermometer.
• Heat is energy that moves from warmer to cooler objects. Using the terminology losing heat (a heat loss) or gaining heat (a heat gain) is a precursor to 4.P.11.1 - Recognize
that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.
• To better understand how a thermometer works, consider making a classroom thermometer (Make a Thermometer www.weatherkids.com).
• Some objects 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).
Week 22 STEM Week
03 Science SMT 2 to be administered during Week 22
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 27
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Resource Weeks 18-19 Weeks 20-21 Week 22
Alignment Light Heat
HMH pp. 135-148 pp. 153-157, 160-170
Teacher’s Edition
Heat, Light, and Sound BL; Learning About Heat, Light, and Sound OL; Amazing Colors AL
HMH
Leveled Readers Explore How Light Travels, p. 18 Heat Race, p. 20
What Surfaces Reflect Light Best?, p. 19 Where Can Heat Come From?, p. 21
HMH Where There’s Light, p. 20
Inquiry Flipchart/Labs Heat Sources?
How Does Light Move? Where Can Heat Come From?
HMH What Surface Reflects Light Best?
Think Central Unit 2 Lesson 3 Quiz (p. 15)
Unit 4 Lesson 2 Quiz (p. 35) Unit 5 Lesson 1 Quiz (p. 43)
HMH Unit 4 Lesson 3 Quiz (p. 36) Unit 5 Lesson 2 Quiz (p. 44)
Assessment Guide Unit 4 Benchmark Test (pp. 37-40) Unit 5 Benchmark Test (pp. 45-48)
Unit 4 Performance Assessment (p. 41) Unit 5 Performance Assessment (p. 49)
ScienceSaurus
pp. 266 - 270 pp. 276 – 279
AIMS Science
(Florida-specific) Physical Science Reflecting on Light, p. 191 Prism Power, p. 217 Physical Science Heat, p. 233
Light Essentials, p. 175 Targeted Reflections, p. 197 Heat and Color, p. 235 Light Hot, p. 223 Heat from Friction,
Flashlight Findings, p. 177 Light Rays Slow Down, p. 205 See the Light, Feel the Heat, p. 257
Just Passing Through, p. 183 Rainbow Rounds, p. 211 p. 227 Hot Stuff, p. 261 STEM Week
Light Essentials, p. 175
Books Magic School Bus Chapter Book: Color Day Relay (Scholastic Publishing) Circle Map (resources of heat)
Thinking Maps ®
Circle Map (list various types of light) ; Bubble Map (opaque, transparent and translucent); Two-tab book – temperature (compare Fahrenheit and
Foldables Multi -flow Map (cause and effect of different objects with light) Celsius)
Two-tab book – reflection and bending (refraction) Two-tab book – conductors and insulators
Safari Montage Trifold Flip book/Pyramid book – opaque, translucent and transparent
Layered book/Step book – spectrum including red, orange, yellow, green, blue, indigo and District Playlist: 3 SC Heat
violet
District Playlist: 3 SC Light
Bill Nye: Light and Color
CPALMS How Light Moves When Things Start Heating Up
Friction
Web Resources Happy Scientist: Looking for Scholastic Study Jams: Light Absorption, Reflection Happy Scientist: How Heat Moves
Rainbows and Refraction Scholastic Study Jams: Heat
Apps for iPhone, Happy Scientist: White Foam Brain Pop Jr.: Light Brain Pop Jr.: Heat
iTouch, or iPad Happy Scientist: FCAT Question 1 Try Science Experiment - Iron for Breakfast
Happy Scientist: FCAT Question 2 What is Energy?
Happy Scientist: FCAT Question 3 Plant Websites and Games
Happy Scientist: FCAT Question 4 Vision and Optics Lesson
The Visible Spectrum Video
Bobo Explores Light
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 28
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/LIFE SCIENCE PACING: Weeks 23 – 26
Unit of Study: Plants January 23 – February 17
Prerequisite Kindergarten – SC.K.L.14.3
Learning First Grade – SC.1.L.14.1, SC.1.L.14.2, SC.1.L.14.3
Second Grade – none
Topics Learning Targets/Skills Benchmarks Vocabulary
Recognize that plants use energy from the sun, air, and water to make their own food. SC.3.L.17.2 carbon dioxide
photosynthesis
Describe structures in plants and their roles in food production, support, water and nutrient transport, and SC.3.L.14.1 cones
reproduction energy
Weeks 23-24 Students will: flowers
• identify what plants need to grow (light, air, water). function
leaves
• explain the process of photosynthesis in plants (the use of carbon dioxide in the air, water, needles
Plant and energy from the sun to make their own food). roots
Structures and • record observations of real plant structures in a science notebook. seeds
• identify and describe plant structures and their major functions. spores
Functions stems
o leaves/needles - food production structure
o roots and stems - support
o roots - water and nutrient absorption and transport
o stems - water and nutrient transport
o flowers/cones - reproduction
o seeds/spores - survival and reproduction
Teacher Hints for “Plant Structures and Functions”:
• Only plants make their own food for energy through photosynthesis. Animals eat plants or other animals for their energy.
• The three ingredients for photosynthesis are light, air, and water. Plants need light, air, water, and nutrients from the soil to live and grow.
Discuss how we provide these three ingredients in an inside environment.
• Explore the same basic structures of different kinds of plants (roots, stems, leaves, and flowers). For example, a bean plant stem has different characteristics than the stem
(trunk) of an oak tree. Plants include trees, shrubs, ferns, grass, rosebushes, marigolds, etc.
• Consider having a ‘Nature Table’ in your classroom where students can display and observe different kinds of plant stems, leaves, and reproductive structures. What
comparisons can be made?
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 29
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow SC.3.L.14.2 conclusion
toward light and their roots grow downward in response to gravity. control group
Weeks 25-26 Students will: Embedded dormancy
Plant • review heat, light, and gravity. Nature of Science germination
• investigate and describe how plants respond to heat (e.g., dormancy, germination, release hypothesis
of pine cone seeds after a forest fire, wilting, loss of fruit, dying). SC.3.N.1.1 investigation
• investigate and describe how plants respond to light (e.g., overall growth, seed/fruit SC.3.N.1.2 plant response
SC.3.N.1.3
o heat
Responses production, stems grow upward and bend towards light). o light
• investigate and describe how plants respond to gravity (e.g., roots grow downward, stem o gravity
variable
grows upward). wilting
• experiment ways plants respond to light, heat, and gravity (form a hypothesis, record
observations, compare observations, draw conclusions).
