MADISON PUBLIC SCHOOLS
GRADE 3 SCIENCE
Authored by: Gina Sloginski and Christine Matthews
Reviewed by: Mr. Lee S. Nittel
Director of Curriculum and Instruction
Mr. Tom Paterson
K12 Supervisor of Science and Technology
Approval Date: Fall 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
The 3rd grade science program is a full year course taught in heterogeneously mixed elementary school
classes. There is a three-cycle rotation schedule which allows the students to be actively involved in
units of study in Physical Science, Life Science, and Earth Science throughout the school year. The
curriculum is inquiry-based and is taught using science modules which provide enough materials for
all students to actively participate in experiments and activities. This approach maximizes skill and
conceptual growth in all students. The major topics covered during this year include Sound (Fall),
Earth Movements (Winter), and Plant and Animal Life Cycles (Spring).
II.
RATIONALE
The Madison Public School science curriculum is designed to provide students with experiences in all
aspects of science. Science is best learned through collaboration and problem-solving, in an
environment that leads students to construct their own knowledge of scientific principles. Attitudes
such as curiosity, open-mindedness, and a thirst for knowledge ~ all essential to scientific inquiry ~
will be stressed. Within all fields of study, activities are provided for students to develop an
understanding of fundamental scientific principles as well as the skills necessary to perform scientific
investigations. This curriculum is designed to prepare students to meet future challenges with an
inquiring mind and a foundation of scientific knowledge. The science curriculum is aligned with the
NJ Core Content Curriculum Standards and is taught with an awareness of its connection to other
subjects and the needs of society.
III.
STUDENT OUTCOMES (New Jersey Core Curriculum Standards)
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.
The four Science Practices strands encompass the knowledge and reasoning skills that students must
acquire to be proficient in science.
5.2 Physical Science: All students will understand that physical science principles, including
fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense
of phenomena in physical, living, and Earth systems science.
Sound
The student will:
• Raise questions about the world around them and be willing to seek answers through making
careful observations and experimentation.
• Keep records that describe observations, carefully distinguish actual observations from ideas and
speculations, and are understandable weeks and months later.
• Develop strategies and skills for information-gathering and problem-solving, using appropriate
tools and technologies.
• Recognize that conducting science activities requires an awareness of potential hazards and the
need for safe practices.
• Understand and practice safety procedures for conducting science investigations.
• Demonstrate how measuring instruments are used to gather information in order to design things
that work properly.
• Describe a product or device in terms of the problem it solves or the need it meets.
• Choose materials most suitable to make simple mechanical constructions.
•
•
IV.
Use the design process to identify a problem, look for ideas, and develop and share solutions with
others.
Show that differences in sound (loud or soft, high or low) can be produced by varying the way
objects vibrate.
ESSENTIAL QUESTIONS AND CONTENT
A. What is sound?
1. Sound is a form of energy.
2. For sound to exist, you need a sound source and a sound receiver.
3. All sounds are caused by vibrations.
B.
What are the characteristics of sound?
1. Sounds can be loud or soft. This is known as the volume of a sound.
2. Sounds can be high or low. This is known as the pitch of a sound.
C. What is pitch?
1. Pitch is the frequency of a vibration.
2. The pitch of a sound can be high or low.
3. Faster vibrations cause a higher pitch, and slower vibrations cause a lower pitch.
D. How can the pitch of a sound be changed?
1. The size of an object can change the pitch. A larger(or longer) object will produce a lower
pitch when vibrating, while a smaller(or shorter) object will produce a higher pitch when
vibrating.
2. Tension can change the pitch of a sound. For example, a string on an instrument pulled
tightly will produce a high-pitched sound, while a loose string will make a low-pitched
sound when plucked.
E.
What is volume?
1. Volume is the measure of the amount of energy in a sound.
2. Volume is measured in decibels.
3. Volume is described as loud or soft.
F.
How can the volume of a sound be changed?
1. Adding more energy to the vibration can increase the volume of a sound.
2. Using an amplifier can increase the volume of a sound.
G. How does sound travel?
1. Sound begins at a sound source.
2. Sound then moves through a medium. (gas, liquid, or solid)
3. Sound winds up at a sound receiver.
H. How does sound travel best?
1. Sound travels best through solids. The molecules are closer together and allow the
vibrations to move better.
