3rd Grade Science
Curriculum Guide
2015/2016
UNIT 1: Physical Science (6 Weeks)
Standard
Physical Science Standard 1
Graduate
Competence
Grade Level
Expectation
Big Idea
End of unit
Performance Task
Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and
nuclear reactions
Student Outcomes
Priority Student
Outcomes
Nature of Science
Literacy
Standard Focus
Writing Standard Focus
a. Matter exists in
different states such
as solids, liquids, and
gases and can
change from one
state to another by
heating and cooling.
c. Identify the state
of any sample of
matter. (DOK 1)
1. Ask a testable
question about the
heating and cooling of a
substance, design a
method to find the
answer, collect data, and
form a conclusion. (DOK
2-4)
RI 3.7
Use information
gained from
illustrations (e.g.,
maps,
photographs) and
the words in a text
to demonstrate
understanding of
the text (e.g.,
where, when, why,
and how key
events occur).
W 3.2
Write informative/
explanatory texts to examine
a topic and convey ideas and
information clearly.
a. Introduce a topic and
group related
information together;
include illustrations when
useful to aiding
comprehension.
b. Develop the topic with
facts, definitions, and
details.
c. Use linking words and
phrases (e.g., also,
another, and more, but)
to connect ideas within
categories of
information.
d. Provide a concluding
statement or section.
b. Use evidence to
develop a scientific
explanation around
how heating and
cooling affects states
of matter. (DOK 1-3)
1. Matter exists in different states such as solids, liquids, and gases and can change from one state to another by heating and cooling
Matter exists in different states such as solids, liquids, and gases and can change from one state to another by heating and cooling.
You go swimming at the pool; you decide to wear a shirt while you are swimming to avoid a sunburn. How could you get your shirt as dry as
possible before you leave the pool? Come up with a hypothesis. What could you do to test your hypothesis? What result could your test
show you?
1. Ask a testable
question about the
heating and cooling
of a substance,
design a method to
find the answer,
collect data, and
form a conclusion.
(DOK 2-4)
c. Identify the state
of any sample of
matter. (DOK 1)
Greeley-Evans School District 6
2015-2016
2. Demonstrate the
importance of keeping
accurate observations
and notes in science.
(DOK 1-2)
3. Share results of
experiments with others,
and respectfully discuss
results that are not
expected. (DOK 2-3)
RI 3.9
Compare and
contrast the most
important points
and key details
presented in two
texts on the same
topic.
3rd
Page 2 of 12
Grade Curriculum Guide
Reading/writing Focus
Cross Content Connection