Teacher Hints for “Plant Responses”:
• To investigate a plant’s response to heat, students might consider germinating seeds at various temperatures (e.g., freezer, refrigerator, inside classroom, outside classroom).
Remember: There is heat energy in a refrigerator and freezer. Plants require varying degrees of heat for germination. Tulip bulbs placed in a refrigerator will germinate while
bean seeds will not.
• To investigate a plant’s response to light, students might consider making observations of plants that are positioned in such a way that they have to move to gain access to
light. You may want to build a box maze with a hole in the top to investigate a plant’s ability to move toward light (a plant that vines works best).
• To investigate a plant’s response to gravity, students will best be able to observe this by germinating seeds (e.g., lima beans) by 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 (e.g., moist paper towel in a plastic bag, moist paper towel,
and a clear plastic cup).
• One possible way to conduct all of these investigations is to divide the class into groups. Assign each group one of the stimuli to investigate. Try to organize the investigation
so that there are multiple groups for each stimulus.
• A teacher-created lab on plant stimuli can be found on Canvas. Also on Canvas, but housed on the Grade 5 site, are ‘Making Life Easier’ lessons for grade 3 Life benchmarks.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 30
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Resource Weeks 23-24 Weeks 25-26
Alignment Plant Structures and Functions Plant Responses
HMH pp. 175-190 pp. 193-204
Teacher’s Edition pp. 270-271
How Do Plants Respond to Light?, p. 23
HMH Types of Living Things BL; Living Things Grow and Change OL; Make It Germinate/Gravity and Plants, p. 24
Leveled Readers Do You See What I See? AL
How Do Plants Respond to Light?
HMH Moving Up/Flowers and Cones, p. 22 How Do Plants Respond to Their Environment?
Inquiry Flipchart/Labs Unit 6 Lesson 2 Quiz (p. 52)
What Are Some Plant Structures? Unit 6 Lesson 3 Quiz (p. 53)
HMH
Think Central Unit 6 Lesson 1 Quiz (p. 51) Life Science
Unit 6 Performance Assessment (p. 58) Will it Sprout?, p. 105
HMH Sunlight Studies, p. 113
Assessment Guide pp. 85-95 I Seek the Light, p. 119
Root Rotations, p. 125
ScienceSaurus Life Science Looking at Leaves, p. 53
AIMS Science Enviroscape, p. 17 Flowers, p. 63
(Florida-specific)
Plant Parts, p. 23 Flower Power, p. 65
Books
Getting to the Root of It, p. 25 A Plant Begins, p. 77
Thinking Maps ®
Down Under, p. 27 Seeds and Spores, p. 83
Safari Montage
CPALMS Roots Required, p. 33 Spores: A Special Seed, p. 85
Web Resources Stems, p. 43 Flowers, Cones, and Spores, p. 89
Apps for iPhone, Stem Stumpers, p. 45 Sunlight Studies, p. 113
iTouch, or iPad
Leaves Make Food, p. 51
From Seed to Plant by Gail Gibbons
The Vegetables We Eat by Gail Gibbons
Plants that Never Bloom by Ruth Heller
Tell Me, Tree by Gail Gibbons
The Magic School Bus Gets Planted: A Book about Photosynthesis
by Lenore Notkin
Brace Map (parts of a plant) ; Tree Map (classify different types of plants); Tree Map (classifying how they reproduce); Double Bubble (compare
different plant groups); Flow Map (growth of plant from seed to flower)
Double Bubble (compare seed/cones or spores)
District Playlist: 3 SC Plant Responses
Flow Map (steps of photosynthesis)
Plants Responding to Different Factors
District Playlist: 3 SC Plant Structure and Function Classifying Plants: EMBARK Port Canaveral
Happy Scientist: FCAT Question 1
District Playlist: 3 SC Photosynthesis Happy Scientist: FCAT Question 2
Investigate and Describe How Roots Respond to Gravity
Classifying Plants: EMBARK Port Canaveral Experiment/Activity
Happy Scientist: Seed Search Learn About Plants
Brain Pop Jr.: Parts of a Plant
Brain Pop Jr.: Plant Life Cycle
A Walk in the Forest
Photosynthesis - Plants Make Food Video
Photosynthesis - Learning is Fun
Leaf Snap Flower Garden Free
A Plant’s Life-Grow Plants Lorax Garden
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 31
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/LIFE SCIENCE PACING: Weeks 27–31
February 21 – March 31
Unit of Study: Classification
Prerequisite Kindergarten – SC.K.L.14.3
Learning First Grade – SC.1.L.14.3
Second Grade – SC.2.L.14.1
Topics Learning Targets/Skills Benchmarks Vocabulary
Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like SC.3.L.15.2 classify
ferns and mosses that produce spores, according to their physical characteristics. classification
system
Weeks 27-28 Students will: Embedded cones
• identify flowering plants (e.g., marigolds, cacti, apple tree, oak tree). Nature of Science conifer
• identify non-flowering plants that produce seeds (e.g., cypress tree, pine tree, sago palm, juniper flowering
tree). SC.3.N.1.4 nonflowering
• identify non-flowering plants that produce spores (e.g., fern, moss, horsetails, liverworts). SC.3.N.1.5 plant
reproduction
Plant • classify plants into major groups based on their physical structures for reproduction. seeds
Classification o flowering (seed) vs. non-flowering (seeds or spores) spores
o seed production vs. spore production
• compare the structures of different flowering plants (Note: Flowers of flowering plants may not be
visible such as grass and cactus).
• compare the structures of different nonflowering plants.
• compare flowering and nonflowering plants.
• explain the importance of communication among scientists who study plants.
Teacher Hints for “Plant Classification”:
• Develop a student made classification key to identify a plant by how it reproduces (dichotomous key or field guide).
• Many students do not associate trees, shrubs and grasses as being classified as plants. Develop a definition of a
plant as a class to identify plants.
• Plants are able to produce their own food. Not all plants have the same structures (roots, stem, leaves, and
flowers/cones/spores). A cactus would be an example of a plant to use when answering this question.
Compare different plants and describe how their differences give plants advantages over other plants.
• Have students research how plants change during the four seasons.
• Students are to understand why it is important for scientists to communicate and agree on a common classification
system. For example, a discovery of a new plant species by a scientist in Japan needs to be communicated with
other scientists around the world and classified using the same system in order to communicate most effectively.