2. Sound travels the worst through air. The molecules are the farthest apart, which does not
allow the vibrations to move as effectively.
3. A liquid medium is somewhere in between.
V.
STRATEGIES
A. Before beginning this unit, make sure each student has a science journal or folder. They will
use this to store all of their student activity sheets and blank paper for observations or notes.
B. There is a lot of vocabulary in this unit. Keep an ongoing word bank for new words as you
come across them. After each lesson you can ask the class if they have any words to add to the
vocabulary list. Review these words on a regular basis.
C. Assign students to lab groups for each Investigation. It may be a good idea to switch groups
when starting a new Investigation.
D. Throughout the unit, it would be helpful to review the concepts previously discussed due to
the large amount of new material. Review games are a good way to go over concepts and
vocabulary.
VI.
EVALUATION
A. Assessment of the students’ performance is ongoing throughout each Investigation. The FOSS
Teacher Guide has record sheets to track each student’s progress in this unit.
B. After each Investigation, there is a Response Sheet to assess the students’ understanding of that
Investigation’s main concept.
C. During the Investigations, the students will be recording their observations and ideas on their
student sheets.
D. The End-of-Module Assessment is given as a final test. Some of the language and concepts can be
difficult for third graders. It would be a good idea to review this assessment carefully before
distributing it to the class.
E. You may use a Portfolio Assessment throughout the module if you choose.
VII.
REQUIRED RESOURCES/SUPPLEMENTAL RESOURCES
The “unstarred” books can be easily found in your school library, the public library, or any bookstore.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
FOSS Physics of Sound Teacher Guide*
FOSS Physics of Sound Science Stories*
Field Trip Idea: See a band or orchestra that is playing in the area
Amazing Bats by Frank Greenaway; Eyewitness Juniors, 1991.
Bees Dance and Whales Sing: The Mysteries of Animal Communication by Margery Facklam;
Sierra Club Books for Children, 1992.
Ears by Douglas Mathers; Troll Associates, 1992.
Loud and Quiet by Jack Challoner; Start-Up Science, 1997.
The Magic School Bus in the Haunted Museum by Joanna Cole; Scholastic, 1995. (text and
video)
Making Sounds by Julian Rowe and Molly Perham; Children’s Press, 1993.
Rubber-Band Banjos and a Java Jive Bass by Alex Sabbeth; John Wiley and Sons, 1997.
The Science Book of Sound by Neil Ardley; Gulliver Books, 1991.
Science Magic With Sound by Chris Oxlade; Barron’s Educational Series, 1994.
Sound Science by Etta Kaner; Addison-Wesley Reading, 1991.
The Super Science Book of Sound by David Glover; Thomson Learning, 1994.
Underwater Musicians by D.M. Souza; Carolrhoda Books, Inc., 1998.
Poems Go Clang! A Collection of Noisy Verse; Candlewick Press, 1997.
VIII. SCOPE AND SEQUENCE
*There is a lot of teacher preparation in this unit. Make sure all of the materials are assembled and work properly
before beginning each investigation. There are also several materials that the teacher needs to provide. The list is in the
Teacher’s Guide.
A. Investigation 1: Dropping In
Part 1: Drop Challenge
Part 2: Drop Codes
Part 3: Sound and Vibrations
1 day
2 days
2 days
B. Investigation 2: Good Vibrations
Part 1: Vibration and Pitch
Part 2: Length and Pitch
Part 3: Tension and Pitch
1 day
2 days
1 day
C. Investigation 3: How Sound Travels
Part 1: Sounds Through Air and Water
Part 2: Sounds Through Solids
1 day
1 day
D. Investigation 4: Sound Challenges
Part 1: Sound Challenges
3-4 days
*Make sure you have plenty of extra materials for the challenges.
Part 2: Choosing Your Own Investigation
4-6 days
*You may want to modify Part 2 depending on you class. This could be difficult for third grade.
III.
STUDENT OUTCOMES (New Jersey Core Curriculum Standards)
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.
The four Science Practices strands encompass the knowledge and reasoning skills that students must
acquire to be proficient in science.
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex,
dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
Earth Movements
The student will:
•
•
•
•
•
Recognize that conducting science activities requires an awareness of potential hazards and the
need for safe practices.
