COURSE GUIDELINE
Green=Content (nouns); Yellow=Skills (verbs)
GRADE: 3rd
SUBJECT: Science
TEACHER: Mollman
Month
Or Qtr
STANDARD
RESOURCES
STRATEGIES
3.P.1.1 Students are able to
describe physical properties of
matter using the senses
(touch, smell, etc.).
*Foss Magnetism and
Electricity Kit
3.P.1.2 Students are able to use
tools to relate composition to
physical properties.
*Foss Magnetism and
Electricity Kit
• Pages 10- 24
Magnetism and Electricity
Investigation 2, Parts 3-4
3.P.1.3 Students are able to
demonstrate how a different
substance can be made by
combining two or more
substances.
3.P.3.1 Students are able to
define energy and differentiate
between sources of
renewable and non-renewable
energy.
*Foss Magnetism and
Electricity Kit
• Pages 8-21
Magnetism and Electricity
Investigation 2, Part 1
*Foss Measurement Kit
*Physics of Sound Kit
*Current Events
Physics of Sound Kit
3.P.3.2 Students are able to
demonstrate how sound consists
of vibrations and pitch.
Magnetism and Electricity
Investigation 1, Parts 1-4
• Pages 11-36
Measurement
Investigation 2, Parts 1-3
• Pages 20-29
Measurement
Investigation 2, Parts 1-3
•
Pages 10-13
Physics of Sound FOSS Science
Stories
• Pages 22-28
*Discussion of current events
• Gas Prices
Physics of Sound
Investigation 2, Parts 1-3
• Pages 8-24
Physics of Sound
Investigation 2, Part 1
• Pages 8-12
Physics of Sound
Investigation 2, Part 2
ASSESSMENTS
*Assessments as per Foss
Magnetism and Electricity Kit
*Teacher Observation
*Classroom Participation
*Assessments as per Foss
Magnetism and Electricity Kit
*Teacher Observation
*Classroom Participation
*Assessments as per Foss
Magnetism and Electricity Kit
*Teacher Observation
*Classroom Participation
*Assessments as per Foss
Magnetism and Electricity Kit
*Teacher Observation
*Classroom Participation
*Assessments as per Foss
Magnetism and Electricity Kit
*Teacher Observation
*Classroom Participation
3.P.3.3 Students are able to
identify how sound is used as a
means of communication.
Magnetism and Electricity
Kit
• Pages 13-19
Magnetism and Electricity
Investigation 5, Parts 1-2
• Pages 8-20
Physics of Sound Kit
*Assessments as per Foss
Magnetism and Electricity Kit
*Teacher Observation
*Classroom Participation
Physics of Sound
Investigation 1, Parts 1-2
• Pages 8-20
Physics of Sound FOSS Science
Stories
3.L.1.1. Students are able to
identify the basic structures,
functions, and needs of plants
in relation to their environment.
Structures of Life Kit
3.L.1.2. Students are able to
identify characteristic features of
animals and their related
functions in relation to their
environment
3.L.1.3. Students are able to
describe life cycles, including
growth and metamorphosis,
of familiar organisms
3.L.2.1. Students are able to
explain how animals
instinctively meet basic needs in
their
environment.
3.L.3.1. Students are able to
describe how species depend on
one another and on the
*Nature’s Children series
*Internet (Google)
*Animal Research Project
• Pages 1-8
Structures of Life
Investigation 2 Parts 1-3
• Pages 8-22
*Assessments as per Foss
Structures of Life Kit
*Teacher Observation
*Classroom Participation
Structures of Life FOSS
Science Stories
• Pages 8-9, 16-19
*Reading A-Z Books
*Nature’s Children series
*Internet (Google)
*Animal Research Project
*Nature’s Children series
*Internet (Google)
*Animal Research Project
* Students research an animal and then
produce a book and presentation that
summarizes their learning about the animal.
*Students complete listening guides that
require them to answer content questions
about their classmates presentations.
*Butterflies and Moths
*Leap! A Salmon’s Story
*Insect Life Cycles
*Teacher Made wksts
*Teacher Made Rubric
*Student Book
*Student Presentation to
class and to another class of
peers
*Reading A-Z wksts
* Students research an animal and then
produce a book and presentation that
summarizes their learning about the animal.
