Third Grade
Science
Unit A: Physical Science
Unit Learning Objectives
Integrating Bloom’s Taxonomy
•
I will observe how a machine or toy works. I will create or make a poster
that outlines the changes from one form of energy to another.
•
I will combine two substances to make a new substance and predict what the
new substance is with its different properties, based on the data I have
collected.
•
I will conduct an experiment which investigates how a machines changes
stored energy to motion.
•
I will make and use a vibration viewer (see student textbook pg. 30) to
describe the evidence I observed that shows how sound waves carry energy.
•
I will explain from where Earth receives most of its energy and in what
form?
•
I will list the three forms of stored energy.
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Third Grade ELD Curriculum Guide-Science
Unit A: Physical Science
Chapter 1: Energy
Lesson 1
What are sources of
Energy?
Lesson 2
What are some ways
that energy changes
forms?
Lesson 3
Lesson 4
What are some ways Where does electricity
energy moves?
come from?
Content Standards
Standard3PS1.0 Energy and matter
have multiple forms and
can be changed from one
form to another. As a
basis for understanding
this concept:
Content Standards
Standard3PS1.c Students know
machines and living things
convert stored energy to
motion and heat.
Content Standards
Standard3PS1.0 Energy and
matter have multiple
forms and can be
changed from one form
to another. As a basis
for understanding this
concept:
Content Standards
Standard3PS1.0 Energy and
matter have multiple
forms and can be
changed from one form
to another. As a basis
for understanding this
concept:
3PS 1.d Students know
energy can be carried
from one place to another
by waves, such as water
waves and sounds, by
electric current, and by
moving objects.
3PS 1.d Students know
energy can be carried
from one place to another
by waves, such as water
waves and sounds, by
electric current, and by
moving objects.
3PS1.a Students know
energy comes from the
Sun to Earth in the form of
light.
3PS 1.b Students know
sources of stored energy
take many forms, such as
food, fuel, and batteries.
1.
2.
3.
4.
5.
6.
7.
Vocabulary
energy
ability
temperature
stored energy
substance
fuel
particles
Functions of Language
• defining
• explaining
• identify whole/part
relationships
• comparing
• summarizing
• sequencing
3PS 1.d Students know
energy can be carried
from one place to another
by waves, such as water
waves and sounds, by
electric current, and by
moving objects.
1.
2.
3.
4.
5.
6.
Vocabulary
energy of motion
chemical energy
electrical energy
light energy
thermal energy
friction
Functions of Language
• defining
• classifying and
categorizing
• summarizing
• predicting
1.
2.
3.
4.
Vocabulary
waves
transfer
compression waves
vibrate
Functions of Language
• comparing
• identifying cause and
effect
• explaining
• identify analogous
relationships
• summarizing
• predicting
Third Grade ELD Curriculum Guide-Science
1.
2.
3.
4.
Vocabulary
generate
wires
electricity
nuclear
Functions of Language
• sequencing
• classifying and
categorizing
• summarizing
Chapter 1: Energy
Vocabulary Definitions
Lesson 1
1. energy: the ability to do work or cause change; ability to make things move, stretch, or grow.
2. ability: the state of being able to do something.
3. temperature: degree of hotness or coldness measured on a scale.
4. stored energy: energy that can be changed into a form that can do work.
5. substance: physical material from which something is made.
6. fuel: a material used to produce heat or power by burning.
7. particles: the smallest possible amount of something.
Lesson 2
1. energy of motion: energy that moving objects have.
2. chemical energy: energy that holds particles of matter together.
3. electrical energy: energy that can pass through wires made of special metals and change into forms that run
appliances at home.
4. light energy: energy from the Sun.
5. thermal energy: energy that makes particles of matter move faster; you feel this energy as heat.
6. friction: when rubbing between objects changes energy of motion into heat energy.
Lesson 3
1. waves: the way energy is carried from one place to another.
2. transfer: to pass from one to another.