Understand and practice safety procedures for conducting science investigations.
Observe that most rocks and soils are made of several substances or minerals.
Recognize that fossils provide evidence about the plants and animals that lived long ago and the
nature of the environment at that time.
Recognize that most of Earth's surface is covered by water and be able to identify the
characteristics of those sources of water.
o oceans
o rivers
o lakes
o underground sources
o glaciers
•
•
IV.
Recognize that some changes of the Earth's surface are due to slow processes such as erosion and
weathering, and some changes are due to rapid changes such as landslides, volcanic eruptions,
and earthquakes.
Recognize that moving water, wind, and ice continually shape the Earth's surface by eroding rock
and soil in some areas and depositing them in other areas.
ESSENTIAL QUESTIONS AND CONTENT
A. What are the layers of the Earth?
1. The earth is made of layers: outer core, inner core, mantle, and crust.
B. What is the composition of the Earth’s crust?
1. The Earth’s crust is made up of continental crust and oceanic crust.
2. Both types of crust are a thin, rocky layer covering the Earth.
C. How are rocks classified?
1. Igneous Rocks
2. Sedimentary Rocks
3. Metamorphic Rocks
D. How can rocks give us clues to the past?
1. Fossils found in rocks
2. Mineral composition of rocks
3. Age of rocks
4. Evidence of glacial presence
E. What are convection currents?
1. Convection currents are the continuous cycle of heating and rising and cooling and
sinking of fluids (gases and liquids).
2. Convection currents can be found in magma inside the Earth.
F. What are plates and what happens when they collide?
1. The Earth is made of many plates that float on the mantle.
2. These plates can move due to convection currents.
3. Subduction is when two plates collide. This can cause earthquakes and volcanoes.
G. What is a volcano and how does it erupt?
1. Mountains form when plates collide. When magma is trapped in these mountains, it forms
a volcano.
2. A volcanic eruption occurs when enough pressure builds up on the magma and causes
lava, ash, cinders, and/or bombs to spew from the volcano.
H. What are the causes and effects of an earthquake?
1. Earthquakes occur when large sections of the Earth’s crust break or shift. The vibrations
result in an earthquake. These vibrations are called seismic waves.
2. Most earthquakes occur near faults in the Earth’s crust.
3. Large earthquakes can result in destruction.
I. What is the Ring of Fire?
1. The Ring of Fire is the region where most earthquakes and volcanoes occur.
2. The Ring of Fire is located around the edge of the Pacific Ocean.
V.
STRATEGIES
A. Before beginning this unit, create a journal or folder for each student. This will be a good place
to store all of the student activity sheets and blank paper for student observations or notes.
B. There is a lot of vocabulary in this unit. Create a word bank on chart paper or poster board to
keep track of new words as you come across them.
C. Assign students to lab groups or partners for each section. It may be a good idea to switch
groups when starting a new section.
D. Throughout the unit, it would be helpful to review the concepts previously discussed due to
the large amount of new material. Review games are a good way to go over concepts and
vocabulary.
E. Students enjoy bringing in rocks, minerals, and fossils that they have at home. Encourage
students to share these items with the class and discuss their properties.
F. Encourage students to look for examples of Earth Movements in the real world. They can
bring in articles they find that support their studies.
VI.
EVALUATION
A. Throughout this unit, there are student Activity Sheets to go along with the lessons. The students
will be recording their observations and ideas
B. After each section, there is an assessment to ensure student understanding.
C. An End of Unit test is given as a final assessment. There is a lot of vocabulary, so a review before
the test would be helpful for the students.
D. A record sheet is kept throughout the unit to evaluate the students’ performance and
understanding during the different activities.
E. School-Home Connections may be used as homework.
VII.
REQUIRED RESOURCES/SUPPLEMENTAL RESOURCES
The “unstarred” books can be easily found in your school library, the public library, or any bookstore.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
Delta Earth Movements Teacher’s Guide*
Rocks and Minerals Delta Science Readers*
Field Trip Idea: The Sterling Hill Mine
Animal Dazzlers: The Role of Brilliant Colors in Nature by Sneed B. Collard III; Franklin Watts,
Inc., 1999.
Discovering Earthquakes by Nancy Field and Adele Schepige; Dog Eared Publishing, 1995.