http://www.readworks.
org/passages/weatherwater-cycle

http://www.readworks.
org/passages/life-cyclesnowman

http://www.readworks.
org/passages/mattereverywhere

http://www.readworks.
org/passages/we-needwater

http://www.readworks.
org/passages/solidsand-liquids
Greeley-Evans School District 6
Grade: 3rd
Unit: Changing States of Matter
Curriculum Guide
Timeline: 6 weeks
Standard: Physical Science Standard 1
Grade Level expectation: 1. Matter exists in different states such as solids, liquids, and gases and can change from one state to another by heating and
cooling.
Student Outcomes:
1. a. Analyze and interpret observations about matter as it freezes and
melts, boils, and condenses (DOK 1-2)
1.b. Use evidence to develop a scientific explanation around how heating
and cooling affects states of matter (DOK 1-3)
1.c. Identify the state of any sample of matter (DOK 1)
Instruction:
*Integrate the Scientific Method whenever possible/appropriate.
*Focus instruction on matter and its changing states, not
measurement of matter or water cycle in isolation
*See Literacy Resources for additional articles
Investigation 2: Fact of the Matter C
Part 1: Focus Question - “What properties/characteristics define the three
states of matter?” (Investigation Guide, pg. 105)
•Teachers should follow the inquiry process laid out in the
Investigation Guide
•Teachers should use the Science Story found in the Measuring
Matter resource “State of Matter” pgs. 12-15 (summarize)
•Teach how particles move in different states of matter
Investigation 3: Changing Matter NOS
Part 1: Measuring Temperature (focus on accurately using and
reading thermometers to collect data)
•Focus question - “How can you measure temperature accurately?”
Part 2: Melting and Freezing B
•Focus questions - “What happens when you heat solid materials?”
and “What happens when you cool liquid materials?”
•Teachers should use the Science Story found in the Measuring
Matter resource “Melt and Freeze” pgs. 29-30 and “Liquid and
Gas Changes” pgs. 31-33 (main idea, text features, summarize).
Part 3: Evaporation and Condensation A B
•Focus questions - “What happens when you heat liquids?” and
“What happens when you cool gases?”
•Teachers should use the Science Story found in the Measuring
Greeley-Evans School District 6
2015-2016
3rd
Page 3 of 12
Grade Curriculum Guide
Matter resource “Water Cycle” pgs. 34-37 (text features, summarize).
*Optional ReadWorks water cycle articles
Inquiry Questions:
What characteristics define the three states of matter?
How does heating/cooling change the states of matter?
Technical Vocabulary: matter, solid, liquid,
gas, temperature, thermometer, melt, freeze,
water cycle (evaporation, condensation,
precipitation), particles, hypothesis, properties
Academic Vocabulary: analyze, evidence,
result
Assessments:
See SCR packet
See Unit 1 assessment
Science Resources:
Foss Kit: Measuring Matter
https://www.youtube.com/watch?v=5ZSrHhwHlUM (time-lapse
water, ice),
Literacy Resources:
http://www.readworks.org/passages/weather-water-cycle
http://betterlesson.com/community/search?keyword=states+of+m
atter&grade_id=15
http://www.readworks.org/passages/matter-everywhere
http://www.readworks.org/passages/life-cycle-snowman
http://www.readworks.org/passages/we-need-water
http://www.readworks.org/passages/solids-and-liquids
Greeley-Evans School District 6
2015-2016
3rd
Page 4 of 12
Grade Curriculum Guide
UNIT 2: Physical Science (6 Weeks)
Standard
Graduate Competence
Grade Level
Expectation
Big Idea
End of unit
Performance Task
Student Outcomes
a. Use evidence to
develop a scientific
explanation regarding
the stages of how
organisms develop and
change over time.
(DOK 1-3)
b. Analyze and
interpret data to
generate evidence that
different organisms
develop differently
over time. (DOK 1-2)
c. Use a variety of
media to collect and
analyze data regarding
how organisms
develop. (DOK 1-2)
Life Science Standard 2
Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their
environment
1. The duration and timing of life cycle events such as reproduction and longevity vary across organisms and species
The duration and timing of life cycle events such as reproduction and longevity vary across organisms and species
Think about the many life cycles you have studied. Compare and contrast two different life cycles.
Priority Student Outcomes
Nature of Science
Literacy
Standards Focus
Writing Standard Focus
a. Use evidence to develop
a scientific explanation
regarding the stages of how
organisms develop and
change over time.
(DOK 1-3)
1. Ask a testable
question about the
life cycles of a variety
of organisms. (DOK 2)
RI 3.3
Describe the
relationship
between a series
of historical
events, scientific
ideas or concepts,
or steps in
technical
procedures in a
text, using
language that
pertains to time,
sequence, and
cause/effect.
W 3.2
Write informative/
explanatory texts to examine
a topic and convey ideas and
information clearly.
a. Introduce a topic and
group related
information together;
include illustrations when
useful to aiding
comprehension.
b. Develop the topic with
facts, definitions, and
details.
c. Use linking words and
phrases (e.g., also,
another, more, and but)
to connect ideas within
categories of
information.
d. Provide a
concluding statement or
section.
b. Analyze and interpret
data to generate evidence
that different organisms
develop differently over
time. (DOK 1-2)
b. A community of
scientists weaves together
different evidence and
ideas to deepen
understanding, similar to
how students do
investigations and read
books to deepen
understanding about a
concept. (DOK 1-2)
Greeley-Evans School District 6
2015-2016
2. Compare what is
done in class to the
work of scientists:
a. Scientists
evaluate and use data
generated by other
scientists to further
their own ideas, just
like students compare
data in class.
(DOK 1-2)
b. A community of
scientists weaves
together different
evidence and ideas to
deepen
understanding, similar
to how students do
investigations and
read books to deepen
understanding about
a concept. (DOK 1-2)
3rd
Page 5 of 12
Grade Curriculum Guide
Reading/writing Focus Cross
Content Connection

