Hazlet Township Public Schools
COURSE OF STUDY
FOR
Third Grade Science
July 2010
Donna Cordoza
Ann Perrone
SUBJECT: Science
GRADE:
3
Preface
In your hands is a living document--an appropriate concept for a science curriculum. It has been carefully crafted by your
colleagues, in consultation with each other, science supervisors, the Director of Curriculum, and several lines of research, to
be sequential, holistic, and fun. Material, based on kits by FOSS and STC, has been organized by units to make unit and
daily planning easier. Items have been numbered for easier reference in your plans.
Science is, in a way, a foreign language students must gain fluency in, with terms not often used in everyday speech or
writing. It is a lens for looking at the world, systematically, inquiringly, critically, analytically, and even artistically and
imaginatively. Science is also full of concepts and ideas. Only a fraction of those need be memorized; it is more important
for students to understand and apply them, with a sensitivity of the capacity at their developmental age.
This curriculum follows an Understanding by Design (UbD) model, and you will find several key features which should
make teaching and learning more relevant, focused, and enlightening:
1.
Big Ideas: the overall concept(s) of the unit, identified as a major area in science all people should know.
2.
Authentic assessments: beyond tests and quizzes tasks students must complete that will be the focus of learning.
Always consider the assessment before the activity, and decide how it will help students succeed.
3.
Essential questions: to help you and your students focus on what is vital to understand by the end of the lesson;
answering these will lead to success on the chosen assessment(s).
4.
Reflection: students and teachers should take time to reflect on the material, what understandings and
misunderstandings they have, and how their experiences may have changed their perspectives.
I hope you will always leave open the possibility that student questions and ideas may lead you somewhere new of value.
Sharing your experiences, discoveries, conversations, and feedback to this curriculum will help it improve each year.
--Marc Natanagara, Elementary Science Supervisor
Resources on UbD:
Wiggins, G., & McTighe, J. (2005). Understanding by Design (2nd ed.). Alexandria, VA: Association for Supervision and
Curriculum Development.
Wiggins, G., & McTighe, J. (2008). Put understanding first. Educational Leadership, 65 (8), 36-41, accessible for free at
http://www.ascd.org/publications/educational-leadership/may08/vol65/num08/Put-Understanding-First.aspx.
Jay McTighe’s UbD website: http://www.jaymctighe.com/ubdweblinks.html
Grant Wiggins’ UbD website: http://www.grantwiggins.org
1
SUBJECT: Science
UNIT TITLE: Human
GRADE:
Body (FOSS)
3
DURATION: 1 Marking Period
The Human Body unit consists of four investigations whereby students learn about their skeleton, joints,
muscles and stimulus response. Each investigation consists of activities where students learn about the function and structure of the
different parts of the human body.
LINK TO CONTENT STANDARDS:
BRIEF SUMMARY OF UNIT:
Standard:
5.1.4.A.1- Demonstrate the understanding of the interrelationships among fundamental concepts in the physical, life, and Earth
systems sciences.
5.1.4.A.2- Use outcomes of investigations to build and refine questions, models, and explanations.
5.1.4.A.3- Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments.
5.1.4.B.1- Design and follow simple plans using systematic observations to explore questions and predictions.
5.1.4.B.2- Measure, gather, evaluate, and share evidence using tools and technologies.
5.1.4.B.3- Formulate explanations from evidence.
5.1.4.B.4- Communicate and justify explanations with reasonable and logical arguments.
5.1.4.C.2- Revise predictions or explanations on the basis of learning new information.
5.1.4.C.3- Present evidence to interpret and/or predict cause-and-effect outcomes of investigations.
5.1.4.D.1-Actively participate in discussions about student data, questions, and understandings.
5.1.4.D.2- Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories.
5.1.4.D.3- Demonstrate how to safely use tools, instruments, and supplies.
5.2.2.A.1- Sort and describe objects based on the materials of which they are made and their physical properties.
5.3.4.A.2- Organisms have different structures that serve different functions in growth and survival. Humans have distinct body
structures for form, movement, and protection.
5.3.4.A.3.- Describe the interactions of systems involved in carrying out everyday life activities
5.3.6.A.1- The human organism has systems for movement, control, coordination, and circulation.