3. compression waves: a wave that carries energy by pushing particles together and then letting them spread
apart.
4. vibrate: to move back and forth.
Lesson 4
1. generate: to make.
2. wires: a metal in the form of a very flexible thread or slender rod.
3. electricity: electrical energy that moves through wires.
4. nuclear: relating to or utilizing the atomic nucleus, atomic energy, or atomic power.
Third Grade ELD Curriculum Guide-Science
Unit A: Physical Science
Chapter 2: Light
Lesson 1
How does light travel?
Content Standards
Standard3PS2.0 Light has a source and
travels in a direction. As a basis
for understanding this concept:
Lesson 2
What is reflected light?
Lesson 3
What are the colors of
objects?
Content Standards
Standard3PS 2.b Students know light is
reflected from mirrors and other
surfaces.
Content Standards
Standard3PS 2.c Students know the color
of light striking an object affects
the way the object is seen.
3PS 2.a Students know sunlight
can be blocked to create
shadows.
3PS 2.d Students know an object
is seen when light traveling from
the object enters the eye.
1.
2.
3.
4.
5.
6.
Vocabulary
light
beams
opaque
shadow
eye
interacts
•
•
•
•
Functions of Language
comparing and contrasting
cause and effect
sequencing
summarize
1.
2.
3.
4.
Vocabulary
reflect
mirror
surface
reflection
•
•
Functions of Language
comparing and contrasting
summarize
Third Grade ELD Curriculum Guide-Science
1.
2.
3.
4.
Vocabulary
combine
absorb
color
cellophane
•
•
•
Functions of Language
making predictions
identify cause and effect
summarizing
Chapter 2: Light
Vocabulary Definitions
Lesson 1
1. light: a form of energy that travels in a straight line away from its source.
2. beams: a collection of nearly parallel rays of light.
3. opaque: objects that block light.
4. shadow: an area that does not receive light directly.
5. eye: the part of your body that is sensitive to light.
6. interacts: to act upon on another.
Lesson 2
1. reflect: bounce off, as a light wave does from an object.
2. mirror: a surface made of shiny material.
3. surface: the outer face, outside, or the upper most layer or area.
4. reflection: the act of reflection; an image.
Lesson 3
1. combine: to put together or mix.
2. absorb: take in something, such as light or water.
3. color: a property of an object determined by the light that reflects from the object.
4. cellophane: a clear transparent paper-like product used to wrap and package food.
Third Grade ELD Curriculum Guide-Science
Unit A: Physical Science
Chapter 3: Matter
Lesson 1
What makes up matter?
Content Standards
Standard3PS1.0 Energy and matter have
multiple forms and can be
changed from one form to
another. As a basis for
understanding this concept:
3PS1.h Students know all matter
is made of small particles called
atoms, too small to see with the
naked eye.
Lesson 2
What are the forms of
matter?
Lesson 3
What are chemical changes
in matter?
Content Standards
Standard3PS1.e Students know matter
has three forms; solid, liquid,
and gas.
Content Standards
Standard3PS1.g Students know that
when two or more substances
are combined, a new substance
may be formed with properties
that are different from those of
the original materials.
3PS1.f Students know
evaporation and melting are
changes that occur when the
objects are heated.
3PS 1.i Students know people
once thought that earth, wind,
fire, and water were the basic
elements that made up all matter.
Science experiments show that
there are more than one hundred
different types of atoms, which
are presented on the periodic
table of elements.
1.
2.
3.
4.
5.
6.
7.
Vocabulary
atoms
matter
property
element
aluminum
microscope
periodic table
•
•
•
•
Functions of Language
Defining
Classifying and Categorizing
Comparing and Contrasting
Seeking Information
1.
2.
3.
4.
5.
