3rd Grade Science Curriculum Map
Additional Resources
http://smartboardgoodies.com
Sheppard Software--K-6 Interactives
http://www.crickweb.co.uk/ K-6
http://www.uen.org/k12student/ K-12
Pete's PowerPoint Station
Steve Spangler Experiments
Internet4Classrooms-Science Activities
Ecology Activities
PBS Kids--ZOOM Science Activities
http://www.stemresources.com/
K-5 Science Resources (Rockingham, VA)
Magic School Bus Science Experiments
K-8 "Science Kids" Activities
science-class.net (K-8)
Bill Nye Printable Science Activities
3-6 Grade Science Interactives (uen)
3rd Grade Science Sites
Grade____3_____ Science Pacing Guide
Instructional Week ___Embedded_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
Embedded Inquiry
Grade Level Expectations
GLE 0307.Inq.1 Explore different scientific phenomena by asking questions, making logical
predictions, planning investigations, and recording data.
GLE 0307.Inq.2 Select and use appropriate tools and simple equipment to conduct an
investigation.
GLE 0307.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams.
GLE 0307.Inq.4 Identify and interpret simple patterns of evidence to communicate the findings
of multiple investigations.
GLE 0307.Inq.5 Recognize that people may interpret the same results in different ways.
GLE 0307.Inq.6 Compare the results of an investigation with what scientists already accept
about this question.
Checks for Understanding
0307.Inq.1 Identify specific investigations that could be used to answer a particular question
and identify reasons for this choice.
0307.Inq.2 Identify tools needed to investigate specific questions.
0307.Inq.3 Maintain a science notebook that includes observations, data, diagrams, and
explanations.
0307.Inq.4 Analyze and communicate findings from multiple investigations of similar
phenomena to reach a conclusion.
State Performance Indicators
SPI 0307.Inq.1 Select an investigation that could be used to answer a specific question.
Resources
Grade____3_____ Science Pacing Guide
Instructional Week ___Embedded_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
Embedded Technology & Engineering
Grade Level Expectations
GLE 0307.T/E.1 Describe how tools, technology, and inventions help to answer questions and
solve problems.
GLE 0307.T/E.2 Recognize that new tools, technology, and inventions are always being
developed.
GLE 0307.T/E.3 Identify appropriate materials, tools, and machines that can extend or enhance
the ability to solve a specified problem.
GLE 0307.T/E.4 Recognize the connection between scientific advances, new knowledge, and the
availability of new tools and technologies.
GLE 0307.T/E.5 Apply a creative design strategy to solve a particular problem generated by
societal needs and wants.
Checks for Understanding
0307.T/E.1 Explain how different inventions and technologies impact people and other living
organisms.
0307.T/E.2 Design a tool or a process that addresses an identified problem caused by human
activity.
0307.T/E.3 Determine criteria to evaluate the effectiveness of a solution to a specified
problem.
0307.T/E.4 Evaluate an invention that solves a problem and determine ways to improve the
design.
State Performance Indicators
SPI 0307.T/E.1 Select a tool, technology, or invention that was used to solve a human problem.
SPI 0307.T/E.2 Recognize the connection between a scientific advance and the development of
a new tool or technology.
Resources
Grade____3_____ Science Pacing Guide
Instructional Week ___0_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators
Resources
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
Excellent site to provide guidance and examples:
http://www.sciencenotebooks.org/
0307.Inq.3 Maintain a science notebook that includes observations, data, diagrams, and
explanations.
**SET UP SCIENTIST NOTEBOOK TO BE USED THROUGHOUT THE YEAR**
1st Assignment: Draw a Scientist
Have students imagine a scientist at work and “draw what
they saw.”
Use their sketches to discuss misconceptions about what
scientists look like, what they wear, what they do, etc.
2nd Assignment: Scientists _____________.
Have students make a list of verbs to fill in the blank.
Examples may include: discover, think, explore, experiment,
measure, test, etc.
Use their answers to jumpstart discussion of things scientists
do.
Grade____3_____ Science Pacing Guide
Instructional Week ____1____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators
Resources
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.Inq.1
Explore different scientific phenomena by asking questions, making
logical predictions, planning investigations, and recording data.
GLE 0307.Inq.2
Select and use appropriate tools and simple equipment to conduct an
investigation.
GLE 0307.Inq.3
Organize data into appropriate tables, graphs, drawings, or diagrams.
GLE 0307.Inq.4
Identify and interpret simple patterns of evidence to communicate the
findings of multiple investigations.
GLE 0307.Inq.5
Recognize that people may interpret the same results in different ways.
GLE 0307.Inq.6
Compare the results of an investigation with what scientists already
accept about this question.
SPI 0307.Inq.1
Select an investigation that could be used to answer a specific question.
GLE 0307.T/E.1
Describe how tools, technology, and inventions help to answer
questions and solve problems.
GLE 0307.T/E.2
Recognize that new tools, technology, and inventions are always being
developed.
GLE 0307.T/E.3
Identify appropriate materials, tools, and machines that can extend or
enhance the ability to solve a specified problem.
0307.T/E.3
Determine criteria to evaluate the effectiveness of a solution to a
specified problem.
GLE 0307.T/E.5
Apply a creative design strategy to solve a particular problem generated
by societal needs and wants.
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
Microscopes
Jr. Science Projects
Science Projects
Scientific Method
Problem Solving Using Tables
Science Projects
Map Skills
Discovery Education Video Clips:
 Observing an Artifact
 Show and Tell: Recreating Hypotheses
 Magic School Bus: Recreating a Hypothesis.
 Information and Creating Hypotheses
 Artifacts and Hypotheses
 Lesson 3: Organizing Data with Graphs
 Collecting Family Statistics
 Measuring Heat
 Food: Energy from the Sun (Photosynthesis).