This classification system is in Latin and used and understood by scientists all over the world, regardless of the language each speaks.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 32
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Weeks 29-31 Classify animals into major groups (mammals, birds, reptiles, amphibians, fish arthropods, vertebrates, SC.3.L.15.1 amphibians
and invertebrates, those having live births and those which lay eggs) according to their physical animal
Animal characteristics and behaviors. Embedded arthropod
Classification Nature of Science backbone
Students will: birds
• discuss how scientists use physical characteristics and behaviors to group animals (e.g., fur, SC.3.N.1.4 cold-blooded
feathers, number of legs, lay eggs, nurse young). SC.3.N.1.5 fish
• discuss the benefits of scientists sharing the same grouping system (classification). invertebrate
• classify animals into major groups according to their characteristics: mammals
o vertebrates (fish, amphibians, reptiles, birds, mammals) reptiles
o invertebrates (arthropods - segmented bodies, jointed legs, and hard outer coverings) vertebrate
warm-blooded
NOTE: Arthropods are the only invertebrate group Grade 3 students need to be able
to classify.
o other categories (live births/egg laying; feathers/scales/fur/skin/outside skeleton;
warm-blooded/cold-blooded; lungs/gills, skeleton/hard outer covering).
Teacher Hints for “Animal Classification”:
• 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 to include the following: living, can move, feed on other organisms, reproduce with eggs or live birth.
• Begin teaching classification using everyday items. The grocery store organization or alphabetical files in the media center are examples. Discuss the purpose of
classification.
• Know the critical attribute (defining characteristic) for each group of vertebrates: mammals (produce milk for nursing), birds (have feathers), amphibians (begin life as eggs
in the water but then lives on land), reptiles (scales and leathery skin), fish (have gills). The critical attribute for each group is common to all species within the group.
• A warm-blooded animal is able to regulate its body temperature. A cold-blooded animal cannot regulate its body temperature.
• Students are to understand why it is important for scientists to communicate and agree on a common classification system. For example, a discovery of a new animal
species by a scientist in Japan needs to be effectively communicated and understood by other scientists around the world. This also holds true for knowing how to classify
animals using the same system so that all the scientists use the same system of classification when grouping animals.
• Students will not have to memorize invertebrate groups but should be able to use a classification key to identify arthropods (e.g., insects, arachnids, crustaceans).
Arthropods have jointed legs, segmented bodies, and hard, outer coverings.
• Examples of arthropods may include, but are not limited to, the following: bees, flies, cockroaches, spiders, lobster, shrimp, and crayfish.
• Animals sorts – plastic animals and/or cards
• Bring science into writing – informational piece on arthropods.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 33
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Resource Weeks 27-28 Weeks 29-31
Alignment Plant Classification Animal Classification
HMH pp. 209-222 pp. 223-237, 240-246
Teacher’s Edition
Types of Plants BL; The Wonderful World of Plants OL; Types of Animals BL; What Kind of Animal? OL; Turtle Story AL
HMH Amazing Plants AL
Leveled Readers Make a Backbone/Furry Help (p. 26)
Classify Plants/Leaf Collection, p. 25 Invertebrate Count/Model an Insect (p. 27)
HMH How Do You Classify Things? (p. 28)
Inquiry Flipchart/Labs How Can We Classify Plants? How Can We Classify Vertebrates? (Lesson)
How Can We Classify Invertebrates? (Lesson)
HMH How Do You Classify Things? (Lab)
Think Central
Unit 6 Unit Benchmark Test (pp. 54 – 57) Unit 7 Lesson 2 Quiz (p. 61)
HMH Unit 7 Lesson 1 Quiz (p. 60) Unit 7 Lesson 3 Quiz (p. 62)
Assessment Guide Unit 7 Lesson 4 Quiz (p. 63)
Unit 7 Lesson Unit Benchmark Test (pp. 64 – 67)
ScienceSaurus pp. 96 - 97 Unit 7 Performance Assessment (p. 68)
pp. 100 - 115
AIMS Science Life Science
(Florida-specific) Flower Power, p. 65 Life Science Making Sense of Mammals, p. 183
Seeds and Spores, p. 83
Spores: A Special Seed, p. 85 Carl Linnaeus: Organizer of Living Things, Exceptions to the Rules, p. 187
Flowers, Cones, and Spores, p. 89
p. 131 Wing ‘n’ Things, p. 189
Vertebrates and Invertebrates, p. 133 Fish and Their Fins, p. 195
Bare Bones, p. 135 Animal Egg-sperts, p. 205
Boning Up on Structure, p. 141 Animal Antics, p. 217
Analyzing Arthropods, p. 147
It’s in the Cards, p. 159
All Sorts of Animals, p. 173
Books The Magic School Bus Chapter Book: Insect Invaders (Scholastic Publishing)
Thinking Maps ®
Safari Montage Bubble Map (identifying a specific plant); Tree Map (list different Bubble Map(individual animal and their characteristics); Tree Map (list different
types of plants and their details); Double Bubble (compare seed animal classification); Brace Map (invertebrate characteristics)
CPALMS plant with spore plant) ; Brace Map (parts of a plant)
District Playlist: 3 SC Plant Classification District Playlist: 3 SC Animal Classification
Web Resources What Am I? Classifying Living Things
Classifying Plants: EMBARK Port Canaveral
Apps for iPhone, Happy Scientist: FCAT Question 1 Scholastic Study Jams: Vertebrates
iTouch or iPad Happy Scientist: FCAT Question 1 Happy Scientist: FCAT Question 2 Scholastic Study Jams: Invertebrates
Happy Scientist: FCAT Question 2 Happy Scientist: FCAT Question 3 Scholastic Study Jams: Arthropods
Happy Scientist: FCAT Question 3 Happy Scientist: FCAT Question 4 Brain Pop Jr.: Classifying Animals
Scholastic Study Jams: Plants with Seeds Happy Scientist: FCAT Question 5 Animals Belong in a Class
Scholastic Study Jams: Flowers Happy Scientist: FCAT Question 6
Scholastic Study Jams: Plants Without Seeds
Try Science Experiment - Animal Attraction My Birds of Prey
easyLearn Adaptations in Plants Parker Penguin
See plant apps in previous unit Meet the Insect: Forest Edition
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 34
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE/LIFE SCIENCE PACING: Weeks 32–33
Unit of Study: Interdependence April 3 – April 14
Prerequisite Kindergarten – none
Learning First Grade – SC.1.L.16.1, SC.1.L.17.1
Second Grade – SC.2.L.17.1, SC.2.L.17.2
Topics Learning Targets/Skills Benchmarks Vocabulary
Describe how animals and plants respond to changing seasons. SC.3.L.17.1 adapt
Weeks 32-33 Students will: Embedded adaptations
Adaptations • describe how animals are adapted to respond when changes occur in the environment Nature of Science dormant
(e.g., hibernation, migration, shedding, birth, color change). germinate
• explain why animals are adapted to respond to seasonal changes in the environment (to SC.3.N.1.4 hibernate
increase the chance of survival). migrate
• discuss why it is important for scientists from around the world to communicate and seasonal changes
seasons
OPTIONAL compare the changes in animals from season to season.