http://www.readworks.
org/passages/life-cyclefrog

http://www.readworks.
org/passages/plantpuzzle
Greeley-Evans School District 6
Grade: 3rd
Unit: Life Cycles of Organisms and Species
Curriculum Guide
Timeline: 6 weeks
Standard: Life Science Standard 2
Grade Level expectation: 1. The duration and timing of life cycle events such as reproduction and longevity vary across organisms and species
Student Outcomes:
2.a. Use evidence to develop a scientific explanation regarding the stages of
how organisms develop and change over time (DOK 1-3)
2.b. Analyze and interpret data to generate evidence that different
organisms develop differently over time (DOK 1-2)
2.c. Use a variety of media to collect and analyze data regarding how
organisms develop (DOK 1-2)
Instruction:
*Integrate the Scientific Method whenever possible/appropriate
*Focus instruction on the life cycles of various animals
(amphibians, insects, mammals, birds, and reptiles) as well as the
plant life cycle
*Teach common aspects of all life cycles such as longevity (life
span) and reproduction
*See Literacy Resources for additional articles
*See science resources for life cycle activities
Investigation 1: Origin of Seeds
Part 1: Seed Search NOS
Focus Question - “Where do seeds come from and where are they found
on plants?”
•Use Science Story: Seeds are Everywhere
pages 1-3 to reinforce the students’
understandings of the life cycle of a seed.
•Consider connecting seed search to data
collection opportunities and the scientific
method.
Investigation 2: Growing Further
Part 1: Germination A B C
Focus Questions - “How do plants change over
time” “What are the structures of an emerging
plant?”
•Introduce plant structure vocabulary. Identify and describe the
changes that occur during the germination process.
•Investigate the question “What do seeds need to grow?” Formulate
a hypothesis and test it.
•Read Science Stories Hydro-growing pg. 10 to reinforce your
students’ understandings of the components that seeds need to grow
(main idea)
Greeley-Evans School District 6
2015-2016
3rd
Page 6 of 12
Grade Curriculum Guide
•Over time develop an understanding of the different stages of plant
life cycle by continuing to record the plant’s development.
•Use Delta Science Reader Plant and Animal Life Cycles or other
stories from the Structures of Life Student Stories book to support
learning.
Part 3: Life Cycle of the bean A C
Focus Question: “What is the sequence of the bean plant’s life cycle?”
•Observe and record observations over a couple of weeks.
Investigation 3: Animal Life Cycles A B C
* The Foss Kit focuses on the crawfish life cycle not the frog life cycle.
Teacher will need to teach life cycles’ of various animals and compare.
*See science resources for supplemental ideas.
•Record the changes that occur during the frogs’ life cycle.
Inquiry Questions:
How are life cycles from a variety of organisms
similar and different?
How does an organism change throughout its life
cycle?
Technical Vocabulary:
Life cycle, process, sequence, structure, germination,
metamorphosis, reproduction, life span, organism,
species, amphibian, reptile, stages, growth, development
Academic Vocabulary:
Classify, evidence, diagram, observe, compare, contrast
Science Resources:
Foss Kit: Life Structures
http://www.learningscience.org/lsc1blifecycles.htm
Assessments:
See SCR packet
See Unit 1 assessment
Literacy Resources:
http://www.readworks.org/passages/life-cycle-frog
http://www.readworks.org/passages/plant-puzzle
http://www.pps.k12.pa.us/cms/lib07/PA01000449/Centricity/domai
n/262/2014%20ela%20curriculum/3rd%20ELA/3rd%20ELA%20Week
%205%20Teachers%20Guide-Life%20Cycles%20of%20Animals.pdf
Greeley-Evans School District 6
2015-2016
3rd
Page 7 of 12
Grade Curriculum Guide
UNIT 3: Earth Science (6 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Big Idea
End of unit Performance
Task
Student Outcomes
a. Investigate and
identify two or more
ways that Earth’s
materials can be broken
down and/or combined
in different ways such as
minerals into rocks, rock
cycle, formation of soil,
and sand (DOK 1-2)
b. Use evidence to
develop a scientific
explanation about one or
more processes that
break down and/or
combine Earth materials
(DOK 1-3)
c. Utilize a variety of
media sources to collect
and analyze data around
Earth’s materials and the
processes by which they
are formed (DOK 1-2)
Earth Systems Science Standard 3
Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system
1. Earth’s materials can be broken down and/or combined into different materials such as rocks, minerals, rock cycle, formation
of soil, and sand – some of which are usable resources for human activity
Earth’s materials can be broken down and/or combined into different materials such as rocks, minerals, rocky cycle, formation of
soil and sand some of which are resources for human activity
Design a project to teach third graders about erosion, weathering, and/or deposition.
Priority
Student
Outcomes
b. Use evidence
to develop a
scientific
explanation
about one or
more processes
that break
down and/or
combine Earth
materials (DOK
1-3)
2. Use models
to demonstrate
the rock cycle
or other ways
Earth’s
materials are
broken down or
combined.
(DOK 1-2)
Greeley-Evans School District 6
2015-2016
Nature of
Science
Literacy
Standards Focus
Writing
Standard Focus
1. Ask
testable
questions
about the
composition
and
formation of
rocks. (DOK
2)
RI 3.1
Ask and answer
questions to
demonstrate
understanding of
a text, referring
explicitly to the
text as the basis
for the answers.
2. Use
models to
demonstrate
the rock cycle
or other ways
Earth’s
materials are
broken down
or combined.
(DOK 1-2)
RI 3.5
Use text features
and search tools
(e.g., key words,
sidebars,
hyperlinks) to
locate
information
relevant to a
given topic
efficiently.
W 3.8
Recall
information
from
experiences or
gather
information
from print and
digital sources;
take brief notes
on sources and
sort evidence
to provided
categories.
3rd
Reading/writing Focus Cross Content Connection

