Third Grade Lesson Plans
Subject: Science
February 18-22, 2013
Science Content Indicators:
3-3.1
Classify rocks (including sedimentary, igneous, and metamorphic) and soils (including humus, clay, sand, and silt) on the
basis of their properties.
3-3.2
Identify common minerals on the basis of their properties by using a minerals identification key.
3-3.3
Recognize types of fossils (including molds, casts, and preserved parts of plants and animals).
3-3.4
Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago.
3-3.7
Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants.
Science Inquiry Indicators:
3-1.1
Classify objects by two of their properties (attributes).
3-1.2
Classify objects or events in sequential order.
3-1.3
Generate questions such as “what if?” or “how?” about objects, organisms, and events in the environment and use those
questions to conduct a simple scientific investigation.
3-1.4
Predict the outcome of a simple investigation and compare the result with the prediction.
3-1.5
Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated
syringes) safely, accurately, and appropriately when gathering specific data.
3-1.6
Infer meaning from data communicated in graphs, tables, and diagrams.
3-1.7
Explain why similar investigations might produce different results.
3-1.8
Use appropriate safety procedures when conducting investigations.
ELA Indicators (CCSS):
3.RI-2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.RI-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).
3.W-2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
3.W-3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequences.
3.L-1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Mathematics Indicators:
3.MD-3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and twostep “how many more” and “how many less” problems using information presented in scaled bar graphs.
SCIENCE
Pre-Assessment: Students will complete Anticipation Guide. (Resource 2)
Misconceptions: The difference between a mold and cast fossil is difficult for
students.
MATERIALS
Engagement Activity: The teacher will read aloud Down to Earth by Melissa
Stewart. The teacher will read the book, stopping to ask questions and pointing
out the photos, diagrams, etc.
 After p. 7 – What type of rocks would you find in Hawaii?
 After p. 9 – Where have you seen rocks before?
 After p. 20 – How did Dave group the rocks now? What are the types?
Day One
Exploration: STC Soils Lesson 3 – The teacher will to introduce and discuss the
differences between each soil. The students will use a hand lens to observe
soil samples and compare particle sizes.
The teacher will provide samples of four types of soil in stations (silt station,
sand station, humus station, and clay station). The students will rotate through
each station feeling each type of soil, observing using other senses, and
illustrating in their science notebooks. The students will designate one page per
soil type in their science notebook. (See diagram below.)
Humus
Illustration
of Soil
Written
Observation
of Soil
Partners will discuss observations using scientific vocabulary (texture, color,
etc.).
Evaluation/Assessment: The students will review all observations recorded
during the Exploration& Explanation activity and write a conclusion about the
different types of soil.
Science Kit Materials
Science Notebooks
Read Aloud
Pencils
Engagement Activity: “Name That Soil” – The students will read observations
about types of soil from notebooks. Other students will identify the type of soil
described.
Science Kit Materials
Science Notebooks
Read Aloud
Pencils
Exploration: The teacher will pass 4 soils and hand lenses back out to each
student. The students and teacher will discuss their observations from the
previous day. The students will take notes on each soil on the bottom ½ of
each page. Note to Teacher: Refer to Science Standards Support Document to
define humus, sand, silt, and clay.
Day Two
Humus
Illustration
of Soil
Written
Observation
of Soil
2nd
Illustration
of Soil
Support
Document
Notes
STC Soils Lesson 4. The students will describe/observe wet soil samples and
compare their properties. The students will write/draw observations in science
notebooks. Use “wet sand feels . . ., wet clay feels . . ., wet humus feels . . .
The teacher will read MacMillan/McGraw-Hill South Carolina Science, pp. 206213.
The students complete Inquiry Lesson “Can Soil Hold Water?” (Resource 3)
Evaluation/Assessment: Reflective Question – Two geraniums are planted
in two different types of soil – humus and clay. Tell how the geraniums will
change after two weeks in each soil. Which will have a better chance of
survival?
Day Three
The students will respond to the Reflective Question in their science notebook.
Engagement Activity: The teacher will read aloud Dave’s Down to Earth Rock
Shop by Stuart J. Murphy. The teacher will read aloud, stopping along the way
to ask the following questions:
 After p. 5 - Predict what Nick’s uncle sent him. While reading act out pp. 56.
 After p. 9 - Where have you seen rocks before?
 After p. 11 - What is another word for organize? (classify, sort) How else
could Dave organize his rocks?
 After p. 20 - How did Dave group the rocks now? What are the types?
Project Exploration: STC Rocks & Minerals Lesson 1: The students will make
observations of 3 rocks and describe them by two or more physical
characteristics (color, shape, size, mass, and luster).
STC Rocks & Minerals Lesson 2: The students will observe physical properties of
12 rocks and sort and classify them by two, or more, properties (attributes).
Evaluation/Assessment: The students will work in groups of 4. Each
member of the group will draw or write to describe the physical properties of 3
rocks (assigned by teacher).
Each member of the group will share their notebook entry about the 3 rocks.
Science Kit Materials
Science Notebooks
Read Aloud
Pencils
Information for Notes
Classifying Soils




Humus
 Humus is soil that is made up of decayed parts of once-living organisms.
 It is dark, soft and very crumbly.
Sand
 Sand has large grains with large spaces between the grains.
 This lets water leave it quickly.
 Sand feels gritty.
Silt
 Silt soil has pieces that are smaller than sand. It feels like powder.
Clay
 Clay soil has very small grains, much smaller than sand or silt, and holds water easily.
 This makes clay soil sticky when wet, but when it dries, it forms hard clumps.