2
SUBJECT: Science
BIG IDEAS:
1. Systems are made up of parts.
2. Structure relates to function.
3. Systems work together.
ESSENTIAL QUESTIONS THAT
WILL FOCUS TEACHING AND
LEARNING:
1. What is the purpose of a skeleton,
structurally and functionally?
2. How does the Human Body
respond to internal and external cues?
GUIDING QUESTIONS:
1. How do bones, muscles, and joints
function together in humans to
enable movement, protection and
support?
2. How does the structure of the
different types of joints (gliding,
hinge, ball and socket) enable the
human body to move?
3. What are the similarities and
differences in structure and
function between a human skeleton
and other vertebrates?
4. How do different body parts
respond to visual, auditory, and
tactile stimuli?
5. How do muscles move bones in
response to signals from the brain?
6. How do different body parts
respond to visual, auditory, and
tactile stimuli?
GRADE:
ESSENTIAL KNOWLEDGE, SKILLS, AND ENDURING
UNDERSTANDINGS:
A: STUDENTS WILL UNDERSTAND THAT:
1. Bones, muscles, and joints function as a system allowing
vertebrates to move and survive.
2. A body’s movement is aided and limited by bones and joint
structures.
3. There is communication between the nervous system and
the skeletal-muscular system.
B: STUDENTS WILL KNOW:
1. Bones have a variety of forms and functions.
2. The similarities in the structures and functions of bones,
muscles, and joints in all vertebrates from infancy to
adulthood.
3. How the skeletal system provides support, movement, and
protection
4. The structure of the bone relates to its function.
5. Muscles provide movement, coordination and structure.
6. A stimulus is an event that triggers a response.
C: STUDENTS WILL BE ABLE TO:
1. Describe how bones, muscles, and joints function together
in humans to enable movement, protection, and support.
2. Identify the structure of different types of joints (gliding
hinged, and ball-and-socket) and describe the movement
enabled by each
3. Compare and contrast the structure and function of the
human skeleton to that of other vertebrate animals.
4. Conduct simple investigations to determine and describe
how different body parts respond to stimuli
5. Recognize that as a human grows and develops the
number of bones does not change, but the sizes of the
bones do change.
6. Recognize that there are many different kinds of
vertebrates in the world. One way to sort or group
vertebrates is according to the structure and function of
their skeletons
3
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND
UNDERSTANDING)
STUDENTS WILL:
1. Identify different types of joints
and describe how each helps the
body to move.
2. List three ways the skeleton helps a
person to survive.
3. Explain how the bones, muscles,
and joints change throughout the
human life cycle.
4. Examine a picture of an artificial
joint, identify the type of joint and
how this joint functions.
5. Describe similarities and
differences between skeletons of
other animals.
6. Describe how muscles allow bones
to move.
7. Describe how the bones, muscles,
and brain function together.
3
SUBJECT: Science
GRADE:
3
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
Investigation 1: Bones
Part 1: Students investigate the structure/function of the human skeleton by jumping rope and discussing what parts of the human
body issued to perform the task. Students count and communicate the number of bones in the skeleton then research actual models
(posters and pictures) to refine their count to 206 total bones.
Read FOSS story: A Marvelous Machine and The Shape of Your Shape and answer the “After the Stories” questions.
Part 2: Students gather information to assemble a puzzle that forms the human skeleton. Students compare and contrast the model
(puzzle) to their skeletal system and other related resources (poster).
Read FOSS story: The Broken Radius and answer the “After the Story” questions.
Part 3: Students compare and contrast skeletal systems of a rodent, mole, or bird (derived from an owl pellet) to their own skeletal
system.
Students compare the structure and function of owl/rodent/mole bones to the human skeleton.
Read Foss story: Barn Owls and answer the “After the Stories” questions.
Complete Interdisciplinary Extensions
Cross Curricular Connections:
Language Extensions
• Make a bone-facts class book.
• Play bone-name games.
• Read about other skeletons.
• Sing about bones.
Math Extension
• Problem of the week.
Science Extensions
• Make a bone museum.
• Look at X rays.
Art Extension
• Create action figures.
Investigation 2: Joints
Part 1: Students observe and investigate articulated joints. Students simulate having no thumb and try to complete everyday tasks.