 Successful Experiment
TEXTBOOK p. 2-16
Grade____3_____ Science Pacing Guide
Instructional Week ___2-3_____
Academic Vocabulary: cross-section, magnifier*, root hairs*, stem
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.1.1
Use magnifiers to make observations of specific plant and animal body
parts and describe their functions.
0307.1.1
Use a magnifier to investigate and describe the function of root hairs,
stem cross sections, and leaf veins.
0307.1.2
Use a magnifier to investigate and describe the function of skin pores,
hair follicles, finger nails, veins, and cuticles, etc.
SPI 0307.1.1
Identify specific parts of a plant and describe their function.
----------------------------------------GLE 0307.Inq.2 Select and use appropriate tools and simple equipment to conduct an
investigation.
GLE 0307.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams.
GLE 0307.Inq.5 Recognize that people may interpret the same results in different ways.
GLE 0307.Inq.6 Compare the results of an investigation with what scientists already accept
about this question.
Resources
Electron microscope
Cell Structure
Loose in the Lab—Insect Investigations
Virtual Cell
Plant Cells
The Cell Design and Function
Comparing Plant and Animal Cells
BrainPOP Jr. Parts of a Plant
BrainPOP Jr. Plant Life Cycle
BrainPOP Carnivorous Plants
BrainPOP Photosynthesis
TEXTBOOK p. 26-37
BrainPOP Algae
BrainPOP Metabolism
TEXTBOOK p. 38-47
BrainPOP Plant Growth
FOSSWeb: Watch it Grow
The Great Plant Escape
Great PowerPoint on functions of Plant Parts
Plant Game
Closer Look at Plant Functions
Scinet: Plant Parts
Anatomy of Plants Printouts
Fossweb: plants
Roots, Stems, Leaves Song and Lyrics
Root Factory Game
What Plant Parts Do We Eat?
Discovery Education Video Clips:
 A Trip on a Bee
 How a Plant Makes Seeds
 Welcome to the Wonderful World of Plants!.
 Pollination
 Living Things
Grade____3_____ Science Pacing Guide
Instructional Week __4-5_(4 PAGES)_____
Academic Vocabulary: interrelationship*, decomposer, predator, prey
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.2.1
Categorize things as living or non-living.
0307.2.1
Use a T-Chart to compare and contrast the characteristics of living and
non-living things.
0307.2.2
Label a drawing of an environment to illustrate interrelationships
among plants and animals.
SPI 0307.2.1
Distinguish between living and non-living things.
-----------------------------------GLE 0307.2.2
Explain how organisms with similar needs compete with one another
for resources.
0307.2.3
Construct a diagram to demonstrate how plants, animals, and the
environment interact to provide basic life requirements.
SPI 0307.2.2
Determine how plants and animals compete for resources such as food,
space, water, air, and shelter.
Resources
BrainPOP Classification
BrainPOP Protozoa
BrainPOP Mollusks
BrainPOP Ecosystems
Keeping a Field Journal
Living and Nonliving
TEXTBOOK p. 48-59
Is it Alive?
Living and Nonliving Quiz
Classify Living and Non-living
Inquiry Lesson on Living and Non-Living things
New Living and Nonliving Quiz
Discovery Education Video Clips:
 The Blue Dragon's Mother
 Characteristics of Living Things
 Offspring
 Basic Needs
 Welcome to the Forest Ecosystem: From Above and Below.
------------------------------------------Loose in the Lab Activity—Food Web
Lesson Plans: The Web of Life
Weaving the Web
Food Chains and Webs
Food Web Game
Food Chains BBC
Chain Reaction Food Chain Game
RESOURCES CONTINUED ON NEXT PAGE
CONTINUED ON NEXT PAGE
Grade_____3____ Science Pacing Guide
Instructional Week ___4-5_CONTINUED____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.2.2 -0307.2.3 --
CONTINUED
SPI 0307.2.2 --
---------------------------------------GLE 0307.3.1
Describe how animals use food to obtain energy and materials for
growth and repair.
0307.3.1
Label a diagram to illustrate the food relationships that exist between
plant and animals.
0307.3.2
Create a chart to show how plants and animals satisfy their energy
requirements.
0307.3.3
Identify structures used by different plants and animals to meet their
basic energy requirements.
0307.3.4
Use a piece of text to obtain basic information about how plants and
animals obtain food.
SPI 0307.3.1
Identify the basic needs of plants and animals.
SPI 0307.3.2
Recognize that animals obtain their food by eating plants and other
animals.
CONTINUED ON NEXT PAGE
Resources
BrainPOP Jr. Parts of a Plant
BrainPOP Jr. Classifying Animals
BrainPOP Jr. Plant Life Cycle
BrainPOP Metabolism
BrainPOP Pandas
BrainPOP Photosynthesis
BrainPOP Bats
BrainPOP Algae
BrainPOP Invertebrates
Migration Webquest
Discovery Education Video Clips:
 The Role of Beavers and Otters in the Cascade.
 Ecosystems, Populations, and Habitats
 How the Weather Affects the Balance of Nature.
 A Trip to the Rain Forest
--------------------------------------
TEXTBOOK p. 60-69
BrainPOP Jr. Parts of a Plant
BrainPOP Ants
BrainPOP Spiders
BrainPOP Arachnids
BrainPOP Dolphins
BrainPOP Insects
BrainPOP Reptiles
BrainPOP Carnivorous Plants
BrainPOP Giant Squid
Chain Reaction Food Game
What Plants and Animals do to Get Energy - PowerPoint
Energy Travel - PowerPoint
What Plants and Animals do to Get Energy - PowerPoint
Energy Travel – PowerPoint RESOURCES CONTINUED
African Grassland Food Web
ON NEXT PAGE
Grade____3____ Science Pacing Guide
Instructional Week ___4-5 CONTINUED_____
Academic Vocabulary: interrelationship*, decomposer, predator, prey
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.3.1 -0307.3.1 -0307.3.2 -0307.3.3 --
CONTINUED
Resources
Matching Landforms
Deserts of the World
Oceans of the World
Wetlands of the World
Rainforests of the World
How To Build A Food Web Game
Who lives in the Desert? Game
What Do These Animals Do in Winter?