03 Science VST 3 Students will:
available to • describe how plants are adapted to respond when changes occur in the environment (e.g.,
administer at the drop leaves, dormancy, color change, flower and fruit production, germination, plant
growth).
end of the Life
Science Unit • explain why plants are adapted to respond to changes in the environment (to increase the
(Week 33) chance survival).
• discuss why it is important for scientists from around the world to communicate and
compare the changes in plants season to season.
• compare how animals and plants respond to changes in the environment.
Teacher Hints for “Adaptations”:
• Compare and contrast different species of animals, such as bears, found in different climates (e.g., polar bears/black bears) to determine how their behaviors and physical
characteristics are adapted to these environments.
• Review the seasons of the year and typical weather conditions for each. This will serve as foundational knowledge for SC.3.L.17.1.
• The terms migration and hibernation are often confused. Migration is movement from one location to another. Hibernation is an extended period of sleep where an animal’s
body slows way down. Not all animals that we typically associate with hibernation actually hibernate such as the Florida Black Bear.
• Research different animals that migrate (e.g., monarch butterflies, humpback whales, caribou, turtles, penguins). Find out during which seasons they migrate and where they
go. Discuss what would happen if they did not migrate.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 35
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Resource Weeks 32-33
Alignment Adaptations
HMH pp. 251-268
Teacher’s Edition
Where Living Things Are Found BL; Living Things Depend on One Another BL;
HMH Living Things Are All Around Us OL; Understanding the Food Chain OL;
Leveled Readers Could a Polar Bear Survive in the Desert? AL
HMH Four Seasons Collage/Through a Season , p. 29
Inquiry What Do Plants Need?, p. 30
Flipchart/Labs
How Do Living Things Change with the Seasons? Dormancy Details, p. 245
HMH What Do Plants Need? Seasonal Changes, p. 247
Think Central How Do Plants and Animals Get Energy? Seasonal Studies, p. 255
Unit 8 Lesson 1 Quiz (p. 70)
HMH Unit 8 Lesson 2 Quiz (p. 71)
Assessment Guide Unit 8 Lesson 3 Quiz (p. 72)
Unit 8 Unite Benchmark Test (pp. 73-76)
ScienceSaurus Unit 8 Performance Assessment (p. 77)
pp. 134-135, 142
AIMS Science
(Florida-specific) Life Science
Migrations and Destinations, p. 229
Books Migration, p. 241
Hibernation, p. 243
Thinking Maps ® How to Hide a Meadow Frog by Ruth Heller
Double Bubble Map (leaf comparison); Tree Map (classifying adaptations);
Multi-flow Map (color of leaf change throughout the season)
District Playlist: 3 SC Adaptations
Safari Montage
CPALMS Do Not Disturb! A Lesson on Hibernating and Migration
Web Resources Happy Scientist: FCAT Question
Scholastic Study Jams: Animal Adaptations
Brain Pop Jr.: Hibernation
Brain Pop Jr.: Migration
Brain Pop Jr.: Plant Adaptations
Nature's Best Camouflages Video
Animal Adaptation Adventure
Apps for iPhone, easyLearn Adaptations in Plants
iTouch or iPad easyLearn Adaptations in Animals
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 36
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
NGSSS BODY OF KNOWLEDGE: NATURE OF SCIENCE PACING: Weeks 34 – 39
Unit of Study: Practice of Science April 17 – May 26
Prerequisite Kindergarten – SC.K.N.1.1, SC.K.N.1.2, SC.K.N.1.3, SC.K.N.1.4, SC.K.N.1.5
Learning First Grade – SC.1.N.1.1, SC.1.N.1.2, SC.1.N.1.3, SC.1.N.1.4, SC.1.E.5.3
Second Grade – SC.2.N.1.1, SC.2.N.1.2, SC.2.N.1.3, SC.2.N.1.4, SC.2.N.1.5, SC.2.N.1.6
Topics Learning Targets/Skills Benchmarks Vocabulary
Infer based on observation. SC.3.N.1.6 infer/inference
mass (weight)
Week 34 Students will: SC.3.N.1.2 observe/observation
• predict the identity of a mystery (unknown) event/object/substance before making predict/prediction
Science extensive observations. SC.3.N.1.1 scientific tools
• make observations of a mystery event/object/substance.
Observations • make inferences based on observations of the mystery event/object/substance. o balance scale
Inferences • justify inferences made (reasons for results of the scientific study of the o beaker
event/object/substance). o eyedropper
Scientific Tools • discuss the importance of observations when making inferences. o flask
o forceps
Compare the observations made by different groups using the same tools and seek reasons to explain the o gloves
differences across groups. o goggles
o graduated cylinder
Students will: o hand lens
• summarize observations made by two different groups who have conducted the same o magnet
investigation using the same tools. o measuring cup
• compare observations (similarities and differences) made by two different groups using the o meter stick
same tools. o metric ruler
• explain why there may be differences in observations between groups. o microscope
o spring scale
Week 35 Raise questions about the natural world, investigate them individually and in teams through free exploration o stopwatch
and systematic investigations, and generate appropriate explanations based on those explorations. o tape measure
Science o thermometer
Process Students will: temperature
• generate testable questions about the world around them (e.g., “What happens when…?, time
Scientific Method “What if…?”, “What affects …?”, and “How do objects compare?”). volume
• form a hypothesis before investigating a student-generated question.