Discovering Volcanoes by Nancy Field and Sally Machlis; Dog Eared Publishing, 1996.
Earth (Connections) by Caroline Grimshaw and Igbal Hussain; World Books, Inc., 2000.
Earth Dance: How Volcanoes, Earthquakes, Tidal Waves and Geysers Shake Our Restless Planet
by Cynthia Pratt Nicolson; Kids Can Press, 1997.
Earth: The Making of a Planet by Roy A. Gallant and Christopher J. Schuberth; Marshall
Cavendish Corporation, 1998.
Earthquakes (Closer Look At) by Joyce Pope and Alex Edmonds; Copper Beech Books, 1998.
Earthquakes (True Books: Nature) by Paul P. Sipiera; Children’s Press, 1999.
The Earth (Start Me Up) by Rainer Koethe; Quadrillion Media, 1998.
Eyewitness Activity Files: Volcano; DK Publishing, 1999.
Eyewitness: Volcano and Earthquake by Susanna Van Rose; DK Publishing, 2000.
Is There a Dinosaur in Your Backyard? The World’s Most Fascinating Fossils, Rocks, and
Minerals by Spencer Christian and Antonia Felix; John Wiley and Sons, 1998.
A Look at Rocks: From Cool to Kimberlite (First Books: Earth Science by Jo S. Kittinger;
Franklin Watts, Inc., 1998.
The Magic School Bus Inside the Earth by Joanna Cole; Scholastic, Inc., 1987. (text and video)
R. Mountains and Volcanoes by Rose Pipes; Raintree/Steck-Vaughn, 1998.
S. Our Patchwork Planet: The Story of Plate Tectonics by Helen Roney Sattler; Lothrop Lee &
Shepard, 1995.
T. Our Planet (Worldwise) by Scott Steedman; Franklin Watts, Inc., 1997.
U. Stories in Stone: The World of Animal Fossils by Jo S. Kittinger; Franklin Watts, Inc., 1999.
VIII. SCOPE AND SEQUENCE
*There is a lot of teacher preparation in this unit. Make sure all of the materials are assembled or available, and work
properly before beginning each investigation. There are also several materials that the teacher needs to provide.
III.
A. Activity 1: Our Earth
*Advance preparation required
1 day
B. Activity 2: The Earth’s Crust
*Advance preparation required
2 days
C. Activity 3: Rocks: Clues to the Past
*Advance preparation required
2 days
D. Activity 4: Convection Currents
*Advance preparation required
2 days
E. Activity 5: Continents Adrift
*Advance preparation required
2 days
F. Activity 6: Plates in Motion
*Advance preparation required
1 day
G. Activity 7: Ocean-Floor Spreading
1 day
H. Activity 8: Subduction
1 day
I. Activity 9: Building Mountains
1 day
J. Activity 10: A Model Volcano
*Advance preparation required
3 days
K. Activity 11: The Vibrating Earth
1 day
L. Activity 12: The Ring of Fire
1 day
STUDENT OUTCOMES (New Jersey Core Curriculum Standards)
5.1 Science Practices: All students will understand that science is both a body of knowledge and an
evidence-based, model-building enterprise that continually extends, refines, and revises knowledge.
The four Science Practices strands encompass the knowledge and reasoning skills that students must
acquire to be proficient in science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual
tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in
natural systems arises in accordance with rules that govern the physical world, and the order of
natural systems can be modeled and predicted through the use of mathematics.
Plant and Animal Life Cycles
The student will:
1. Observe an assortment of objects and determine the characteristics of living, nonliving, and
dead things.
2. Predict when a seed will germinate and observe the emerging of plants.
3. Identify and label the parts of a seed and observe germination.
4. Identify and observe characteristics of fruit flies.
5. Observe the egg, larval, pupal life stages of fruit flies and summarize the stages that occur at
each stage.
6. Record the growth and development of pea plants and transplant the plants to facilitate growth.
7. Dissect a flower and its parts and discuss the functions of various male and female parts of a
flower.
8. Calculate and record data on seed production of their original plants.
9. Describe the stages in the life cycle of a pea plant.
10. Describe and compare characteristics of the fruit fly at each of the four stages in its life cycle.
11. List and identify characteristics of plants and animals and compare the life cycle stages.
12. Predict what will happen as organisms decay and observe dead organisms.
13. Infer that in nature the decomposition of dead organisms enriches the soil.
IV.