Read FOSS story: Your Amazing Opposable Thumb and answer the “After the Stories” questions.
Part 2: Students gather data and information about immobilized joints while trying to perform given tasks.
Read FOSS story: Bones on the Outside and answer the “After the Stories” question.
Part 3: Students investigate the different types of joints, categorize them, and compare and contrast their form to the function.
4
SUBJECT: Science
GRADE:
3
Read FOSS story: Comparing Joints and answer the “After the Story” questions.
Part 4: Students observe and investigate owl pellets to identify the skeletal structure(s) contained in each. Students compare and
contrast the form and function of certain bones of the rodent (mole, shrew, bird) to the human skeleton.
Cross Curricula Connections:
Language Extensions
• Research joint disease.
• Increase disability awareness.
• Write about a girl with arms in casts.
• Research artificial joints and limbs.
• Collect photos of bodies in motion.
Math Extension
• Problem of the week.
Physical Education Extension
• Play Twister with a focus on joints.
Science Extensions
• Immobilize knees and elbows.
• Compare dolls and other movable toys.
• Compare animal movement and joints.
• Research articulated machines.
Investigation 3: Muscles
Part 1: Students investigate muscles in order to create a working model of the leg. The model demonstrates working tendons and
muscles that enable the model to tap its toe and heal, and kick.
Read FOSS story: Muscles and Muscles and Bones: Working Together? And answer the “After the Stories” questions.
Part 2: Students build a thumb with tendons and ligaments that allow the thumb to move.
Read FOSS story: Space Race and answer the “After the Stories” questions.
Part 3: Students build an arm model with bicep muscles that flex when contracted.
Read FOSS story: The Frozen Man and answer the “After the Stories” questions.
Cross Curricula Connections:
Language Extensions
• Discuss jumping muscles.
• Identify muscle bridges.
• Describe aches and pains.
• Research muscles in space.
Physical Education Extensions
5
SUBJECT: Science
GRADE:
3
• Research injuries.
• Research cramps.
Math Extension
• Problem of the week.
Science Extensions
• Look closely at a chicken wing.
• Add extensor muscles to the models.
• Keep an exercise journal.
Investigation 4 Coordination
Part 1: Students use a falling cup on a dowel to investigation reaction time between visual stimulus (cup falling) and a response
(moving the hand out of the way).
Part 2: Students investigate how practice affects response time.
Read FOSS story: Smart Training and answer the “After the Stories” questions.
Part 3: Students measure response time to the 100th of a second by catching a falling dowel with a scaled timing system (paper strip)
taped on the dowel.
Read FOSS story: The Circulatory System and answer the “After the Stories” questions.
Part 4: Students select and complete a project from a given list to present to the class.
Cross Curricula Connections:
Language Extensions
• Write a stimulus/response story.
• Write captions for pictures.
Math Extensions
• Problem of the week.
• Compare graphs.
Science/Physical Education Extensions
• Investigate other stimuli.
• Practice jumping rope.
• Practice coordination activities.
6
SUBJECT: Science
UNIT TITLE: Water (FOSS)
GRADE:
3
DURATION: 1 Marking Period
BRIEF SUMMARY OF UNIT: The Water unit explores water through physical, earth, and life science. The unit begins with
observations of the interaction of water with materials as water is absorbed or beads up on the material and the speed with which the
beads of water flow on sloped surfaces. Next, students examine the properties of water at different temperatures as water changes
state. The processes of evaporation and condensation and how the rate of these processes changes with temperature are investigated.
Lastly, students examine how moving water can transfer energy to move other objects.
LINK TO CONTENT STANDARDS:
Standard:
5.1.4.A.1- Demonstrate the understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences.
5.1.4.A.2- Use outcomes of investigations to build and refine questions, models, and explanations.
5.1.4.B.2- Measure, gather, evaluate, and share evidence using tools and technologies
5.1.4.C.1 Monitor and reflect on one’s own knowledge regarding how ideas change over time
5.1.4.C.2- Revise predictions or explanations on the basis of learning new information.
5.1.4.C.3- Present evidence to interpret and/or predict cause-and-effect outcomes of investigations.
5.1.4.D.1-Avtively participate in discussions about student data, questions, and understandings.
5.1.4.D.2- Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories.