Animal Mouth Structures Help You Determine What a Bird Eats
Can teeth tell you what an animal eats?
0307.3.4 -SPI 0307.3.1-SPI 0307.3.2 --
CONTINUED ON NEXT PAGE
BrainPOP Jr. Parts of a Plant
BrainPOP Jr. Plant Life Cycle
BrainPOP Jr. Desert
BrainPOP Jr. Food Chain
BrainPOP Jr. Rainforests
BrainPOP Jr. Classifying Animals
BrainPOP Jr. Migration
BrainPOP Invertebrates
BrainPOP Giant Squid
BrainPOP Water
BrainPOP Body Chemistry
BrainPOP Gills
BrainPOP Photosynthesis
BrainPOP Blood
RESOURCES CONTINUED ON NEXT PAGE
Grade____3_____ Science Pacing Guide
Instructional Week ___4-5_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
Basic Needs of Living Things
Discovery Education Video Clips:
 Photosynthesis
 How Plants Make Food
 Food: Energy from the Sun (Photosynthesis).
 Plants and the Food Chain
GLE 0307.3.1 -0307.3.1 -0307.3.2 -0307.3.3 --
Resources
CONTINUED
0307.3.4 -SPI 0307.3.1-SPI 0307.3.2 --
Photosynthesis and Food Chains
BrainPOP Ecosystems
BrainPOP Symbiosis
BrainPOP Food Chains
BrainPOP Jr. Freshwater Habitats
BrainPOP Jr. Rainforests
BrainPOP Jr. Ocean Habitats
Great PowerPoint with Questions on Animal Groups
Food Chain Video
How do plants and animals obtain their food? PowerPoint
Food Chain Sequencing Game
------------------------------------GLE 0307.Inq.2 Select and use appropriate tools and simple equipment to conduct an
investigation.
Discovery Education Video Clips:
 Food Webs in the Sea
 What Is a Food Web?
 Food and Energy
 The Cycling of Nutrients in the Forest Ecosystem: Producers,
Consumers, and Decomposers.
 The Wetlands Ecosystem
------------------------------XXXXXXXXX
Grade____3_____ Science Pacing Guide
Instructional Week ___6_____
Academic Vocabulary: decomposer, predator, prey, survive*
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
Resources
Loose in the Lab Activity—Desert Sponge
TEXTBOOK p. 116-129
GLE 0307.5.1
Explore the relationship between an organism’s characteristics and its
ability to survive in a particular environment.
------------------------------------------
GLE 0307.5.1
Explore the relationship between an organism’s characteristics and its
ability to survive in a particular environment.
0307.5.1
Create representations of animals that have characteristics necessary to
survive in a particular environment.
0307.5.2
Investigate the connection between an organism’s characteristics and
its ability to survive in a specific environment
SPI 0307.5.1
Investigate an organism’s characteristics and evaluate how these
features enable it to survive in a particular environment.
--------------------------------GLE 0307.Inq.1
Explore different scientific phenomena by asking questions, making
logical predictions, planning investigations, and recording data.
GLE 0307.Inq.3
Organize data into appropriate tables, graphs, drawings, or diagrams.
---------------------------------------------Many Adaptations for Survival
Animals and their Adaptations
Beaver Adaptation Activity
Adaptation Game
Adaptations Related to You
Adaptations Powerpoint about Animals
Camouflage and other adaptations games
How Different Animal Groups Get Oxygen
Game on Animal Adaptations
Lesson Animal Survival
TEXTBOOK p. 130-143
Cactus Survival
The Wild Habitat
BrainPOP Jr. Ocean Habitats
BrainPOP Mollusks
BrainPOP Bats
BrainPOP Birds
BrainPOP Underwater World
BrainPOP Conditioning
BrainPOP Metamorphosis
BrainPOP Insects
The Wild Habitat
Discovery Education Video Clips:
 Dogs and Wolves
 Learned Behavior: Independence Dogs
 Other Types of Actions
 Conclusion
 Combining Instinctive and Learned Actions.
Grade____3_____ Science Pacing Guide
Instructional Week ____7-8_(3 PAGES)___
Academic Vocabulary: endangered, threatened, thriving
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.5.2
Classify organisms as thriving, threatened, endangered, or extinct.
0307.5.3
Describe how environmental factors change over place and time.
0307.5.4
Determine how changes in an environmental variable can affect plants
and animals of an area.
SPI 0307.5.1
Investigate an organism’s characteristics and evaluate how these
features enable it to survive in a particular environment.
Resources
Camouflage and other adaptations games
How Different Animal Groups Get Oxygen
Game on Animal Adaptations
Lesson Animal Survival
Cactus Survival
The Wild Habitat
Climate Change and Pollution on Oceans
BrainPOP Jr. Ocean Habitats
BrainPOP Mollusks
BrainPOP Bats
BrainPOP Birds
BrainPOP Underwater World
BrainPOP Conditioning
BrainPOP Metamorphosis
BrainPOP Insects
TEXTBOOK p. 144-153
The Wild Habitat
------------------------------
GLE 0307.Inq.1
Explore different scientific phenomena by asking questions, making
logical predictions, planning investigations, and recording data.
Discovery Education Video Clips:
 Dogs and Wolves
 Learned Behavior: Independence Dogs
 Other Types of Actions
 Conclusion
 Combining Instinctive and Learned Actions.
--------------------xxxxxxx
CONTINUED ON NEXT PAGE
Grade____3_____ Science Pacing Guide
Instructional Week __7-8_CONTINUED_____
Academic Vocabulary: endangered, threatened, thriving
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.5.2
Classify organisms as thriving, threatened, endangered, or extinct.