This topic is • investigate testable, student-generated questions through free exploration and teacher- compare
continued on the designed investigations using a procedure (steps). explanation
• compare free-exploration investigations to more formal explorations (e.g., teacher-directed, explore
next page. use of the scientific method). interpret
• use the steps of the scientific method (testable question, hypothesis, experiment-materials investigate
and procedure, data, results, conclusion). observations
• generate appropriate explanations based on observations (data) collected during the prediction
exploration/investigation. record
• explain why scientists perform multiple trials to gather data to support conclusions. scientific method
o testable question
o hypothesis
o experiment
materials
procedure
o data/evidence
o results
o conclusion
trials
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 37
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Week 35 Recognize that scientists use models to help understand and explain how things work. SC.3.N.3.2 2-dimensional model
Science SC.3.N.3.3 3-dimensional model
Process Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for
all observations. SC.3.N.1.7 accuracy
Models SC.3.N.1.3 communication
Students will: compare
Weeks 36-37 • compare a model of an object with the real object using similarities and differences (e.g., SC.3.N.1.5 conclusions
Data earthworm vs. a gummy worm, toy car vs. a real car, or a model train vs. a real train). SC.3.N.1.4 data (evidence)
• explain how some models are larger than the real object while other models are smaller interpret
Record-keeping than the real object. models
Communication • explain that not all models account perfectly for all attributes of real objects. observations
• discuss why scientists use models (to help understand and explain how things work). predictions
OPTIONAL questions
03 Science VST 4 Explain that empirical evidence is information, such as observations or measurements, that is used to help
validate explanations of natural phenomena. 38
available to
administer at the Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations
end of the Nature conducted.
of Science Unit
Students will:
(Week 37) • define empirical evidence (data which is acquired through careful observation using the five
senses and scientific tools that enhance the senses during an investigation).
• discuss with a partner or in small groups an appropriate way to collect data for a teacher-
selected investigation.
• construct an appropriate data collection tool (e.g., chart, table) that could be used during
the investigation.
• record data collected during the investigation in science notebooks (e.g., written, pictorial,
simple charts/graphs).
• display data in a bar graph (if appropriate) and present to classmates.
• analyze and interpret data collected during the investigation to formulate an explanation of
the results.
• explain the importance of good record keeping (used to form explanations).
Recognize that scientists question, discuss, and check each other’s evidence and explanations.
Recognize the importance of communication among scientists.
Students will:
• identify ways that scientists share their knowledge and results with one another (e.g., lab
reports, journals, articles, conversations).
• describe why and how scientists collaborate together to gain new knowledge or refine
ideas (e.g., laboratories, field stations, conferences).
• collaborate with another lab group to question, discuss, and check others’ evidence and
explanations to demonstrate the importance of communicating with other scientists.
• recognize the importance of checking evidence for accuracy.
• provide reasoning as to why scientists may differ in their evidence and explanations (e.g.,
use of different kinds of tools, consistency in using the same tool for an experiment, human
error, living in different parts of the world).
• explain that explanations of results can vary even when scientists are analyzing the same
evidence (i.e., scientists drawing their own conclusions based on the data).
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Teacher Hints for “Practice of Science”:
• Use the scientific process to enjoy investigations:
o How do you float an egg? What questions can be generated as the egg begins to float?
o What is the effect of various liquids on egg shells?
o How do gummy bears respond in different liquids?
o How many pennies can you float in an aluminum foil boat?
o Use rulers as ramps and marbles for ‘cars’. Test different variables. You may also wish to replace rulers with pipe insulation.
o Design a parachute to remain in the air the longest amount of time.
o Design paper columns to hold objects of different weights.
• Provide opportunities for student-lead investigations:
1.) Provide students with a set of materials that can be used for many investigations.
2.) Student groups brainstorm and generate scientific questions to investigate.
3.) Student groups choose one question to investigate and produce a procedure collaboratively.
4.) Conduct the investigations.
5.) Record and share data and results.
Weeks 38-39 STEM Week
Return to page 17 to access the Practice of Science Resource Alignment suggestions
that were not used during the Introduction to Practice of Science at the start of the school year.
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GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Formative Assessment Strategies
Science K-5
Adapted from Page Keeley’s Science Formative Assessment: 75 Practical Strategies Linking Assessment, Instruction, and Learning
Strategy Name Description Additional Information
A & D Statements analyze a set of “fact or fiction” statements. First, Statement How can you find out?
students may choose to agree or disagree with a statement or identify
whether they need more information. Students are asked to describe All magnets have 2 poles.
their thinking about why they agree, disagree, or are unsure. In the
A & D Statements second part, students describe what they can do to investigate the __agree __disagree
Agreement Circles statement by testing their ideas, researching what is already known, or
using other means of inquiry. __it depends __not sure
Agreement Circles provide a kinesthetic way to activate thinking and My thoughts:
engage students in scientific argumentation. Students stand in a circle
as the teacher reads a statement. While standing, they face their peers Energy
and match themselves up in small groups of opposing beliefs. Students
discuss and defend their positions. After some students defend their 1. Energy is a material that is stored in an object.
answers, the teacher can ask if others have been swayed. If so, stand
up. If not, what are your thoughts? Why did you disagree? After 2. When energy changes from one form to another,
hearing those who disagree, does anyone who has agreed want to heat is usually given off.
change their minds? This should be used when students have had
some exposure to the content. 3. Energy can never be created or destroyed.
4. Something has to move in order to have energy.
Annotated Student Drawings are student-made, labeled illustrations that
visually represent and describe students’ thinking about scientific
concepts. Younger students may verbally describe and name parts of
their drawings while the teacher annotates them.
Annotated Student
Drawings
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GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Strategy Name Description Additional Information
Card Sorts
Card Sorts is a sorting activity in which students group a set of cards
with pictures or words according to certain characteristics or category.
Students sort the cards based on their preexisting ideas about the
concepts, objects, or processes on the cards. As students sort the
cards, they discuss their reasons for placing each card into a designated
group. This activity promotes discussion and active thinking.
Chain Notes Chain Notes is a strategy that begins with a question printed at the top of What is Matter?
a paper. The paper is then circulated from student to student. Each
Commit and Toss student responds with one to two sentences related to the question and Matter is all around us.
passes it on to the next student. A student can add a new thought or Matter makes up everything.
Concept Card build on a previous statement. Matter has volume and takes up space.
Mapping You can feel and see matter.
