Science Pacing Guide – 3rd Grade
MONT
H
Aug. -Sept.
8
weeks
Cont'd
STANDARDS AND
ELEMENTS:
S3E1. Students will
investigate the physical
attributes of rocks and
soils.
a. Explain the difference
between a rock and a
mineral.
b. Recognize the physical
attributes of rocks and
minerals using observation
(shape, color, texture),
measurement, and simple
tests (hardness).
S3E1. Students will
investigate the physical
Science Third Grade
CONCEPT/TOPIC
Differentiate
between a rock and
a mineral
• Recognize the
physical attributes
TERMS
/VOCABULARY
Minerals (a)
Properties (a)
Rock (a)
Sedimentary (a)
Igneous (a)
Metamorphic (a)
Granite (a)
Kaolin (a)
Obsidian (a)
Marble (a)
Basalt (a)
Pumice (a)
Flint (a)
Limestone (a)
Sandstone (a)
Shale (a)
Slate (a)
Conglomerate (a)
Gneiss (a)
Hardness (b)
Texture (b)
Luster (b)
Quartz (b)
Mica (b)
Copper (b)
Diamond (b)
Gold (b)
Silver (b)
Talc (b)
Clay (c)
Loam (c)
TASKS
/ACTIVITIES
1a.Create a brochure about
common rocks and minerals in
your area.
2a.Research how the rock is
formed.
1b.Use common objects to
conduct hardness test and
compare results.
ASSESSMENT
Pre and Post Test
Compare/contrast rocks and
minerals using a Venn
diagram.
Completed log book showing
observations and test results.
Linking the Language
Activities
AIMS activities
Recommended Books:
Everybody Needs a Rock
How to Dig a Hole to the
Center of the Earth
1c.Test soils and measure
times for water drainage.
Compare/contrast Georgia
soils using Frayer model (see
Page 1
October
2
weeks
attributes of rocks and
soils.
c. Use observation to
compare the similarities
and differences of texture,
particle size, and color in
top soils (such as clay,
loam or potting soil, and
sand).
d. Determine how water
and wind can change
rocks and soil over time
using observation and
research..
of rocks and
minerals through
investigations, such
as:
○ observation
(shape, color, and
texture)
○ measurement
○ simple tests
(hardness)
• Compare and
contrast top soils
(clay, loam or
potting soil, and
sand) by
observable
properties, such as:
○ texture
○ particle size
○ color
• Determine using
observation and
research how water
and wind can
change rocks and
soil over time
Sand (c)
Soil (c)
Humus (c)
Silt (c)
Weathering (d)
Erosion (d)
Delta (d)
Topsoil (c)
Subsoil (c)
Bedrock (c)
Mantle
Core
Crust
compost
S3E2. Students will
investigate fossils as
evidence of organisms
that lived long ago. a.
Investigate fossils by
observing authentic fossils
or models of fossils or view
information resources
about fossils as evidence
of organisms that lived
Distinguish fossils
as evidence of
organisms that
lived long ago by
using
investigations, such
as:
○ identifying
authentic fossils
○ analyzing models
Fossil (a)
Mold (b)
Cast (b)
Extinct (a)
Sediment (b)
Impressions (b)
Decay (b)
Petrified (b)
Preserved (b)
Science Third Grade
Linking the Language).
1d.Fill can 1/3 full with water.
Drop in small pieces of brick.
10 people shake it vigorously
100 times. Observe
fragments, water and inside of
container. This shows the
effects of erosion.
Linking the Language activities
AIMS activities
1a.Compare/contrast fossils
with living organisms.
2a.”Faking Fossils” Collect
mud and fill a large pan. Coat
objects to put in mud with
petroleum jelly. Stir in objects.
Press mud down firmly. Put
mud in the sun to dry. Break
apart the mud and find the
fossils.
Record observations from
activity 1D in Science
journals/log books.
Observe texture, particle size,
color in clay, loam, and sand.
Observe and research how
wind and water change rocks
over time.
Write a story about the life of a
fossil.
Record observations from
activity 2a in science
journals/log books.
Observe real fossils or models
of fossils, look at information
about fossils.
Page 2
Oct. –
Nov
4
weeks
long ago.
b. Describe how a fossil is
formed.
of fossils
○ using information
resources about
fossils
• Describe how a
fossil is formed
S3P1. Students will
investigate how heat is
produced and the effects
of heating and cooling,
and will understand a
change in temperature
indicates a change in
heat. a. Categorize ways
to produce heat energy
such as burning, rubbing
(friction), and mixing one
thing with another.
b. Investigate how
insulation affects heating
and cooling.
Categorize different
ways to produce
heat energy, such
as:
○ burning
○ rubbing (friction)
○ mixing one thing
with another
• Determine how
insulation affects
heating and cooling
Heat (a)
Fuel (a)
Friction (a)
Conductor (b)
Insulator (b)
Content S3P1 cont'd
c. Investigate the transfer
of heat energy from the
sun to various materials.
d. Use thermometers to
measure the changes in
temperatures of water
samples (hot, warm, cold)
over time.
• Recognize the
transfer of heat
energy from the
Sun to various
materials
• Measure using
thermometers the
changes in
temperature over
time of water
samples (hot,
warm, and cold)
Molecule (c)
Evaporate (c)
Thermometer (d)
Temperature (d)
Degrees (d)
Fahrenheit (d)
Celsius (d)
Science Third Grade
Recommended Books:
Fossil Fever
What Makes a Fossil?
Tell how a fossil is formed.
1a.Harcourt Science “Rubbing
Objects Together” p. F36-F37.
Describe an object and how it
is insulated.
Tree Map showing ways to
produce heat energy.
List ways to produce heat
energy.