0307.5.2
Investigate the connection between an organism’s characteristics and
its ability to survive in a specific environment.
0307.5.4
Determine how changes in an environmental variable can affect plants
and animals of an area.
0307.5.7
Use a data chart or informational text to classify organisms as thriving,
threatened, endangered, or extinct.
SPI 0307.5.2
Investigate populations of different organisms and classify them as
thriving, threatened, endangered, or extinct.
--------------------------------------------
CONTINUED ON NEXT PAGE
Resources
Camouflage and other adaptations games
How Different Animal Groups Get Oxygen
Game on Animal Adaptations
Lesson Animal Survival
Cactus Survival
The Wild Habitat
Great Group Activity on Thriving, Threatened, Endangered and Extinct
Match the Endangered Species
Causes of Extinction
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
Jr. Extinct and Endangered Species
Jr. Fossils
Extinction
Pandas
TEXTBOOK p. 154-163
Dinosaurs
Pictures and Games about Extinct Species
Learn More about Endangered Species
Extinct: The Dodo Bird
Extinct Animals
Endangered, Exploring A World At Risk
Discovery Education Video Clips:
 From Dinosaurs to Today: Issues of Extinction.
 Gorillas Are Endangered: Conservation Efforts.
 Why Did the Dinosaurs Become Extinct?
 Extinction
 Cretaceous Period
Grade____3_____ Science Pacing Guide
Instructional Week ___7-8_CONTINUED____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.3.1
Describe how animals use food to obtain energy and materials for
growth and repair.
----------------------------------------------GLE 0307.4.1
Identify the different life stages through which plants and animals pass.
GLE 0307.Inq.6
Compare the results of an investigation with what scientists already
accept about this question.
SPI 0307.T/E.1
Select a tool, technology, or invention that was used to solve a human
problem.
Resources
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
Jr. Parts of a Plant
Ants
Spiders
Arachnids
Dolphins
Insects
Reptiles
Carnivorous Plants
Giant Squid
Chain Reaction Food Game
------------------------------BrainPOP Jr. Plant Life Cycle
BrainPOP Jr. Frogs
BrainPOP Metamorphosis
BrainPOP Plant Growth
BrainPOP Adulthood
Life Cycles
Monarch Butterfly Life Cycle
Loose in the Lab Activity—Lima Bean Babies
-----------------------------------
Grade____3_____ Science Pacing Guide
Instructional Week ____9_(2 PAGES)___
Academic Vocabulary: endangered, threatened, thriving, decomposer, predator, prey, survive*
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.5.2
Classify organisms as thriving, threatened, endangered, or extinct.
0307.5.6
Identify evidence used to determine the previous existence of an
organism.
SPI 0307.5.2
Investigate populations of different organisms and classify them as
thriving, threatened, endangered, or extinct.
SPI 0307.5.3
Match the organism with evidence of its prior existence.
GLE 0307.Inq.2
Select and use appropriate tools and simple equipment to conduct an
investigation.
Resources
BrainPOP Jr. Extinct and Endangered Species
BrainPOP Jr. Fossils
BrainPOP Extinction
TEXTBOOK p. 164-173
BrainPOP Pandas
BrainPOP Dinosaurs
Pictures and Games about Extinct Species
Learn More about Endangered Species
Extinct: The Dodo Bird
Extinct Animals
Endangered, Exploring A World At Risk
Discovery Education Video Clips:
 From Dinosaurs to Today: Issues of Extinction.
 Gorillas Are Endangered: Conservation Efforts.
 Why Did the Dinosaurs Become Extinct?
 Extinction
 Cretaceous Period
Fun Video on Fossils
Information and Questions about Fossils
Sequencing Fossil Game
-------------------------------------------
CONTINUED ON NEXT PAGE
Discovery Education Video Clips:
 Fossils: Prehistoric Clues
 Visiting an Archeological Site to See a Dinosaur Skeleton.
 Geologic Time
 Are Dinosaurs Herbivores or Carnivores?
 Excavation and Study
-----------------------------CONTINUED ON NEXT PAGE
Grade____3_____ Science Pacing Guide
Instructional Week ___9 CONTINUED_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.5.1
Explore the relationship between an organism’s characteristics and its
ability to survive in a particular environment.
0307.5.4
Determine how changes in an environmental variable can affect plants
and animals of an area.
0307.5.5
Construct a diorama that shows plants and animals in an appropriate
environment.
SPI 0307.5.1
Investigate an organism’s characteristics and evaluate how these
features enable it to survive in a particular environment.
------------------------------------------0307.Inq.2 Identify tools needed to investigate specific questions.
Resources
Loose in the Lab Activity—Desert Sponge
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
Jr. Ocean Habitats
Mollusks
Bats
TEXTBOOK p. 164-173
Birds
Underwater World
Conditioning
Metamorphosis
Insects
The Wild Habitat
Discovery Education Video Clips:
 Dogs and Wolves
 Learned Behavior: Independence Dogs
 Other Types of Actions
 Conclusion
 Combining Instinctive and Learned Actions.
Grade____3_____ Science Pacing Guide
Instructional Week ___10-11_____
Academic Vocabulary: transmit*, heredity
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.4.1
Identify the different life stages through which plants and animals pass.
0307.4.1
Sequence diagrams that illustrate various stages in the development of
an organism.
0307.4.2
Create a timeline to depict the changes that occur during an organism’s
life cycle.
0307.4.3
Differentiate among the stages in the life cycle of a butterfly,
mealworm, frog, and plant.
SPI 0307.4.1
Select an illustration that shows how an organism changes as it
develops.
---------------------------------------------
GLE 0307.4.2
Recognize common human characteristics that are transmitted from
parents to offspring.
SPI 0307.4.2
Distinguish between characteristics that are transmitted from parents
to offspring and those that are not.