*Students complete listening guides that
require them to answer content questions
about their classmates presentations.
* Students research an animal and then
produce a book and presentation that
summarizes their learning about the animal.
*Students complete listening guides that
*Teacher Made wksts
*Teacher Made Rubric
*Student Book
*Student Presentation to
class and to another class of
peers
*Teacher Made wksts
*Teacher Made Rubric
*Student Book
*Student Presentation to
environment for survival.
3.L.3.2. Students are able to
explain how environments
support a diversity of plants and
animals.
* FOSS Structures of Life
Kit
3.L.3.3. Students are able to
describe ways humans impact
air, water, and habitat
quality.
*Nature’s Children series
*Internet (Google)
*Animal Research Project
* FOSS Structures of Life
Kit
3.L.3.4. Students are able to
examine fossils and describe
how they provide evidence
of change in organisms.
* Palie Project
*Epal blog
*Hill City Institute of
Geology
3.E.1.1. Students are able to
define the difference between a
rock and a mineral.
*Rocks
*Gemstones used for
making jewelry
*Reading A-Z
*Hill City Institute of
Geology
3.E.1.2. Describe how humans
use Earth’s natural resources.
*Foss Magnetism and
Electricity Kit
** FOSS Structures of
Lif Kit
require them to answer content questions
about their classmates presentations.
*Structures of Life FOSS
Science Stories
• Pages 22-34
*Structures of Life FOSS
Science Stories
• Pages 22-34
* Students research an animal and then
produce a book and presentation that
summarizes their learning about the animal.
*Students complete listening guides that
require them to answer content questions
about their classmates presentations.
*Structures of Life FOSS
Science Stories
• Pages 22-36
class and to another class of
peers
*Assessments as per Foss
Structures of Life Kit
*Students examine fossils and determine
what piece of a dinosaur it is. They blog to
Palie about details they notice, send
pictures, and make predictions about the
fossil
*Tour of Hill City Institute of Geology. Tour
guide answered questions about various
exhibits. Also explained how to tell the
difference between casts and real fossils.
*Students visited the Hill City Institute and
visited with staff about their predictions and
whether or not their predictions were
correct.
*Show students various gemstones that are
used to make jewelry
*Discussion about rocks vs. minerals
*Gems: Treasures From the Earth
*Students visited the mineral exhibit at Hill City
Institute of Geology
*Epal blog entries
*Visit with staff at Hill City
Museum
*Teacher Observation
*Student Participation
*Magnetism and Electricity
FOSS Science Stories
*Assessments as per Foss
Magnetism and Electricity Kit
*Teacher Observation
•
Pages 7-9
*Teacher Made wksts
*Teacher Made Rubric
*Student Book
*Student Presentation to
class and to another class of
peers
*Assessments as per Foss
Structures of Life Kit
*Classroom Discussion
*Teacher Observation
*Reading A-Z wksts
*Student observation
Life Kit
*Reading A-Z Book
3.E.2.1. Students are able to
identify the Earth as one of the
planets that orbits the Sun.
*Reading A-Z book
*Inner and Outer Solar
System Book Kit from
Title 1 room
*Classroom Library Books
*Inner and Outer Solar
System Book Kit from
Title 1 room
3.E.2.2. Students are able to
recognize changes in the
appearance of the Moon over
time.
*Internet
3.S.1.1. Students are able to
recognize ways to recycle, reuse, *Current Events
and reduce consumption
of natural resources.
*FOSS Science Stories
Structures of Life FOSS
Science Stories
• Pages 4-5
*Where We Get Energy
*Trade Books in Inner and Outer Solar
System Kits
*Our Solar System
*3-D Solar System Books
*Classroom Participation
*Reading A-Z wksts
*Teacher Observation
*Teacher Questioning
*Trade Books in Inner and Outer Solar
System Kits
*Teacher Observation
*Teacher Questioning
*Student Participation
*Earth Day Activities
*Teacher/Student discussion of recycling
and conserving resources as opportunities
come up (Gas Prices)
*Teacher Observation
*Teacher Questioning
*Student Participation