ESSENTIAL QUESTIONS AND CONTENT
A.
What is a living thing?
▪
▪
▪
B.
What is a nonliving thing?
▪
C.
Things that cannot grow or reproduce such as minerals (iron, copper), processed minerals
(glass, plastic) and gasses or a combination of gasses (nitrogen, water).
What is a dead thing?
▪
▪
D.
Objects that were once alive (such as a dead insect, dried leaves, and a bone from a dead
animal).
Soil is a combination of nonliving (minerals) and dead material (decayed parts of plants
and animals).
What does a plant need in order to grow and be healthy?
▪
▪
E.
A living thing includes all plants, animals, fungi and simple organisms such as bacteria.
Living things range from microscopic one-celled organisms to enormous, multi-celled
organisms.
All living things share certain characteristics such as the ability to grow and reproduce.
Plants need soil, light, water and air
Until a seed sprouts it does not require light.
What is a seedling?
▪
▪
▪
▪
F.
What is the purpose of a seed coat?
▪
▪
▪
G.
▪
▪
The fruit fly begins as an egg. It is very tiny and does not move.
The egg produces larva. The egg hatches, and the larva emerges.
The larva turns into a pupa. The larva attaches itself to a hard surface, and a hard, yellow
case forms around it.
The pupa turns into an adult fly. It develops within the pupa. As it develops, the pupa
grows darker in color. When the fly is fully developed, it comes out of the pupa.
What do you think happens to a plant’s or animal’s body when it dies?
▪
▪
▪
▪
V.
A seed sprouts into a seedling.
The seedling grows into a mature plant the produces flowers.
The flowers then produce seeds.
The seeds grow into new plants
How would you describe the life cycle of a fruit fly?
▪
▪
▪
J.
Metamorphosis is a change in form that some animals go through during the course of
their life cycle.
Unlike mammals, many insects, including flies, butterflies, and moths, go through
metamorphosis.
How would you describe the life cycle of a pea plant?
▪
▪
▪
▪
I.
The seed coat is the outer covering of the seed.
It holds the embryonic plant inside the seed begins to grow.
The seed coat will crack and the embryonic root appears followed by the stem which
pushes through the surface of the soil.
What is metamorphosis?
▪
H.
A seedling is a small, young plant.
The seeds of most plants will germinate and begin to grow only under favorable
environmental conditions.
Even under the best conditions, many plant seedlings do not survive because their root
systems are not well developed.
Too much water in the soil can allow fungi to grow and attack the plant’s root system.
Therefore, drainage is extremely important to the survival of a seedling
When plants and animals die, bacteria and fungi in the air and soil cause them to decay,
or decompose.
A minute fungi that is commonly seen is known as mold.
Elements such as carbon, nitrogen, phosphorus, calcium, iron, and zinc are released into
the soil as decomposition occurs.
These substances, called nutrients, enrich the soil and are “recycled” as they are taken in
through the water absorbed by the roots of new plants.
STRATEGIES
A.
Before you begin the unit, become familiar with the units background found in the teachers
guide on page 5.
B.
This unit has a prepaid Living Material Card. Make sure to order fruit flies four weeks before
beginning activities that require the living organisms. The fruit flies will need care immediately
upon arrival.
C.
Most activities require a partner. It is helpful to assign a science partner for each lesson or
have students sit in groups to discuss their observations.
D.
Before beginning each activity, review the materials list and preparation required. After
completing each activity it’s helpful to note items that will need to be ordered for the next use.
E.
Pea Plants are temperamental and will need a space with a lot of sunlight. If the pea plants
are not growing try a lamp with a 100-watt bulb about 15 inches from the plants.
F.
Once fruit flies arrive make sure to remove them from the box immediately so that air and
light is provided. DO NOT release the fruit flies at the end of unit. Place the vials into a plastic
bag and dispose of material appropriately.
G.
For the first lesson gather some living things for your room such as a hermit crab, plant, and
fish.
H.
This module comes with posters that should be laminated and hung in your class throughout
the unit.
I.
There is a descent amount of new vocabulary. A science word wall, vocabulary cards with a
vocabulary word on one side and definition on the other, held together with an o-ring, sentence
strips or a concept web.