5.1.4.D.3- Demonstrate how to safely use tools, instruments, and supplies.
5.2.4.A.3 Determine the weight and volume of common objects using appropriate tools
5.2.4.B.1 Predict and explain what happens when a common substance, such as shortening or candle wax, is heated to melting and cooled to a
solid
5.2.4.E.1 Demonstrate through modeling that motion is a change in position over a period of time
5.2.4.E.2 Identify the force that starts something moving or changes its speed or direction of motion
5.3.4.C.1 Predict the biotic and abiotic characteristics of an unfamiliar organism’s habitat
5.3.4.C.2 Explain the consequences of rapid ecosystem change
5.4.4.E.1 Develop a general set of rules to predict temperature changes of Earth materials, such as water, soil, and sand, when placed in the Sun
and in the shade
5.4.4.G.1 Explain how clouds form
5.4.4.G.2 Observe daily cloud patterns, types of precipitation, and temperature, and categorize the clouds by the conditions that form precipitation
5.4.4.G.3 Trace a path a drop of water might follow through the water cycle
5.4.4.G.4 Model how the properties of water can change as water moves through the water cycle
7
SUBJECT: Science
BIG IDEAS:
1. All living things need water for survival
2. Water is Earth's greatest resource
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
1. How does life depend on water?
2. Why is the water cycle important?
3. How does the water cycle allow living
things to exist on this planet?
GUIDING QUESTIONS:
1. How does the property of a material
determine the way in which it interacts with
water?
2. How does the slope of the land determine
the rate at which water flows?
3. What happens when hot water and cold
water interact? Which way does the energy
flow? How do you know?
4. What happens to liquid water when it
freezes? Does the mass of the water increase?
5. How does air temperature and surface area
affect the rate of evaporation?
6. Where does condensation come from? What
is condensation?
7. Do all earth materials interact with water in
the same way? Explain.
8. What factors affect the ability of water to
transfer energy to other objects?
GRADE:
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL UNDERSTAND THAT:
1. Water has unique properties and interacts differently
with different materials.
2. Water can be a liquid, solid, or gas.
3. As materials change phases, there is a conservation of
mass.
B: STUDENTS WILL KNOW:
1. The unique physical properties of water.
2. Water expands when it is heated and contracts when
it cools.
3. The water cycle.
4. What effects rates of condensation and evaporation.
5. Earth materials interact differently with water.
6. Moving water can transfer energy to other objects.
C: STUDENTS WILL BE ABLE TO:
1. Compare how water interacts with different materials.
2. Explain and demonstrate water surface tension.
3. Build a thermometer.
4. Investigate objects that sink and float in water.
5. Demonstrate differences in water density
6. Describe water as it changes phase.
7. Describe how factors such as exposure to the air,
surface area, and temperature affect evaporation.
8. Investigate and observe the process of condensation
9. Design and construct water wheels.
3
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND
UNDERSTANDING)
STUDENTS WILL:
1. List properties of liquid water,
water vapor, and ice.
2. Describe how energy can cause
water to change state from a
solid (ice) to a liquid.
3. Recognize that energy comes
form the Sun.
4. Describe how energy can cause
water to change state form a
liquid to water vapor.
5. Make a simple plan to
investigate the change of state
of water.
6. Describe how moving water
transfers energy.
7. Describe how living things
depend upon water and
consequences of a drought upon
living things
8. Student Worksheets for each
investigation (rubrics can be
used to assess)
8
SUBJECT: Science
GRADE:
3
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER
RESOURCES:
Investigation #1: Water Observations.
This investigation is divided into three parts. Students begin by observing the properties of water including transparency,
shapelessness, and ability to flow. Investigations in surface tension and slope are conducted next.
Cross Curricular Connections:
Language Extensions
• What are raincoats?
• Discuss water uses.
Math Extensions
• Problem of the week.
• Weigh water.
• Measure water drops.
Music and Science Extensions
• Listen to water music.
• Study movement of water through earth.
• Run water through a maze.
• Capture raindrops.
Investigation #2: Hot water, Cold Water
This investigation is divided into three parts. Students begin by building a thermometer with hot and cold water. Next, students
explore how objects sink and float and compare this with hot and cold water interactions. Lastly, students explore the mass of liquid
water with the mass of the water as it freezes to learn that the mass stays the same.
