Jefferson County Science Scope and Sequence
Course:
3rd Grade
Course Code:
5020010
Quarter: 1A
Topic(s) of Study: Thinking Like a Scientist
Bodies of Knowledge: Nature of Science
Big Idea(s): 1: The Practice of Science 3: The Role of Theories, Laws, Hypotheses, and Models
Essential Questions: How are questions raised by scientists used in investigations? Why should
evidence be used to support scientific explanations? Why should scientists communicate their findings with
one another? How are some models limited in their explanation of scientific phenomena? How are words
used in everyday language used differently in science?
NGSSS
SC.3.N.1.1 Raise questions
about the natural world,
investigate them individually and
in teams through free
exploration and systematic
investigations, and generate
appropriate explanations based
on those explorations. Cognitive
Complexity: High
SC.3.N.1.2 Compare the
observations made by different
groups using the same tools and
seek reasons to explain the
differences across
groups. Cognitive Complexity:
High
SC.3.N.1.3 Keep records as
appropriate, such as pictorial,
written, or simple charts and
graphs, of investigations
conducted. Cognitive
Complexity: Moderate
SC.3.N.1.4 Recognize the
importance of communication
among scientists. Cognitive
Complexity : Moderate
OUTLINE OF CONTENT
(CONCEPT/SKILLS)
I What is science?
A. The study of the
natural world
through:
1) Observation
2) Systematic
Investigation
3) Appropriate
explanation
II How scientists work
A. Alone
B. Collaboratively in
groups
1. Groups using the
same tools can
have different
outcomes based
on:
a) Interpretation
b) Human error
III Components of
Investigations
A. Empirical
observations.
B. Prediction
C. Inference
D. Data collection
E. Results
IV Scientists keep records
using:
OBJECTIVES
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Compose questions to investigate the
natural world around us. (I)
Propose explanations to questions
based on their findings and document
in a science notebook. (I)
Identify and discuss how careful
observations help us learn. (IA1)
Describe situations where scientists
would work alone or collaboratively to
solve problems by analyzing video or
images. (IIA-B)
Explain why communication between
scientists is important by giving
examples (i.e. ensuring correct
interpretation, recognizing human
error). (II)
Name the components of a scientific
investigation through creation of a flow
chart. (III)
Explain the importance of keeping
accurate records of their observations;
including the different types of records
they can create (i.e. charts, graphs, and
diagrams). (IV)
Explain that words used in science can
have different meanings than the same
words which are used on a daily basis
by discussing examples. (V)
Use proof (empirical evidence) to
support explanations by collecting and
recording data. (VI)
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Jefferson County Science Scope and Sequence
SC.3.N.1.5 Recognize that
scientists question, discuss, and
check each others' evidence and
explanations. Cognitive
Complexity: Moderate
SC.3.N.1.6 Infer based on
observation. Cognitive
Complexity: High
SC.3.N.1.7 Explain that
empirical evidence is
information, such as
observations or measurements
that is used to help validate
explanations of natural
phenomena. Cognitive
Complexity: High
SC.3.N.3.1 Recognize that
words in science can have
different or more specific
meanings than their use in
everyday language; for example,
energy, cell, heat/cold, and
evidence. Cognitive Complexity:
Moderate
SC.3.N.3.2 Recognize that
scientists use models to help
understand and explain how
things work. Cognitive
Complexity: Low
SC.3.N.3.3 Recognize that all
models are approximations of
natural phenomena; as such,
they do not perfectly account for
all observations. Cognitive
Complexity: Moderate
MACC.3.MD.1.2: Measure and
estimate liquid volumes and
masses of objects using standard
units of grams (g), kilograms (kg),
A.
B.
C.
D.
E.
Pictures
Graphic organizers
Graphs
Charts
Written
explanations
V Scientists communicate
to
A. Share findings
B. Check the accuracy
of one another’s
work
C. Debate explanations
D. Share inferences
based on
observations
VI Empirical Evidence can
validate explanations of
natural phenomena
A. Observations
B. Measurements
VII The use of models
A. Visual
representations
B. Types of models – 1
dimensional, 2 and 3
dimensional
VIII Using scientific tools
and working safely
A. Lab Tools
1. Used by
scientists to
carry out
investigations
2. TEACHER NOTE:
show examples
of lab tools and
explain their use.