Vocabulary
evaporation
melting
magma
lava
welding
•
•
•
Functions of Language
Comparing and Contrasting
Sequencing
Summarizing
Third Grade ELD Curriculum Guide-Science
Vocabulary
1. chemical changes
2. yeast
•
•
•
•
•
•
Functions of Language
Comparing and Contrasting
Sequencing
Predicting
Classifying and Categorizing
Seeking Information
Summarizing
Chapter 3: Matter
Vocabulary Definitions
Lesson 1
1. atoms: the smallest particle of matter that has the properties of an element.
2. matter: anything that has mass an takes up space.
3. property: something about matter that can be observed with one or more senses.
4. element: matter made up of a single type of atom.
5. aluminum: a silver white metallic element light in weight.
6. microscope: an instrument having a magnifying lens for inspecting objects to small to be seen by the unaided
eye.
7. periodic table: a chart with elements arranged in rows and columns according to their properties.
Lesson 2
1. evaporation: when a liquid is changed into a gas.
2. melting: changing from a solid to a liquid.
3. magma: molten material beneath or within the earth’s crust.
4. lava: the molten fluid rock that comes from a volcano.
5. welding: to unite or fuse metal by heat.
Lesson 3
1. chemical changes: a change in which one kind of matter becomes a different kind of matter.
2. yeast: something that causes ferment; as a leaven in baking breads.
Third Grade ELD Curriculum Guide-Science
Unit A: Physical Science
Writing
Functions of Language
• Defining
_________ is _________
and it helps to ________.
• Classifying and
categorizing
Both _____ and ______ could
be classified as ______.
• Cause and Effect
Due to the fact _____,
______.
• Identifying whole/part
________ consists of _______,
_________,________ and
___.
Thinking Maps
Circle Map
Defining in Context
Tree Map
Classifying
Multi-Flow Map
Cause and Effect
Brace Map
Whole to Part Relationships
Third Grade ELD Curriculum Guide-Science
Writing Assignments
Choose one topic you have
learned about in this unit.
Examples include elements,
light, forms of energy, or
ways energy is carried from
one place to another. Write
and illustrate a picture book
for younger children
explaining the topic.
Remember that narrative
nonfiction tells a true story.
(see pages 104 in student
textbook)
Unit B: Life Sciences
Unit Learning Objectives
Integrating Bloom’s Taxonomy
•
I will make a model to investigate adaptations in the physical structures of
an animal.
•
I will choose a plant from each habitat and create a brochure that explains
how that plant survives in that habitat.
•
I will investigate how living things can bring about change in their
environment. (e.g., how beavers change their environment by building dams)
•
I will create a model of a habitat and label all the different parts specific to
that habitat.
•
I will predict how living things adapt for survival in their habitat.
•
I will list important needs that plants and animals must satisfy.
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Third Grade ELD Curriculum Guide-Science
Unit B: Life Science
Chapter 4: Living in Different Environments
Lesson 1
What structures help plants
and animals live and grow?
Lesson 2
What are different
environments where things
live?
Lesson 3
How do living things
survive in places with few
trees?
Content Standards
Standard3LS 3.0 Adaptations in physical
structure or behavior may improve
an organism’s chance for survival.
As a basis for understanding this
concept:
Content Standards
Standard3LS 3.a Students know plants
and animals have structures that
serve different functions in
growth, survival, and
reproduction.
Content Standards
Standard3LS 3.a Students know plants
and animals have structures that
serve different functions in
growth, survival, and
reproduction.
3LS 3.a Students know plants and
animals have structures that serve
different functions in growth,
survival, and reproduction.
3LS 3.b Students know examples
of diverse life forms in different
environments, such as oceans,
deserts, tundra, forests,
grasslands, and wetlands.
3LS 3.b Students know examples
of diverse life forms in different
environments, such as oceans,
deserts, tundra, forests,
grasslands, and wetlands.
1.
2.
3.
4.
5.
6.
7.
8.
Vocabulary
carbon dioxide
nutrients
oxygen
shelter
structures
adaptations
talons
camouflage
•
•
•
Functions of Language
Comparing and contrasting
Making Predictions
Classifying and categorizing
1.
2.
3.