--------------------------------------------GLE 0307.5.1
Explore the relationship between an organism’s characteristics and its
ability to survive in a particular environment.
Resources
BrainPOP Jr. Plant Life Cycle
BrainPOP Jr. Frogs
BrainPOP Metamorphosis
BrainPOP Plant Growth
BrainPOP Adulthood
Life Cycles
Monarch Butterfly Life Cycle
Loose in the Lab Activity—Lima Bean Babies
butterfly lifecycle game, answers
PowerPoint Life Cycle of a Butterfly
Life Cycle of a Bird
Circle of Life
Something Froggy-The Life Cycle and Facts about Frogs
Discovery Education Video Clips:
 Inquiry One: What Are Insects and How Do They Live?
------------------------------------TEXTBOOK p.
BrainPOP Genetics
BrainPOP Heredity
BrainPOP DNA
Gallery of Photos of Parents with their Young
Game Matching Parents with Young
Let's Play Find that Parent
Loose in the Lab Activity—Nature vs. Nurture
BrainPOP Behavior
BrainPOP Faces
Discovery Education Video Clips:
 What are Instincts?
 Other Types of Actions
 Adaptations to Get Food
 Combining Instinctive and Learned Actions.
 A Better Understanding
---------------------Loose in the Lab Activity—Desert Sponge
74-99
Grade____3_____ Science Pacing Guide
Instructional Week ___12_____
Academic Vocabulary: transmit*, survive*, heredity
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.4.2
Recognize common human characteristics that are transmitted from
parents to offspring.
0307.4.4
Draw conclusions about the similarities and differences between
parents and their offspring.
0307.4.5
Make a list of human characteristics that are transmitted from parents
to their offspring.
SPI 0307.4.2
Distinguish between characteristics that are transmitted from parents
to offspring and those that are not.
-----------------------------------------
GLE 0307.4.1
Identify the different life stages through which plants and animals pass.
0307.4.2
Create a timeline to depict the changes that occur during an organism’s
life cycle.
-----------------------------------------
Resources
BrainPOP Genetics
BrainPOP Heredity
BrainPOP DNA
Gallery of Photos of Parents with their Young
Game Matching Parents with Young
Let's Play Find that Parent
Loose in the Lab Activity—Nature vs. Nurture
BrainPOP Behavior
BrainPOP Faces
TEXTBOOK p. 100-111
Discovery Education Video Clips:
 What are Instincts?
 Other Types of Actions
 Adaptations to Get Food
 Combining Instinctive and Learned Actions.
 A Better Understanding
-----------------------------------BrainPOP Jr. Plant Life Cycle
BrainPOP Jr. Frogs
BrainPOP Metamorphosis
BrainPOP Plant Growth
BrainPOP Adulthood
Life Cycles
Monarch Butterfly Life Cycle
---------------------------------
Loose in the Lab Activity—Desert Sponge
GLE 0307.5.1
Explore the relationship between an organism’s characteristics and its
ability to survive in a particular environment.
Grade____3____ Science Pacing Guide
Instructional Week ___13_____
Academic Vocabulary: conductor, crystallize, physical change
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.9.1
Design a simple experiment to determine how the physical properties
of matter can change over time and under different conditions.
0307.9.1
Use physical properties to compare and contrast substances.
Resources
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
Jr. Changing States of Matter
Jr. Solids, Liquids, and Gases
Property Changes
Science Projects
Scientific Method
Fireworks
Coral
TEXTBOOK p. 284-293
Loose in the Lab Activity—Gro Beasts
0307.9.2
Compare and contrast events that demonstrate evaporation,
crystallization, and melting.
0307.9.3
Make predictions and conduct experiments about conditions needed to
change the physical properties of particular substances.
SPI 0307.9.1
Describe a substance in terms of its physical properties.
------------------------------0307.T/E.2 Design a tool or a process that addresses an identified problem caused by human
activity.
Does temperature affect evaporation? Inquiry lab
Solids, Liquids, Gas
Solids and Liquids
Solid, Liquid, and Gases Sorting Game
Sequencing Game for Solid to Liquid
Matching Game with Solid, Liquid, and Gas
Chart on Solids, Liquids, and Gases
Discovery Education Video Clips:
 Introduction to the Properties of Matter
 The Basic Structure of Matter
 The Facts of Matter
 Matter Can
 Conductivity
---------------------------------xxxxxxxxxxxxxx
Grade____3_____ Science Pacing Guide
Instructional Week ___14_____
Academic Vocabulary: evaporation*, filter*, mixture*, settling*, sieve*, physical change
Grade Level Expectations/Checks For Understanding/State Performance Indicators
Resources
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.9.2
Investigate different types of mixtures.
0307.9.4
Classify combinations of materials according to whether they have
retained or lost their individual properties.
---------------------------------------
GLE 0307.9.3
 0307.9.5
SPI 0307.9.2
Describe different methods to separate mixtures.
Investigate different ways to separate mixtures such as filtration,
evaporation, settling, or using a sieve.
Identify methods for separating different types of mixtures.
Loose in the Lab Activity—Thyxophyllic Goo
-----------------------------
Loose in the Lab Activity—Ironing Out Sand
Loose in the Lab Activity—Snow Storm in a Tube
BrainPOP Compounds and Mixtures
The Mixture Lab
----------------------------------
Discovery Education Video Clips:
 What Is a Mixture?
 Molly Cule's Hood Ornament
 Mixtures
 Review
 Physical Changes
GLE 0307.Inq.1
-----------------------------------
Explore different scientific phenomena by asking questions, making
logical predictions, planning investigations, and recording data.
TEXTBOOK p. 296-307
xxxxxxxxxxx
Grade____3_____ Science Pacing Guide
Instructional Week ___15_____
Academic Vocabulary: conduct*, heat*, heat transfer*
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
Resources
Heat, Heat, Heat
How Can We Plug into the Sun’s Power
GLE 0307.10.1
Investigate phenomena that produce heat.