B. Lab Safety
1. TEACHER NOTE:
download and
refer to safety
contract on
resource page
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Explain why models are important but
are also limited in what they can
represent by examining and comparing
a variety of different scientific models.
(VII)
Explain lab tool safety by creating a
visual representation of appropriate
and inappropriate behavior or
procedures. (VIII)
Compose a lab safety plan and discuss
why it is important. (VIII)
Work together in groups to complete a
model science board, illustrating the
components of a scientific
investigation. (IX)
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Jefferson County Science Scope and Sequence
and liters (l).6 Add, subtract,
2. Identify and
multiply, or divide to solve onediscuss lab
step word problems involving
safety tools in
masses or volumes that are given
classrooms
in the same units, e.g., by using
3. Lab Safety Plan
drawings (such as a beaker with
(refer to
a measurement scale) to
objective)
represent the problem.
IX How to do a science
project
MACC.3.MD.2.4: Generate
A. Experimental Design
measurement data by measuring
1. Ask a question
lengths using rulers marked with
2. Plan
halves and fourths of an inch.
investigation
Show the data by making a line
a) Identify
plot, where the horizontal scale
independent
is marked off in appropriate
variable
units— whole numbers, halves,
(what is
or quarters.
being tested)
b) Determine
LACC.3.RI.1.3: Describe the
the
relationship between a series of
dependent
historical events, scientific ideas
variable
or concepts, or steps in technical
(how it will
procedures in a text, using
be
language that pertains to time,
measured)
sequence, and cause/effect.
c) Identify
constants
LACC.3.RI.2.4: Determine the
(parts of the
meaning of general academic
investigation
and domain-specific words and
that must
phrases in a text relevant to a
remain the
grade 3 topic or subject area.
same)
d) Ensure that
LACC.3.RI.4.10: By the end of the
one group
year, read and comprehend
remains
informational texts, including
untouched
history/social studies, science,
for
and technical texts, at the high
comparison
end of the grades 2–3 text
– the control
complexity band independently
group
and proficiently.
3. Research
background
LACC.3.SL.1.1: Engage effectively
information on
in a range of collaborative
topic
discussions (one-on-one, in
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Jefferson County Science Scope and Sequence
groups, and teacher-led) with
diverse partners on grade 3
topics and texts, building on
others’ ideas and expressing
their own clearly.
a.
Come to discussions
prepared, having read or studied
required material; explicitly draw
on that preparation and other
information known about the
topic to explore ideas under
discussion.
b.
Follow agreed-upon rules
for discussions (e.g., gaining the
floor in respectful ways, listening
to others with care, speaking one
at a time about the topics and
texts under discussion).
c.
Ask questions to check
understanding of information
presented, stay on topic, and link
their comments to the remarks
of others.
d.
Explain their own ideas
and understanding in light of the
discussion.
LACC.3.W.3.8: Recall information
from experiences or gather
information from print and
digital sources; take brief notes
on sources and sort evidence
into provided categories.
a) Address
appropriate
research
materials
b) Address how
to cite
sources
accurately
c) Address
plagiarism
4. Collect and
record data
a) Graphs
b) Charts
c) Visual
representations
5. Share findings
a) Draw
conclusions
using data
b) Uses
repeated
trials
c) Ask new
questions
and develop
new
investigation
s
B. TEACHER NOTE:
Refer to ISEF
(International
Science and
Engineering Fair)
forms on resource
page.
TEACHER TRANSITION
INTO NEXT TOPIC OF
STUDY
Now that we know that we
can study the natural world
through observations,
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Jefferson County Science Scope and Sequence
investigations and
explanations, let’s use these
skills to help us understand
the behavior patterns of
plants and animals as well
as how the environment
affect them.
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