Commit and Toss is a technique used to anonymously and quickly Solids and Holes
assess student understanding on a topic. Students are given a Lance has a thin, solid piece of material. He places it in
question. They are asked to answer it and explain their thinking. They water. It floats. He takes the material out and punches
write this on a piece of paper. The paper is crumpled into a ball. Once holes all the way through it.
the teacher gives the signal, they toss, pass, or place the ball in a What do you think Lance will observe when he puts the
basket. Students take turns reading their "caught" response. material with holes back in the water?
Once all ideas have been made public and discussed, engage students
in a class discussion to decide which ideas they believe are the most A. It will sink.
plausible and to provide justification for the thinking. B. It will barely float.
C. It will float the same as it did before the holes
were punched.
D. It will neither sink nor float. It will bob up and
down in the water.
Explain your thinking. Describe the reason for the answer
you selected.
Concept Card Mapping is a variation on concept mapping. Students are
given cards with the concepts written on them. They move the cards
around and arrange them as a connected web of knowledge. This
strategy visually displays relationships between concepts.
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GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Strategy Name Description Additional Information
Concept Cartoons Concept Cartoons are cartoon drawings that visually depict children or
adults sharing their ideas about common everyday science. www.pixton.com
Data Match Students decide which character in the cartoon they agree with most
Fact First Questioning and why. This formative assessment is designed to engage and Where We Put the Ice Cube How Many Minutes It
motivate students to uncover their own ideas and encourage scientific Took to Melt
argumentation.
Concept Cartoons are most often used at the beginning of a new On the blacktop in the sun 3
concept or skill. These are designed to probe students’ thinking about
everyday situations they encounter that involve the use of science. On the blacktop in the shade 7
Not all cartoons have one “right answer.” Students should be given
ample time for ideas to simmer and stew to increase cognitive On the grass 10
engagement.
Data Match provides students with a data set from a familiar On the metal side 2
investigation and several statements about data. Students use evidence
from the data to determine which statements are accurate. This strategy On the dirt underneath the slide 5
provides students with an opportunity to consider what constitutes
evidence, practice interpreting data, and consider how confident they Which of these statements match your results?
are in interpreting results of an inquiry.
The ice cube on the grass took longest to melt.
Fact First Questioning is a higher-order questioning technique used to
draw out students’ knowledge. It takes a factual “what” question and The metal slide was hotter than the dirt underneath the slide.
turns it into a deeper “how” or “why” question. Teachers state the fact
first and then ask students to elaborate, enabling deeper thinking The ice cube melted faster on the blacktop in the sun than on the
processes that lead to a more enduring understanding of science
concepts. shaded blacktop.
Ice placed on dark things melts faster than ice placed on light
things.
Ice melts faster on some surfaces than on others.
Examples of Fact First Questions
Glucose is a form of food for plants.
Why is glucose considered a food for plants?
A cell is called the basic unit of life.
Why is the cell called the basic unit of life?
The patterns of stars in the night sky stay the same.
Why do the patterns of stars in the night sky stay the
same?
Sandstone is a sedimentary rock.
Why is sandstone considered a sedimentary rock?
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Strategy Name Description Additional Information
Familiar Phenomenon Familiar Phenomenon Probes is a strategy involving two-tiered What’s in the Bubbles?
Probes questions consisting of a selected response section and a justification Hannah is boiling water in a glass tea kettle. She notices large
for the selected response. They engage students in thinking about bubbles forming on the bottom of the kettle that rise to the top
scientific ideas related to the phenomenon and committing to a response and wonders what is in the bubbles. She asks her family what
that matches their thinking. The distracters (wrong choices) include they think, and this is what they may say:
commonly held misconceptions that children have in science.
Dad: They are bubble of heat.
Calvin: The bubbles are filled with air.
Grandma: The bubbles are an invisible form of water.
The bubbles are empty. There is nothing
Mom: inside them.
The bubbles contain oxygen and hydrogen
Lucy: that separated from the water.
Which person do you most agree with and why? Explain
your thinking.
First Word-Last Word is a variation of acrostic poetry. Students First Word-Photosynthesis Last Word-Photosynthesis
construct statements about a concept or topic before and after
instruction that begins with the designated letter of the alphabet. The Plants make their own food. Producers such as plants use
acrostic format provides a structure for them to build their idea energy from the sun to make their
statements off different letters that make up the topic word. Happens in cells food.
Other animals eat plants. Happens in cells that have
First Word-Last Word The roots take up food and water. structures called chloroplasts
Organisms that eat plants are
Oxygen is breathed in through using energy from the plant.
leaves. The roots take water up to the
Sunlight makes food for plants. leaves where it reacts with
You can’t make your own food. sunlight and carbon dioxide.
Oxygen is given off during
Needs water, sunlight, oxygen, photosynthesis and is used by
and minerals plants and animals for respiration.
The leaves, roots, and stems are Sunlight provides the energy so
all parts that make food. plants can make food.
Have to have sun and water You need to have cells with
Energy comes from the sun. chloroplast and chlorophyll to
make food.
Needs water, carbon dioxide and
sunlight to make food
The leaf is the food making part.
Have to have sunlight, water, and
carbon dioxide
Energy comes from sunlight.
Sunlight turns plants green. Sunlight is trapped in the
chlorophyll.
It happens in all plants. It is necessary life process for all
plants.
Soil is used by plants to make
food. Soil holds the water for plants and
gives some minerals.
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Strategy Name Description Additional Information
Fist to Five
Four Corners Fist to Five asks students to indicate the extent of their understanding of I do not I understand I understand I understand it I understand it and
a scientific concept by holding up a closed fist (no understanding), one understand it. some of it. most of it. completely. can explain it.
Frayer Model finger (very little understanding), and a range up to five fingers
(understand completely and can easily explain it to someone else). Fist Agree Strongly
to Five provides a simple feedback opportunity for all students in a class Agree
to indicate when they do not understand a concept or skill and need
additional support for their learning. Strongly Disagree
Four Corners is a kinesthetic strategy. The four corners of the Disagree
classroom are labeled: Strongly Agree, Agree, Disagree and Strongly
Disagree. Initially, the teacher presents a science statement to students Definition Characteristics
and asks them to go to the corner that best aligns with their thinking.
Students then pair up to defend their thinking with evidence. The Living Things
teacher circulates and records student comments. Next, the teacher
facilitates a whole group discussion. Students defend their thinking and
listen to others’ thinking before returning to their desks to record their
new understanding.