J. Create a science journal using pages from copy masters found at the end of the Teacher’s Guide.
You may wish to insert blank pages to have students keep the writing activities related to the
Reader.
VI.
K.
Activity Seven, Biotic Potential is extremely difficult and time consuming. Gage the level of
your class before engaging in that activity.
L.
Some good website to explore with students for fun and review:
www.units.muohio.edu/dragonfly/cycle/index.htmlx,
www.kidskonnect.com/content/view/87/27/ or http://www.brainpop.com/
EVALUATION
A.
There is one unit test which includes key vocabulary and science concepts for the
module, from both the hands-on activities in the Delta-Reader.
B.
Another option is a three part assessment of the hands on activities. An assessment
summary chart is provided in the Teacher’s Guide.
C.
For assessment on the Delta Science Reader, see page 131 in Teachers Guide.
D.
Ongoing assessment includes student performance during activities and an assessment of
each student’s science journal.
E.
Use Home-School Connection to create homework assignments that can be used as
assessment tools.
*You may need to modify the unit test if omitting activity seven or some vocabulary terms.
VII.
REQUIRED RESOURCES
A.
Delta Science Module: Plant and Animal Life Cycles*
B.
Delta Science Reader: Plant and Animal Life Cycles*
C.
The Tiny Seed, Eric Carle, Aladdin Paperbacks, 2001
D.
Life Cycle of a Sunflower, Angela Royston, Heinemann Library, 2001
E.
Insect Metamorphosis: From Egg to Adult, Ron and Nancy Goor, Atheneum, 1990
F.
Compost Critters, Bianca Lavies, E.P. Dutton, 1993
The “unstarred” books can be found in your school library, public library, or any bookstore.
VIII. SCOPE AND SEQUENCE
*There is a lot of teacher preparation in this unit. Please read each lesson several days before you begin so that you are
prepared with materials.
A.
Lesson 1: Living and Nonliving
B.
Lesson 2: Plant Life Cycle Begins
(Consists of 2 sessions)
Session I: followed by an observation 3-5 days later
Session II: about 1 week after Session I
*You will revisit again after Lesson 3, Session IV.
C.
D.
1 day
1 day
30 min.
Lesson 3: Germinating Seeds
(Consists of 4 Sessions)
*Session one needs preparation the day before, soaking
seeds overnight.
Session I:
1 day
Session II: 1-2 days after Session I
15 min.
Session III: 2-3 days after Session II
15 min.
Session IV: 1-2 days after session III
25 min.
* The Session days may need to be modified depending on the growth of the pea plants.
Lesson 4: Meet the Fruit Fly
*Your fruit flies should be ordered 4 weeks before this activity
*There are daily observations until Lesson 10.
1 day
E.
Lesson 5: Observing the Fruit Fly (Consists of 3 Sessions)
Session I:
30 min.
Session II: approximately 1 week after Session I
20 min.
Session III: approximately 1 week after Session II
15 min.
F.
Lesson 6: Plant Growth
(Consists of 2 Sessions)
Session I: 15 minute observation sessions 2X each week
until plants are ready for transplant
Session II: 15 minute observation sessions 2X each week
until flowers form; then begin Lesson 9
G.
H.
20 min.
30 min.
Lesson 7: Biotic Potential
(Consists of 2 Sessions)
Session I:
40 min.
Session II: 3-5 days after Session I
30 min.
* This particular Lesson was well advanced. You may need to modify the Lesson.
Lesson 8: Inside a Flower
1 day
I.
Lesson 9: Plant life Cycle
* This Lesson is followed by observations every 2-3 days.
1 day
J.
K.
Lesson 10: Fruit Fly Life Cycle
Lesson 11: Plants and Animals
40 min.
1 day
L.
Lesson12: Death of Organisms
(Consists of 2 Sessions)
Session I:
1 day
Session II: approximately 4 days after completing Session I 40 min.
* The time allotted in this particular scope and sequence can vary depending on the growth of your pea plants.
* This unit requires a lot of living material which can be temperamental. I suggest growing extra pea plants in
case some of the student pea plants don’t make it.
* The pea plants never grew any seed pods. Having fresh peas in the pod from the store, not snow peas, is a good
alternative!