4.
•
•
•
•
Vocabulary
biome
chaparral
coniferous
deciduous
Functions of Language
Comparing and contrasting
Identifying whole/part
relationships
Making Predictions
Summarizing
Third Grade ELD Curriculum Guide-Science
Vocabulary
1. grassland
2. desert
3. tundra
•
•
•
•
Functions of Language
Comparing and contrasting
Making Predictions
Classifying and categorizing
Summarizing
Chapter 4: Living in Different Environments
Lesson 4
How do living things survive in
forests?
Lesson 5
How do living things survive in
water?
Content Standards
Content Standards
Standard3LS 3.a Students know plants and
animals have structures that serve
different functions in growth, survival,
and reproduction.
Standard3LS 3.a Students know plants and
animals have structures that serve
different functions in growth, survival,
and reproduction.
3LS 3.b Students know examples of
diverse life forms in different
environments, such as oceans, deserts,
tundra, forests, grasslands, and
wetlands.
3LS 3.b Students know examples of
diverse life forms in different
environments, such as oceans, deserts,
tundra, forests, grasslands, and
wetlands.
Vocabulary
1. Vocabulary discussed in previous
lessons.
•
•
•
•
Functions of Language
Comparing and contrasting
Summarizing
Informing
Seeking information
Vocabulary
1.
2.
3.
4.
wetland
tides
gills
algae
•
•
•
Functions of Language
Comparing and contrasting
Summarizing
Defining
Third Grade ELD Curriculum Guide-Science
Chapter 4: Living in Different Environments
Vocabulary Definitions
Lesson 1
1. carbon dioxide: a heavy colorless gas absorbed by plants and used in photosynthesis.
2. nutrients: providing nourishment.
3. oxygen: a colorless odorless gas that humans need to survive.
4. shelter: a dwelling place or home considered as a refuge from the weather.
5. structures: parts of a body such as the bill, wings, or talons on a bird.
6. adaptations: a structure or ability that helps a plant or animal meet its needs.
7. talons: claws on a bird.
8. camouflage: the act or result of hiding to deceive an enemy.
Lesson 2
1. biome: major areas that have a similar year-round weather pattern and support similar kinds of living things.
2. chaparral: dense growth of shrubs or small tress.
3. coniferous: evergreen trees or shrubs of the class that bear cones or drupe like seeds.
4. deciduous: trees and shrubs that shed their leaves annually.
Lesson 3
1. grassland: an environment that has many grasses and flowering plants
2. desert: an environment that gets very little rain.
3. tundra: a cold, dry environment located in the most northern part of the world and on high mountains.
Lesson 4
1. Vocabulary discussed in previous lessons.
Lesson 5
1. wetland: a low area that is covered by water at least part of the year.
2. tides: the inflow, outflow or current of water at any given place resulting from the waves of tides.
3. gills: the respiratory organ of aquatic animals.
4. algae: an aquatic plantlike organism that grow in the ocean.
Third Grade ELD Curriculum Guide-Science
Unit B: Life Science
Chapter 5: Living Things in a World of Change
Lesson 1
How do living things
change their
environment?
Lesson 2
How do changes in the
environment affect living
things?
Lesson 3
How do living things
compare to those of long
ago?
Content Standards
Standard3LS 3.0 Adaptations in
physical structure or behavior
may improve an organism’s
chance for survival. As a basis
for understanding this concept:
Content Standards
Standard3LS 3.d Students know when
the environment changes, some
plants and animals survive and
reproduce; others die or move
to new locations.
Content Standards
Standard3LS 3.e Students know that
some kinds of organisms that
once lived on Earth have
completely disappeared and
that some of those resembled
others that are alive today.
Vocabulary
1. reproduce
2. eruption
3. wildfire
Vocabulary
1. extinct
2. fossil
3LS 3.c Students know living
things cause changes in the
environment in which they live:
some of these changes are
detrimental to the organism or
other organisms, and some are
benefical.
1.