Frayer Model is a strategy that graphically organizes prior knowledge
about a concept into an operational definition, characteristics, examples,
and non-examples. It provides students with the opportunity to clarify
what they are thinking about the concept and to communicate their
understanding.
Examples Non-examples
Friendly Talk Probes Friendly Talk Probes is a strategy that involves a selected response Talking about Gravity
section followed by justification. The probe is set in a real-life scenario in
which friends talk about a science-related concept or phenomenon. Two friends are talking about gravity.
Students are asked to pick the person they most agree with and explain
why. This can be used to engage students at any point during a unit. It Ben says, “Gravity needs atmosphere or air. If there is no
can be used to access prior knowledge before the unit begins, or assess air or atmosphere, there will be no gravity.”
learning throughout and at the close of a unit. Kelly says, “Gravity doesn’t need an atmosphere or air. If
there is no air or atmosphere, there will still be gravity.”
Which friend do you agree with?__________
Describe your thinking. Explain why you agree with one
friend and disagree with the other.
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Strategy Name Description Additional Information
Give Me Five
Give Me Five is a simple, quick technique for inviting and valuing public 1. What was the most significant learning you had during
Human Scatterplot reflection and welcoming feedback from the students. Students should today’s lesson?
I Used to Think… be given time to quietly reflect, perhaps through a quick write. Teacher
But Now I Know… selects five “volunteers” to share their reflection. 2. How “in the zone” do you feel right now as far as
understanding the concept?
Justified List NOTE: Deliberately select students for the purpose of reinforcing
correct understanding and addressing misconceptions. 3. How did today’s lesson help you better understand the
concept?
Human Scatterplot is a quick, visual way for teacher and students to get
an immediate classroom snapshot of students’ thinking and the level of 4. What was the high point of this week’s activities on the
confidence students have in their ideas. Teachers develop a selective concept?
response question with up to four answer choices. Label one side of the
room with the answer choices. Label the adjacent wall with a range of 5. How well do you think today’s science discussion
low confidence to high confidence. Students read the question and worked in improving your understanding of the
position themselves in the room according to their answer choice and concept?
degree of confidence in their answer.
I Used to Think…But Now I Know is a self-assessment and reflection I USED TO THINK… BUT NOW I KNOW…
exercise that helps students recognize if and how their thinking has
changed at the end of a sequence of instruction. An additional column Making Sound
can be added to include…And This Is How I Learned It to help students
reflect on what part of their learning experiences helped them change or All of the objects listed below make sounds.
further develop their ideas.
Justified List begins with a statement about an object, process, concept Put an X next to the objects you think involve vibration
or skill. Examples that fit or do not fit the statement are listed. Students
check off the items on the list that fit the statement and provide a in producing sound.
justification explaining their rule or reasons for their selections.
This can be done individually or in small group. Small groups can share ____guitar strings ____drum ____piano
their lists with the whole class for discussion and feedback.
Pictures or manipulatives can be used for English-language learners. ____dripping faucet ____flute ____wind
____hammer ____crumpled paper
____thunderstorm ____barking dog
____screeching brakes
Explain your thinking. What “rule” or reasoning did you
use to decide which objects involve vibration?
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Strategy Name Description Additional Information
K-W-L Variations
K-W-L is a general technique in which students describe what they K W L
Learning Goals Know about a topic, what they Want to know about a topic, and what This is what I This is what I This is what I
Inventory (LGI) they have Learned about the topic. It provides an opportunity for already KNOW WANT to find out
students to become engaged with a topic, particularly when asked what LEARNED
Look Back they want to know. K-W-L provides a self-assessment and reflection at
Muddiest Point the end, when students are asked to think about what they have What do you think the learning goal is about?
learned. The three phrases of K-W-L help students see the connections
between what they already know, what they would like to find out, and List any concepts or ideas you are familiar with related
what they learned as a result. to this learning goal.
Learning Goals Inventory (LGI) is a set of questions that relate to an List any terminology you know of that relates to this
identified learning goal in a unit of instruction. Students are asked to goal.
“inventory” the learning goal by accessing prior knowledge. This List any experiences you have had that may have
requires them to think about what they already know in relation to the helped you learn about the ideas in this learning goal.
learning goal statement as well as when and how they may have
learned about it. The LGI can be given back to students at the end of What I Learned How I Learned it
the instructional unit as a self-assessment and reflection of their
learning. Scenario: Students have been using a hand lens
Look Back is a recount of what students learned over a given to make observations of the details on a penny.
instructional period of time. It provides students with an opportunity to Teacher states, “I want you to think about the
look back and summarize their learning. Asking the students “how they muddiest point for you so far when it comes to using
learned it” helps them think about their own learning. The information a hand lens. Jot it down. I will use the information
can be used to differentiate instruction for individual learners, based on you give me to think about ways to help you better
their descriptions of what helped them learn. use the hand lens in tomorrow’s lesson.”
Muddiest Point is a quick-monitoring technique in which students are
asked to take a few minutes to jot down what the most difficult or
confusing part of a lesson was for them. The information gathered is
then to be used for instructional feedback to address student difficulties.
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Strategy Name Description Additional Information
Odd One Out
Odd One Out combines similar items/terminology and challenges Properties of Matter: In each set, circle the Odd One Out
Paint The Picture students to choose which item/term in the group does not belong. and describe why it does not fit with the others.
Partner Speaks Students are asked to justify their reasoning for selecting the item that
does not fit with the others. Odd One Out provides an opportunity for Which Is the Odd One? Why Is It the Odd One Out?
Pass the Question students to access scientific knowledge while analyzing relationships
between items in a group. weight
A Picture Tells a density
Thousand Words Paint the Picture visually depicts students’ thinking about an idea in length
science without using any annotations. This involves giving the students color
a question and asking them to design a visual representation that
reveals their thinking and answers the question. Paint the Picture What role do minerals play in the formation of a rock?
provides an opportunity for students to organize their thinking and
represent their thinking in a creative, unique visual format. minerals rock
Partner Speaks provides students with an opportunity to talk through an
idea or question with another student before sharing with a larger group. Today we are going to investigate how objects float and sink
When ideas are shared with the larger group, pairs speak from the in water.
perspective of their partner’s ideas. This encourages careful listening
and consideration of another’s ideas. - What do you think affects whether an object floats or
sinks in water?
Pass the Question provides an opportunity for students to collaborate in
activating their own ideas and examining other students’ thinking. - What can you do to change how an object floats or
Students begin by working together in pairs to respond to a question. sinks?