0307.10.1
Associate the sun’s energy with the melting of an ice cube placed in a
window.
SPI 0307.10.1
Use an illustration to identify various sources of heat energy.
Loose in the Lab Activity—Surprise Fire
Loose in the Lab Activity—Instant Handwarmer
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
Jr. Heat
Jr. Light
Heat
Fire
Solar Energy
TEXTBOOK p. 308-321
Timelines of Different Types of Energy Created by Students
--------------------------------------
GLE 0307.10.2
Design and conduct an experiment to investigate the ability of different
materials to conduct heat.
0307.10.2
Investigate various materials to explore heat conduction.
SPI 0307.10.2
Classify materials according to their ability to conduct heat.
Discovery Education Video Clips:
 How Heat Affects Expansion and Contraction of Matter.
 Heat: The Flow of Energy from One Thing to Another.
 Heat Energy
 Forms of Energy
 Solar Energy
-------------------------------------BrainPOP States of Matter
Real World Mass Story
What is Force?
Discovery Education Video Clips:
Losing Heat Fast
Grade____3_____ Science Pacing Guide
Instructional Week ___16_____
Academic Vocabulary: balance*, force, mass, unbalanced*
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.11.1
Explore how the direction of a moving object is affected by unbalanced
forces.
SPI 0307.11.1
Identify how the direction of a moving object is changed by an applied
force.
Resources
BrainPOP Jr. Gravity
BrainPOP Jr. Pushes and Pulls
BrainPOP Newton's Laws of Motion
BrainPOP Levers
BrainPOP Force
BrainPOP Bridges
BrainPOP Pulley
TEXTBOOK p. 326-335
Balanced forces
Unbalanced forces
Balanced and Unbalanced Forces
------------------------------------------------
Loose in the Lab Activity—Helicopter Drop
---------------------------
GLE 0307.11.2
Recognize the relationship between the mass of an object and the force
needed to move it.
0307.11.1
Plan an investigation to illustrate how changing the mass affects a
balanced system.
SPI 0307.11.2
Demonstrate how changing the mass affects a balanced system.
Balancing a Scale PowerPoint
Math Cats Balance Game
The Compound Machine
Pushes and Pulls
Games on Forces and Objects
Magic Motion an inquiry based lesson;
Sorting Pushes and Pulls worksheet for Magic Motion;
---------------------------------------------GLE 0307.Inq.4
Identify and interpret simple patterns of evidence to communicate the
findings of multiple investigations.
0307.Inq.1
Identify specific investigations that could be used to answer a particular
question and identify reasons for this choice.
SPI 0307.Inq.1
Select an investigation that could be used to answer a specific question.
What Can It Do? an inquiry activity for Magic Motion;
Moving with Motion activity for Magic Motion;
Move It - an inquiry activity
Discovery Education Video Clips:
 Liquids
 Measuring Liquids
 Measuring Volume and Density
 Matter Has Mass
 Measuring Solids
--------------------------xxxxxxxxxxxx
Grade____3_____ Science Pacing Guide
Instructional Week ___17_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
*REVIEW ACTIVITIES FOR WEEKS 1-16
*EXTENSION ACTIVITIES FOR WEEKS 1-16
Resources
Grade____3_____ Science Pacing Guide
Instructional Week ___18-19_____
Academic Vocabulary: orbit, revolution, rotation, solar system, telescope*
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.6.1
Identify and compare the major components of the solar system.
0307.6.1
Create a model of the solar system depicting the major components
and their relative positions and sizes.
0307.6.2
Use a table to compare and contrast the major solar system
components.
SPI 0307.6.1
Identify the major components of the solar system, i.e., sun, planets
and moons.
Resources
The Eight Planets
National Geographic Game Explorer 2022
Virtual Solar System from National Geographic
Fun Facts about the Solar System
Awesome PowerPoint about the Solar System
Dwarf Planet Pluto
Order of the Planets Quiz
The Sun and Its Planets
Solar System Review
Earth, Sun, and Moon
TEXTBOOK p. 190-199
The Nine Planets
Earth, Sun, and Moon Game
Planets Memory Game
Loose in the Lab Activity—Micro Solar System
Solar System Trading Cards
Window to the Universe also in Spanish
BrainPOP Jr. Solar System
BrainPOP Jr. the Moon
BrainPOP Jr. the Sun
BrainPOP Jr. Earth
BrainPop Space Library
--------------------------------GLE 0307.Inq.2
Select and use appropriate tools and simple equipment to conduct an
investigation.
GLE 0307.Inq.6
Compare the results of an investigation with what scientists already
accept about this question.
GLE 0307.T/E.4
Recognize the connection between scientific advances, new knowledge,
and the availability of new tools and technologies.
Planet Roll Call (podcast) worksheet
The Solar System
NASA Kids' Club
Solar System Trading Cards - interactive site
The Nine Planets
Discovery Education Video Clips:
 Moon Facts and Fun
 Phases
 What Did You Learn?
 Summary of What's In a Shadow
 Shadows and Directions
---------------------------
Grade____3_____ Science Pacing Guide
Instructional Week __20-21______
Academic Vocabulary: atmosphere, anemometer, barometer, rain guage, wind vane, thermometer*
Grade Level Expectations/Checks For Understanding/State Performance Indicators
Resources
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.8.1
Recognize that that there are a variety of atmospheric conditions that
can be measured.
xxxxxxxxx
----------------------------------------
-----------------------------------
GLE 0307.8.2
Make Your Own Barometer
Weather Tools
Make A Thermometer
Weather, Seasons, and Climate
BrainPOP Weather
BrainPOP Climate Types
BrainPOP Thunderstorms
BrainPOP Earth's Atmosphere
Great PowerPoint on Weather Tools
Use tools such as the barometer, thermometer, anemometer, and rain
gauge to measure atmospheric conditions.