1b.”How to Melt an Ice Cube”
(AIMS activity)
Investigate insulation.
Investigate heat transfer from
the sun.
Use thermometers to measure
temperature
1c. “Heat Energy and Color”
(Primarily Physics)
1d. “When Hot and Cold
Meet”
(Primarily Physics)
Record observations from
activity 1c in science
journals/log books.
Record observations in activity
1d in science journals/log
books.
Page 3
Nov. –
Dec.
2
weeks
Jan. –
March
12
weeks
S3P2. Students will
investigate magnets and
how they affect other
magnets and common
objects.
a. Investigate to find
common objects that are
attracted to magnets.
b. Investigate how
magnets attract and repel
each other.
S3L1. Students will
investigate the habitats
of different organisms
and the dependence of
organisms on their
habitat.
a. Differentiate between
habitats of Georgia
(mountains, marsh/swamp,
coast, Piedmont, Atlantic
Ocean) and the organisms
that live there.
b. Identify features of
green plants that allow
them to live and thrive in
different regions of
Georgia.
• Identify common
objects that are
attracted by
magnets
• Recognize that
magnets attract
and repel each
other
Differentiate
between the
habitats of Georgia
(including the
organisms that live
there), such as:
○ mountains
○ marsh/swamp
○ coast
○ Piedmont
○ Atlantic Ocean
• Determine which
features of green
plants allow them
to live and thrive in
different regions of
Georgia
•
Environment (a)
Ecologist (a)
Habitats (a)
Swamps (a)
Adaptations (b)
Bark (b)
Appalachian (a)
Mountains
Blue Ridge (a)
Ridge and Valley
Piedmont (a)
Coastal Plain (a)
Lower Coastal
Plain (a)
S3L1. Students will
investigate the habitats
of different organisms
Determine which
features of animals
allow them to live
Beaks (c)
Gills (c)
Hibernate (c)
Science Third Grade
Magnet (a)
Pole (a)
Attract (b)
Repel (b)
Magnetic field (b)
1a. “Is It a Magnet?” Place
objects in a bag and test to
see which objects are
attracted to magnets.
“Who Wants to be a
Millionaire” website activity
Super Searchers activity:
www.zephyrus.co.uk/
magnetismworksheet.html
1a.Research a Georgia habitat
in order to create a simulated
environment.
1b. Research a Georgia
habitat in order to create a
simulated environment.
Make a T-chart listing things to
which magnets are or are not
attracted.
“Super Searchers” Response
sheet
Find objects attracted to
magnets.
Show how magnets attract and
repel.
Make a brochure persuading
people to visit a selected area
in Georgia.
Make a diorama simulating a
Georgia habitat.
Identify Georgia habitats and
the plants and animals located
there.
Identify features of Georgia
plants.
Post Test: Name that Habitat
Students identify and name
diorama’s simulated habitat.
1c.Research a Georgia animal
identifying body covering, size
and relative scale of body
List steps used to create
diorama in science journals/log
books.
Label regions on a map of
Georgia. Cut and paste plants
and animals in the correct
habitat.
Identify changes to the habitat
and explain how to solve it.
Page 4
March
– May
8
weeks
and the dependence of
organisms on their
habitat. c. Identify features
of animals that allow them
to live and thrive in
different regions of
Georgia.
d. Explain what will happen
to an organism if the
habitat is changed.
and thrive in
different regions of
Georgia
• Predict what will
happen to an
organism if its
habitat is changed
S3L2. Students will
recognize the effects of
pollution on the
environment.
a. Explain the effects of
pollution (such as littering)
to the habitats of plants
and animals.
b. Identify ways to protect
the environment.
Conservation of
resources
• Describe the
effects of pollution
(such as littering)
on the habitats of
plants and animals
• Describe ways to
protect the
environment, such
as:
○ conservation of
resources
○ recycling of
materials
Migrate (c)
Resources (d)
Flood (d)
Drought (d)
Adaptations (c)
1d.Write scenarios depicting
real life situations that cause
changes to a habitat.
Students choose one and write
about it.
Pollutants (a)
Pollution (a)
Smog (a)
Acid rain (a)
Renewable
resources (b)
Nonrenewable
resources (b)
Conserve (b)
Recycle (b)
Recycling of materials
May
*** Cut
and
paste
from 4th
S4L1. Students will
describe the roles of
organisms and the flow
of energy within an
ecosystem. a. Identify
the roles of producers,
Science Third Grade
Strand:
Life Science
Content:
Ecosystems
parts, movements, food
gathering, other.
Producer (a)
Consumer (a)
Decomposer (a)
Food Web (b)
Food Chain (b)
Community (b)
1a. Plant Pollution – Take
three small plants and apply
different substances to each
one (water, oil, detergent).
Observe effects on each plant
daily for one week.
1b. Write a plan to create a
poster explaining how to
protect your environment.
2b. Create a tree map
showing reusable, renewable,
and recyclable columns. List
items in appropriate column.
Draw a picture of the animal.
Label parts and explain their
uses.
Identify features of Georgia
animals that allow them to live
there.
Tell what happens to an
organism if a habitat is
changed.
Create a poster showing and
explaining ways to protect the
environment.
Record observations from
“Plant Pollution” in science
journals/log books.
Completed tree map
Explain effects of pollution.
Identify ways to protect the
environment, conservation and
recycling.
Tell the roles of producers,
decomposers, and consumers.
Tell about food webs/food
chains.
Page 5
grade
map August
consumers, and
decomposers in a
community.
b. Demonstrate the flow of
energy through a food
web/food chain beginning
with sunlight and including
producers, consumers,
and decomposers.
Science Third Grade
Create a food chain or web.
Page 6