Time is allotted for partial completion of their responses. When the time
is up, they exchange their partially completed response with another Turn to your partner and take turns discussing ideas.
pair. Students are provided time to finish, modify, add to, or change it
as they deem necessary. Pairs then group to give feedback to each What are the phases of the moon?
other on the modifications.
A Picture Tells a Thousand Words is a technique where students are Can sound travel through a solid?
digitally photographed during an inquiry-based activity or investigation.
They are given the photograph and asked to describe and annotate What is the difference between
what they were doing and learning in the photo. Images can be used to temperature and humidity?
spark student discussions, explore new directions in inquiry, and probe
their thinking as it relates to the moment the photograph was taken. Are science tools helpful?
How can you measure matter?
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Strategy Name Description Additional Information
Question Generating
Question Generating is a technique that switches roles from the teacher Question Generating Stems:
Sticky Bars as the question generator to the student as the question generator. The • Why does___?
ability to formulate good questions about a topic can indicate the extent • How does___?
to which a student understands ideas that underlie the topic. This • What if___?
technique can be used any time during instruction. Students can • What could be the reason for___?
exchange or answer their own questions, revealing further information • What would happen if___?
about the students’ ideas related to the topic. • How does___compare to___?
• How could we find out if___?
Sticky Bars is a technique that helps students recognize the range of
ideas that students have about a topic. Students are presented with a • I was successful in…
short answer or multiple-choice question. The answer is anonymously • I got stuck…
recorded on a Post-it note and given to the teacher. The notes are • I figured out…
arranged on the wall or whiteboard as a bar graph representing the • I got confused when…so I…
different student responses. Students then discuss the data and what • I think I need to redo…
they think the class needs to do in order to come to a common • I need to rethink…
understanding. • I first thought…but now I realize…
• I will understand this better if I…
Thinking Logs Thinking Logs is a strategy that informs the teacher of the learning • The hardest part of this was…
successes and challenges of individual students. Students choose the • I figured it out because…
thinking stem that would best describe their thinking at that moment. • I really feel good about the way…
Provide a few minutes for students to write down their thoughts using
the stem. The information can be used to provide interventions for
individuals or groups of students as well as match students with peers
who may be able to provide learning support.
Think-Pair-Share Think-Pair-Share is a technique that combines thinking with
communication. The teacher poses a question and gives individual
students time to think about the question. Students then pair up with a
partner to discuss their ideas. After pairs discuss, students share their
ideas in a small-group or whole-class discussion. (Kagan)
NOTE: Varying student pairs ensures diverse peer interactions.
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 48
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
Strategy Name Description Additional Information
Traffic Light Cups
Two-Minute Paper Traffic Light Cups is a monitoring strategy that can be used at any time Green I understand this very well.
during instruction to help teachers gauge student understanding. The Yellow
Two Stars and a Wish colors indicate whether students have full, partial, or minimal I understand most of it but could
understanding. Students are given three different-colored cups, asked to Red use a little help.
self-assess their understanding about the concept or skill they are Help. I don’t get it.
learning, and display the cup that best matches their understanding.
Two-Minute Paper is a quick way to collect feedback from students • What was the most important thing you learned
about their learning at the end of an activity, field trip, lecture, video, or today?
other type of learning experience. Teacher writes two questions on the
board or on a chart to which students respond in two minutes. • What did you learn today that you didn’t know
Responses are analyzed and results are shared with students the before?
following day.
• What important question remains unanswered
Two Stars and a Wish is a way to balance positive and corrective for you?
feedback. The first sentence describes two positive commendations for
the student’s work. The second sentence provides one • What would help you learn better tomorrow?
recommendation for revision. This strategy could be used teacher-to-
student or student-to-student.
3-2-1 3-2-1 is a technique that provides a structured way for students to reflect Sample 1
upon their learning. Students respond in writing to three reflective • 3 – Three key ideas I will remember
prompts. This technique allows students to identify and share their • 2 – Two things I am still struggling with
successes, challenges, and questions for future learning. Teachers • 1 – One thing that will help me tomorrow
have the flexibility to select reflective prompts that will provide them with
the most relevant information for data-driven decision making. Sample 2
VOLUSIA COUNTY SCHOOLS / ELEMENTARY SCIENCE DEPARTMENT 49
GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
DIGITAL PROGRAM ACCESS INFORMATION
The Elementary Science Department highly recommends the use of the following digital resources for purposes of planning, delivery of
instruction, formative and summative assessment, and/or professional development. Access information and a brief description of each
are provided.
Science Fusion Think Central The Happy Scientist (www.thehappyscientist.com)
Username/Login: district email address
Password: Pa$5word Contact your Elementary Curriculum Cadre Science Leader for
assistance with access information (username and password).
Access the HMH Think Central tile through V-Portal.
The Happy Scientist website is a rich collection of videos, photographs,
Science Fusion Think Central platform provides teachers with digital access experiments, questions of the day, blogs, and SO much more. The content is
to the district-adopted textbook resource. It contains digital lessons and labs aligned to the NGSSS for science and is easy to navigate.
that parallel the hard copy materials providing students with multiple exposures
to the context of science content. A wealth of additional instructional resources If you need assistance with science experiments and videos, email
organized by grade, unit, and lesson are available for easy teacher access. [email protected].
If you need access assistance, contact Felecia Martinez (Extension 20686) If you need assistance with the website, email
If you need technical assistance, call 800-323-9239. [email protected].
CPALMS (www.cpalms.org) Florida Students
iCPALMS (www.cpalms.org) (www.floridastudents.org)
CPALMS is an online toolbox of information, vetted resources, and interactive Florida Students is your source for Florida Standards Student Tutorials and
tools that helps educators effectively implement teaching standards. It is the Resources.
State of Florida’s official source for standards information and course
descriptions. This site is new to CPALMS and full of resources located from all over the web
to support learning in language arts, mathematics, SCIENCE, and civics.
ICPALMS is a powerful portal linking teachers across the state to online tools
for planning and implementing instruction. Based on adopted standards Be on the lookout for new Florida tutorials designed for
governing what students must learn, these tools will, in turn, connect educators Florida educators.
with thousands of existing resources for teaching science, making this an
innovative system like no other.
For user support by phone, call 855-826-8236.
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GRADE 3 SCIENCE CURRICULUM MAP / OCTOBER 2016
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