Cross Curricular Connections:
Language Extension
• Describe icy worlds.
Math Extension
• Problem of the week.
Social Studies and Science Extensions
• Calibrate a thermometer.
• Research ice in warm and cold climates.
• Freeze salt water.
9
SUBJECT: Science
GRADE:
3
• Compare density of salt and plain water
Investigation #3: Water Vapor
This investigation is divided into four parts. Students begin by exploring evaporation and controlling the conditions under which water
evaporates from paper towels, including exposure to air and air temperature. Next, students examine how surface area affects the rate
of evaporation. Lastly, students explore condensation.
Cross Curricular Connections:
Language Extension
• Research recycling water.
Math Extensions
• Problem of the week.
• Measure and graph surface area.
Social Studies and Science Extensions
• Research water storage and delivery systems.
• Investigate how humidity affects evaporation.
Investigation #4: Waterworks.
This investigation is divided into four parts. Students begin by conducting test to determine how water flows through different earth
materials. Next, students design a waterwheel and conduct investigation to see how the waterwheel can transfer energy to make the
shaft spin and lift the string. Lastly, students examine what from different areas and evaporate the water to see what is left behind,
learning that clear water may contain contaminates.
Cross Curricular Connections
Language Extensions
• Investigate local water.
• Write raindrop stories.
Math Extensions
• Problem of the week.
• Graph water use.
Science Extensions
• Get the salt out.
• Test aquarium water.
UNIT TITLE: Earth Materials (FOSS)
DURATION: 1 Marking Period
10
SUBJECT: Science
GRADE:
3
BRIEF SUMMARY OF UNIT: This unit consists of four sequential investigations dealing with observable characteristics of solid
materials from the earth- rocks and minerals.
The focus is on taking materials apart to find what they are made of and putting materials together to better understand their
properties.
LINK TO CONTENT STANDARDS: 5.4 Earth Science
Standard:
5.1.4.A.1- Demonstrate the understanding of the interrelationships among fundamental concepts in the physical, life, and Earth
systems sciences.
5.1.4.A.2- Use outcomes of investigations to build and refine questions, models, and explanations.
5.1.4.A.3- Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments.
5.1.4.B.1- Design and follow simple plans using systematic observations to explore questions and predictions.
5.1.4.B.2- Measure, gather, evaluate, and share evidence using tools and technologies.
5.1.4.B.3- Formulate explanations from evidence.
5.1.4.B.4- Communicate and justify explanations with reasonable and logical arguments.
5.1.4.C.2- Revise predictions or explanations on the basis of learning new information.
5.1.4.C.3- Present evidence to interpret and/or predict cause-and-effect outcomes of investigations.
5.1.4.D.1-Avtively participate in discussions about student data, questions, and understandings.
5.1.4.D.2- Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories.
5.1.4.D.3- Demonstrate how to safely use tools, instruments, and supplies.
5.2.2.A.1- Sort and describe objects based on the materials of which they are made and their physical properties.
5.4.4.C.2- Categorize unknown samples as either rocks or minerals.
11
SUBJECT: Science
BIG IDEAS:
1. Science is the method of observation
and investigation used to understand
our world.
2. The environment is a complex
assemblage of interacting and evolving
chemical, physical, and biological
processes.
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
1. What is Earth made of?
2. What story of Earth's history can we
gather from rocks and minerals?
3. What role does nature play in the
composition of rocks and minerals over
time?
GUIDING QUESTIONS:
1. What are the similarities and differences
(properties) of rocks and minerals?
GRADE:
ESSENTIAL KNOWLEDGE, SKILLS,
AND ENDURING UNDERSTANDINGS:
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
A: STUDENTS WILL UNDERSTAND
THAT:
1. unique chemical properties of rocks and
minerals helps identify them and give
them unique physical properties
2. some objects occur in nature and some are
man made.
3. scientists use different kinds of
investigations and tools to develop
explanations using evidence and
knowledge
Formative Assessment Options:
B: STUDENTS WILL KNOW:
1. that rocks are composed of minerals and
that minerals cannot be physically
separated into other materials.