0307.8.1
Select appropriate tools used for collecting weather data that
correspond to the atmospheric condition being measured.
SPI 0307.8.1
Choose the correct tool for measuring a particular atmospheric
condition.
-----------------------------------------GLE 0307.Inq.1
Explore different scientific phenomena by asking questions, making
logical predictions, planning investigations, and recording data.
GLE 0307.Inq.2
Select and use appropriate tools and simple equipment to conduct an
investigation.
0307.T/E.4
Evaluate an invention that solves a problem and determine ways to
improve the design.
----------------------------------------xxxxxxxxxxxxxxxxx
TEXTBOOK p. 246-255
Grade___3______ Science Pacing Guide
Instructional Week ___22_____
Academic Vocabulary: cirrus, cumulonimbus, cumulus, stratus, water cycle
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.8.3
Identify cloud types associated with particular atmospheric conditions.
Resources
Loose in the Lab Activity—Cloud ID & Weather Predicting
Observe Clouds
Cloud Types
National Geographic : Cloud Photo Gallery
NASA - Observing Cloud Types This site has printable charts
and a quiz plus is in French and Spanish
Curious Clouds | An inquiry challenge about different types of
clouds.
0307.8.2
Identify major cloud types and associate them with particular weather
conditions.
SPI 0307.8.2
Match major cloud types with specific atmospheric conditions.
----------------------------------------------
GLE 0307.8.4
Predict the weather based on cloud observations.
-------------------------------------------0307.T/E.1 1
Explain how different inventions and technologies impact people and
other living organisms.
PowerPoint and Quiz on Clouds
Cloud Matching Game
Cloud Clues
TEXTBOOK p. 256-274
Cloud Game
Cloud Boutique
BrainPOP Clouds
BrainPOP Earth's Atmosphere
Brain Pop on Clouds
PowerPoint on Different Cloud Types
PowerPoint and Quiz on Clouds
Cloud Matching Game
Cloud Clues
Water Cycle
Water Cycle/Weather Quiz
Discovery Education Video Clips:
 Rain and Snow
 Condensation and Clouds
 Violent Weather
 Water Vapor: Clouds, Dew, Frost, and Precipitation.
 Types of Clouds
-------------------------Loose in the Lab Activity—Cloud ID & Weather Predicting
-------------------------
Grade____3_____ Science Pacing Guide
Instructional Week ___23-24_____
Academic Vocabulary: body of water*, landform*, natural resource
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.7.1
Use information and illustrations to identify the earth’s major
landforms and water bodies.
0307.7.1
Use a Venn diagram to compare and contrast two different landforms
or bodies of water.
SPI 0307.7.1
Classify landforms and bodies of water according to their geological
features and identify them on a map.
Resources
BrainPOP
BrainPOP
BrainPOP
BrainPOP
Jr. Earth
Jr. Landforms
Water Cycle
Earth
Landforms - board game questions 1 - 10 questions 11 - 20
Landforms PowerPoint
Landforms
Landforms and Bodies of Water
Continent Game
Labeling Landforms
TEXTBOOK p. 202-213
Types of Land Activity
Landform Quiz
Matching Landforms
Deserts of the World
Learn Some Animals and Plants You May Find in a Dessert
Oceans of the World
Memory Game on Landforms
Loose in the Lab Activity—Lava Races & Landforms
BrainPOP Jr. Landforms
BrainPOP Ocean Currents
BrainPOP Mountains
----------------------------------------Maps as Tools
Observing Landforms
0307.Inq.4 Analyze and communicate findings from multiple investigations of similar
phenomena to reach a conclusion.
Discovery Education Video Clips:
 Land Forms
 Plateaus, Mesas, and Buttes
 Uplifting and Erosion: How Landforms Are Formed.
 Why Is the Earth's Surface So Different from Place to Place.
 Land: Continents and Landforms
Grade____3_____ Science Pacing Guide
Instructional Week ___25_____
Academic Vocabulary: mineral*
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.7.2
Recognize that rocks can be composed of one or more minerals.
0307.7.2
Analyze the physical characteristics of different kinds of rocks.
SPI 0307.7.2
Describe how rocks can be classified according to their physical
characteristics.

Resources
BrainPOP Jr. Rocks and Minerals
BrainPOP Rock Cycle
BrainPOP Types of Rocks
BrainPOP Crystals
Three Types of Rocks
Interactive Rock Cycle
Brain Pop on Types of Rocks
How Rocks Are Formed
Mind Boggling Rock Activity
Rock Cycle Song
The Rock Cycle Game
TEXTBOOK p. 214-225
Rocks and Soils Activity
Name That Rock Game
Matching Landforms
Deserts of the World
Oceans of the World
Loose in the Lab Activity—Dissecting Granite
Rocks and Solids
Start a Rock Collection
Kids in the Hall of Planet Earth: Rocks in Your
Cabinet Grade 3+
Items Made from Rocks and Minerals
---------------------------------------------------
GLE 0307.Inq.3
Organize data into appropriate tables, graphs, drawings, or diagrams.
Discovery Education Video Clips:
 The Earth is Made up of Rocks
 Identifying Rocks
 Three Types of Rocks: Igneous, Metamorphic, and Sedimentary.
 Types of Rock
 Igneous Rock
------------------------------xxxxxxxxxxxx
Grade____3_____ Science Pacing Guide
Instructional Week ____26____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
*REVIEW ACTIVITIES FOR WEEKS 18-25
*EXTENSION ACTIVITIES FOR WEEKS 18-25
Resources
Grade____3_____ Science Pacing Guide
Instructional Week ___27-28_____
Academic Vocabulary: mineral*, conservation
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
Resources
Lesson for Classroom on Natural/Man Made
Third Grade Science Jeopardy Game
Loose in the Lab Activity—Conglomerate or Concrete?