http://www.k12reader.com/readingcomprehension/Gr2_Wk11_Rock_Cycle.pdf

http://www.lcmm.org/education/resource/onwater-ecology/worksheet-rock-cycle.pdf

http://www.readworks.org/passages/grandold-canyon

http://www.readworks.org/passages/earthrocks

http://www.readworks.org/passages/erosion

http://www.readworks.org/passages/howglaciers-change-world

http://www.readworks.org/passages/whathappens-when-it-rains

http://www.readworks.org/passages/whatrock
Page 8 of 12
Grade Curriculum Guide
Greeley-Evans School District 6
Grade: 3rd
Unit: Earth’s Materials
Curriculum Guide
Timeline: 6 weeks
Standard: Earth Systems Science Standard 3
Grade Level expectation: 1. Earth’s materials can be broken down and/or combined into different materials (e.g., rocks, minerals, rock cycle, formation of
soil, and sand) some of which are usable resources for human activity
Student Outcomes:
3.a. Investigate and identify two or more ways that Earth’s materials (rocks,
humus, minerals, etc.) can be broken down and/or combined (such as through
the rock cycle and the formation of soil and sand) into different materials some
of which are usable resources for human activity. (DOK 1-2)
3.b. Use evidence to develop a scientific explanation about one or more of the
processes that break down and/or combine Earth’s materials (DOK 1-3)
3.c. Utilize a variety of media sources to collect and analyze data around Earth’s
materials and the processes by which they are formed (DOK 1-2)
Instruction:
* The Foss kits do not support this standard. Teacher will need to
backwards plan instruction using unit assessment and student
outcomes. The Foss Water Cycle boxes will be filled with the
resources needed for the Earth’s Materials Unit instead of the Water
Cycles Unit.
* There are some (limited) rock cycle collections at the Science
Distribution Center. Included are samples of rocks and minerals and
diagrams of the rock cycle. To obtain these or other supplies, contact
the Science Distribution Center.
Here are some suggested resources/activities:
Weathering and Erosion A B C