2. how to use tools and scientific techniques
to make observations
2. How are rocks and minerals used?
C: STUDENTS WILL BE ABLE TO:
1. conduct simple investigations
3. What effect does acid have on rocks and
minerals?
2. ask and answer questions about objects
and materials
4. What role does a geologist play in
obtaining information about earth's
materials?
3. Use tools to gather data
4. Use data to construct reasonable
explanations
5. Communicate investigations and
explanations
3
1. Teacher Observation- assessment charts are
provided for each investigation in the Teacher's
Manual. Guidelines of what to look for are
available in the Getting Ready section of the
investigations found in the Teacher's Manual.
2. Student sheets- This is an opportunity for
students to organize data during an investigation.
Scoring guides are provided for these sheets in the
Teacher's Manual.
3. Response sheets- these sheets are designed for
assessing individual student's thinking and
written/oral communication skills. It gives the
students an opportunity to reflect on their thinking.
Summative Assessment Options:
4. End of Module assessment evaluates students'
learning after they finish all the investigations. It
includes multiple choice/ short answer items
focusing on content knowledge, as well as narrative
items requiring students to draw diagrams, solve
problems, and explain their understandings.
5. Student Portfolio assessment is another way to
evaluate students' learning at the end of the module.
Students should keep all of their work throughout
the module in a cumulative folder. A checklist of
what to put in the folder is provided in the
Teacher's Manual.
** All scoring guides/rubrics can be found in the
Teacher's Manual under assessment.
12
SUBJECT: Science
GRADE:
3
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
**Open Unit: View Video- “Magic School Bus Inside the Earth”
Investigation 1: Mock Rocks
Part 1: Investigating Mock Rocks 30 minutes
Part 2: Taking Rocks Apart 45 minutes
Part 3: Observing Crystals 10-15 minutes; 20 minutes on another day
* See Teacher’s Manual and Foss website for complete listing of story suggestions, cross curricular activities, interactive simulations and
home/school connection activities.
Investigation 2: Scratch Test
Part 1: Observing Minerals 30-40 minutes
Part 1: Testing For Hardness 30-40 minutes
* See Teacher’s Manual and Foss website for complete listing of story suggestions, cross curricular activities, interactive simulations and
home/school connection activities.
**View Video- “Rock” (Video on how rocks and minerals are formed and how they change over time through weathering and erosion.
Investigation 3: Calcite Quest
Part 1: Detecting Calcite 40 minutes
Part 2: Looking For More Evidence Two 20 minute sessions
* See Teacher’s Manual and Foss website for complete listing of story suggestions, cross curricular activities, interactive simulations and
home/school connection activities.
Investigation 4: Take It For Granite
Part 1: Identifying Minerals in Granite 40 minutes
Part 2: Choosing Your Own Investigation
* See Teacher’s Manual and Foss website for complete listing of story suggestions, cross curricular activities, interactive simulations and
home/school connection activities.
13
SUBJECT: Science
UNIT TITLE: Chemical Tests (STC)
GRADE:
3
DURATION: 1 Marking Period
BRIEF SUMMARY OF UNIT: In this unit, students investigate the properties of a variety of common household chemicals. From
their experiences, they see that everyday household materials have properties that may be identified using physical and chemical tests.
LINK TO CONTENT STANDARDS:
Standard:
5.1.4.A.1- Demonstrate the understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences.
5.1.4.A.2- Use outcomes of investigations to build and refine questions, models, and explanations.
5.1.4.A.3- Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments.
5.1.4.B.1- Design and follow simple plans using systematic observations to explore questions and predictions.
5.1.4.B.2- Measure, gather, evaluate, and share evidence using tools and technologies.
5.1.4.B.3- Formulate explanations from evidence.
5.1.4.B.4- Communicate and justify explanations with reasonable and logical arguments.
5.1.4.C.2- Revise predictions or explanations on the basis of learning new information.
5.1.4.C.3- Present evidence to interpret and/or predict cause-and-effect outcomes of investigations.
5.1.4.D.1-Avtively participate in discussions about student data, questions, and understandings.
5.1.4.D.2- Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories.
5.1.4.D.3- Demonstrate how to safely use tools, instruments, and supplies.
5.2.2.A.1- Sort and describe objects based on the materials of which they are made and their physical properties.