GLE 0307.7.3
Distinguish between natural and man-made objects.
Lesson for Classroom on Natural/Man Made
0307.7.3
Use a magnifier to observe, describe, and compare materials to
determine if they are natural or man-made.
SPI 0307.7.3
Identify an object as natural or man-made.
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
BrainPOP
------------------------------------------------------
GLE 0307.7.4
Design a simple investigation to demonstrate how earth materials can
be conserved or recycled.
0307.7.4
Design and evaluate a method for reusing or recycling classroom
materials.
0307.7.5
Create a web that demonstrates the link between basic human needs
and the earth’s resources.
SPI 0307.7.4
Determine methods for conserving natural resources.
-----------------------------------------------------GLE 0307.Inq.3
Organize data into appropriate tables, graphs, drawings, or diagrams.
GLE 0307.Inq.4
Identify and interpret simple patterns of evidence to communicate the
findings of multiple investigations.
-----------------------------Jr. Forests
Jr. Natural Resources
Jr. Reduce, Reuse, Recycle
Humans and the Environment
Natural Resources
Recycling
Waste Management
Loose in the Lab Activity—EcoPeanut Puzzle
Eco-Cycle school recycling kit
Rotten Truth About Garbage
TEXTBOOK p. 226-241
Saving Energy
A Recycling Sorting Activity
BrainPOP Jr. Extinct and Endangered Species
BrainPOP Jr. Ocean Habitats
BrainPOP Water Pollution
BrainPOP Wind Energy
Recycle City
Earth Day
Dumptown
http://www.metrokc.gov/DNR/Kidsweb/
Natural Resources
Discovery Education Video Clips:
 Why Should We Care?
 Preserving and Protecting Habitats
 Oceans: The Largest Ecosystem on Earth
 Protecting the Rain Forest
 Man's Mission in Saving the Whales
Grade____3_____ Science Pacing Guide
Instructional Week ___29-30_____
Academic Vocabulary: pitch, volume
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.11.3
Investigate how the pitch and volume of a sound can be changed.
0307.11.2
Use a variety of materials to produce sounds of different pitch and
volume.
0307.11.3
Classify a variety of taped sounds according to their pitch and volume.
SPI 0307.11.3
Distinguish between pitch and volume.
SPI 0307.11.4
Identify how sounds with different pitch and volume are produced.
Resources
Loose in the Lab Activity—Singing Rods
Loose in the Lab Activity—Straw Flutes
Perfect Pitch
Sequencing Game with Sound
Changing Sounds Game with Guitar, Water Bottle, and Drum
Foss Kit Investigation One in Sound Chambers
Ask a Scientist about Sound
Duplicate Sheets for Investigations of Sound with Foss Kit
Xlyophone Water Bottle Pitch Experiment
BrainPOP Jr. Sound
BrainPOP Voice
Lesson Changing Pitch
Sorting Instruments between High and Low Pitch
Discovery Education Video Clips:
 Ripples of Sound
 How Sounds Are Different

Changing Sounds
------------------------------------------------GLE 0307.Inq.1
Explore different scientific phenomena by asking questions, making
logical predictions, planning investigations, and recording data.
GLE 0307.Inq.2
Select and use appropriate tools and simple equipment to conduct an
investigation.
Discovery Education Video Clips:
 How is Sound Made?
 Review
 Vibrations
 Sound and Movement
 Follow That Sound Wave!
-------------------------------------
xxxxxxxxxxxx
TEXTBOOK p. 338-345
Grade____3_____ Science Pacing Guide
Instructional Week ___31_____
Academic Vocabulary: metal*
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
GLE 0307.12.1
Explore how magnets attract objects made of certain metals.
0307.12.1
Experiment with magnets to determine how distance affects magnetic
attraction.
0307.12.2
Determine that only certain types of objects are attracted to magnets.
SPI 0307.12.1
Recognize that magnets can move objects without touching them.
SPI 0307.12.2
Identify objects that are attracted to magnets
----------------------------------------------------GLE 0307.Inq.1
Explore different scientific phenomena by asking questions, making
logical predictions, planning investigations, and recording data.
Resources
Loose in the Lab Activity—Magnetic Fingers and Mini Subs
Loose in the Lab Activity—Finding Ferrous Materials
Exploring Magnets and Magnetism
Magnetism
Magnet Game
TEXTBOOK p. 348-361
Springs and Magnets
Discovery Education Video Clips:
 Electromagnetic Induction: Turning Non-Magnetic Objects into
Magnets.
 What Is a Magnet?
 Electromagnets
 An Introduction to Magnetism
 Electromagnets: Using Electricity and Magnets Together.
Marvelous Magnets
Will It Stick? (Inquiry)
Discovery Education Video Clips:
 Making Magnets
 Magnets: A Review
 Similar Magnetic Poles Repel, Different Magnetic Poles Attract.
 What Kinds of Things Do Magnets Attract?
 Magnetic Fields, Magnetic Poles, and the Compass.
----------------------------------xxxxxxxxxxxxx
Grade_____3____ Science Pacing Guide
Instructional Week __32-33______
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
*Review for TCAP
Resources
Grade____3_____ Science Pacing Guide
Instructional Week ___34_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
*TCAP TESTING
Resources
Grade____3_____ Science Pacing Guide
Instructional Week ___35-37_____
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
Ideas:
*Re-teach areas of weakness to prevent gaps
*Technology lessons in back of book
*Science Fair
*Work with 4th grade science teacher to get ideas for things you can work
on to prepare students for next grade level
*Additional labs and hands-on activities
*Science Enrichment
*Reinforce Inquiry and Technology and Engineering Standards
Resources
Grade_________ Science Pacing Guide
Instructional Week ________
Academic Vocabulary:
Grade Level Expectations/Checks For Understanding/State Performance Indicators
**Include Embedded Inquiry and Technology & Engineering Standards as applicable.**
Resources