Greeley-Evans School District 6
2015-2016
3rd
Activity - Layer on Layer Page 19 – To understand how sedimentary
rocks are formed through wind and water erosion.
https://www.youtube.com/watch?v=NAHY6965o08
http://www.eduplace.com/science/hmsc/content/investigate
/3/inv_3c_6_1.pdf
http://www.dailymotion.com/video/xlafgi_bill-nye-earthscrust_tech
http://science.lotsoflessons.com/layers.html
https://www.brainpop.com/science/earthsystem/earthsstruc
ture/preview.weml (membership)
http://www.superteacherworksheets.com/rocks.html
(membership)
http://www.lauracandler.com/filecabinet/science.php#geolo
gy
http://corkboardconnections.blogspot.com/2012/10/weather
ing-erosion-or-deposition.html
Page 9 of 12
Grade Curriculum Guide
Rock Cycle A B C
Rock Cycle: Rock Origins – Science in a Nutshell
Activity - Presto Change-O Page 23 – To understand how
metamorphic rocks are formed Rock Cycle Video













https://tothesquareinch.wordpress.com/2012/01/21/candyrocks-lab/
http://www.watchknowlearn.org/Video.aspx?VideoID=44185
&CategoryID=4761
https://prezi.com/8hkggq5p8giu/rocks-and-minerals-3rdgrade-science/
http://www.bwctc.northants.sch.uk/Learning/Science/Rocks/
http://www.kidsgeo.com/geology-games/rocks-game.php
https://www.youtube.com/watch?v=53lMdHzvGCQ
http://www2.mbusd.org/staff/pware/labs/RockCycle.pdf
http://www.kidsgeo.com/geology-for-kids/0025B-rockcycle.php
https://www.brainpop.com/science/earthsystem/rockcycle/p
review.weml
http://www.watchknowlearn.org/Category.aspx?CategoryID=
4761
http://imnh.isu.edu/digitalatlas/geo/basics/diagrams.htm
http://209.7.198.36/geologyonline/lessons/6.4/lesson.pdf
http://www.cpet.ufl.edu/wp-content/uploads/2013/03/RockRecycle-Wheel-Teach-the-Rock-Cycle-with-a-Moving-GraphicOrganizer.pdf
Soil A B C
 http://www.lifelab.org/wpcontent/uploads/2010/02/2ndGradeSoilStories2012.pdf
 http://extension.illinois.edu/gpe/case2/c2facts1.html
 http://extension.illinois.edu/gpe/case2/c2facts1.html
 http://teachcoal.org/lesson-plan-cookie-mining
 https://jr.brainpop.com/science/land/soil/preview.weml
 https://jr.brainpop.com/science/land/slowlandchanges/previ
ew.weml
Greeley-Evans School District 6
2015-2016
3rd
Page 10 of 12
Grade Curriculum Guide
Inquiry Questions:
What ways can Earth’s materials be broken down or
combined?
What are some of the ways Earth’s materials are formed?
Where do materials such as sand, soil, and rocks come from?
Technical Vocabulary:
Rocks, mineral, humus, soil, formation,
erosion, deposition, pressure, igneous,
metamorphic, sedimentary, weathering,
compact, sediments, earth’s materials
(minerals, rocks, soil, humus, water),
magma, mining, decompose, absorb, heat,
substance, nutrients
Academic Vocabulary:
Diagram, process, evidence
Science Resources:
 Parts of the Foss Kit – Layer on Layer, Presto Change-O

Assessments:
See SCR packet
See Unit 1 assessment
Literacy Resources:
 http://www.k12reader.com/readingcomprehension/Gr2_Wk11_Rock_Cycle.pdf
https://www.youtube.com/watch?v=J-ULcVdeqgE

http://www.lcmm.org/education/resource/on-waterecology/worksheet-rock-cycle.pdf

http://msnucleus.org/membership/html/k-6/rc/pdf/rc3rock.pdf

http://www.siemensscienceday.com/index.cfm?checkUpdate=1
&CFID=147026&CFTOKEN=3d6eb1ee41950762-11BAB7ADB04D-7B65-B0C0F91E758CB0AD#/earth-science

http://www.readworks.org/passages/grand-old-canyon

http://www.readworks.org/passages/earth-rocks
http://www.cde.state.co.us/standardsandinstruction/sc3earthmaterialsrockcycles-pdf

http://www.readworks.org/passages/erosion

http://www.readworks.org/passages/how-glaciers-change-world

http://www.readworks.org/passages/what-happens-when-itrains

http://www.readworks.org/passages/what-rock

Greeley-Evans School District 6
2015-2016
3rd
Page 11 of 12
Grade Curriculum Guide