5.2.2.A.2- Identify common objects as solids, liquids, or gases.
5.2.4.A.1- Identify objects that are composed of a single substance and those that are composed of more than one substance using simple tools
found in the classroom
5.2.4.A.2- Plan and carry out an investigation to distinguish among solids, liquids, and gases.
5.2.2.B.1- Generate accurate data and organize arguments to show that not all substances respond the same way when heated or cooled, using
common materials, such as shortening or candle wax.
5.2.4.B.1- Predict and explain what happens when a common substance, such as candle wax, is heated to melting and then cooled to a solid.
14
SUBJECT: Science
BIG IDEAS:
1.
Everything is made of chemicals
2. How chemicals interact
determines the properties of
substances
ESSENTIAL QUESTIONS THAT
WILL FOCUS TEACHING AND
LEARNING:
1.
How can unknowns be classified
according to properties?
2. How can properties of unknown
substances be measured?
3. What happens when substances
undergo a chemical change?
4. How do you know that a chemical
reaction has taken place?
GUIDING QUESTIONS:
1. What are chemicals and what are
they used for?
2. What role do chemicals play in our
everyday lives?
3. How can we use our senses to
describe the properties of
chemicals?
4. How can we compare results of
different materials when added
to an unknown substance?
GRADE:
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
ASSESSMENT (EVIDENCE OF KNOWLEDGE
AND UNDERSTANDING)
A: STUDENTS WILL UNDERSTAND
THAT:
STUDENTS WILL:
1.
Objects have many observable properties
including size, shape, color, temperature
and the ability to react with other
substances.
2. Properties can be measured with tools.
3. Objects can be described, separated and
sorted by their properties.
4. Materials can exist in three states- solid,
liquid, and gas.
B: STUDENTS WILL KNOW:
1.
Materials have different physical and
chemical properties.
2. Chemical and physical tests may be used
to identify the properties of materials.
3. *Unknown solids and liquids may be
classified on the basis of their physical
and chemical properties
C: STUDENTS WILL BE ABLE TO:
1.
Ask questions about objects, organisms
and events in the environment.
2. Plan and conduct a simple investigation.
3. Use simple equipment and tools to gather
data and use data to construct a
reasonable explanation.
4. Communicate investigations, findings and
explanations.
3
1. Complete pre and post unit assessments (KWL
charts- see Teacher Manual)
2. Use observation through individual student
checklists which enable the teacher to keep
track of student progress throughout the
investigations.
3. Class discussions and oral presentations to
follow up each lesson with sharing of data and
observations.
4. Notebook entries- journal reflections on
predictions and post experiment outcomes.
Questions are given at the end of each
investigation for the students to answer and
reflect upon. See Teacher Manual.
5. Record sheets for recording data and
findings. These sheets can be found in the
Teacher's Manual and can be photocopied for
each child.
6. A cumulative portfolio can be kept by each
student which contains all record sheets and
notebook entries. This can be used as a
summative assessment when all the
investigations are completed.
** STC does not provide written assessments;
however, there are many alternatives in the
assessment section of the Teacher's Manual
that one can accommodate to the classroom.
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SUBJECT: Science
GRADE:
3
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER
RESOURCES:
1. Create a Science vocabulary word board to display and reference new vocabulary throughout the unit.
2. Use KWL charts to guide pre and post assessment of unit
3. Use of Science Notebook to record predictions, observations, and test result charts.
4. Completion of Lessons 1-17 in Student Investigations handbook.
5. Reflection on lesson processes and outcomes with directed questions which students will answer in science
notebook.
6. Complete the three reading selections in the Chemical Tests Unit:
7. 1. Lesson 6: A World of Crystals
8. 2. Lesson 12: Chemicals Are All Around Us
9. Lesson 15: The Case of the Disappearing Stomachache
10. Read "Strega Nona's Magic Lessons" by Tomie DePaola to further the concept of chemical and physical
changes after completing Lesson 10.
11. Students can access the internet to explore How Stuff Works www. howstuffworks.com
12. Engage students in cross curricular extension activities, which appear at the end of each Lesson, and
provide opportunities for students to complete learning activities at home.
13. Go
on a class scavenger hunt to practice observing, describing, sorting and categorizing skills.
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