2.
3.
4.
Vocabulary
habitat
competition
fertilizer
cycle
•
•
•
•
•
Functions of Language
define
making inferences
describing
comparing and contrasting
summarizing
•
•
•
•
Functions of Language
making inferences
describing
predicting
summarizing
•
•
•
•
•
Third Grade ELD Curriculum Guide-Science
Functions of Language
comparing and contrasting
making inferences
describing
predicting
summarizing
Chapter 5: Living Things in a World of Change
Vocabulary Definitions
Lesson 1
1. habitat: the place where a living thing makes its home.
2. competition: when two or more living things need the same resources.
3. fertilizer: any substance used to give nutrients to the soil.
4. cycle: a series of events that repeats or is repeated.
Lesson 2
1. reproduce: to produce one or more other individuals.
2. eruption: something that is ejected as molten rock, volcanic ash, or steam from a volcano.
3. wildfire: any large fire that spreads rapidly and is hard to put out.
Lesson 3
1. extinct: no longer lives on Earth.
2. fossil: the remains or mark of a living thing from long ago.
Unit B: Life Science
Writing
Functions of Language
• Defining
(Tell us everything about your
character and setting of your
story.)
• Describing
Animals survive floods by____.
Floods happen when _______.
• Sequencing
First, ______went _____. Then,
_______ had to_____. Next,
there was______.
Thinking Maps
Circle Map
Defining in Context
Bubble Map
Describing
Flow Map
Sequencing
Third Grade ELD Curriculum Guide-Science
Writing Assignments
Write a fantasy, which is a
made-up story, about how
an animal survives a flood.
Include each of the
following in your fantasy:
• a character that has
the same name
• a place where the
story happened
• a beginning, middle,
and ending to the
story.
(see student textbook
page 190)
Unit C: Earth Sciences
Unit Learning Objectives
Integrating Bloom’s Taxonomy
•
I will create and design a “Phases of the Moon” book that includes
illustrations and explanations.
•
Based on the knowledge I have gained from reading the text, I will write my
predictions in a journal and explain why I could not live on certain planets.
•
I will explain how Earth’s movement causes the position of the Sun in the sky
to change.
•
I will illustrate a model of the solar system and demonstrate/explain how
long each planet takes to orbit the Sun.
•
I will describe how the Moon’s appearance changes during a four-week
period.
•
I will use a diagram to list all the planets and other components of the solar
system.
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Third Grade ELD Curriculum Guide-Science
Unit C: Earth Science
Chapter 6: Objects in Space
Lesson 1
What moves around the Sun?
Lesson 2
How can we observe objects in
space?
Content Standards
Standard3ES 4.0 Objects in the sky move in
regular and predictable patterns. As a
basis for understanding this concept:
Content Standards
Standard3ES 4.c Students know telescopes
magnify the appearance of some
distant objects in the sky, including the
Moon and the planets. The number of
stars that can be seen through
telescopes is dramatically greater
than the number that can be seen by
the unaided eye.
3ES 4.d Students know that Earth is
one of several planets that orbit the
Sun and that the Moon orbits Earth.
1.
2.
3.
4.
5.
6.
Vocabulary
star
complicated
planet
solar system
orbit
asteroid
•
•
•
•
•
Functions of Language
defining
Comparing and contrasting
Making predictions
Seeking information
Summarizing
Vocabulary
1. telescope
2. binoculars
3. magnify
•
•
•
•
Functions of Language
Comparing and contrasting
Making predictions
Explaining
Summarizing
Chapter 6: Objects in Space
Vocabulary Definitions
Lesson 1
1. star: a huge ball of hot, glowing gases.
2. complicated: difficult to analyze, understand, or explain.
3. planet: a large, round, ball-shaped body of matter that revolves around a star such as the Sun.
4. solar system: a system made of the Sun, the planets and their moons, and other objects that orbit the Sun.
5. orbit: the path an object takes as it moves around the Sun.
6. asteroid: a large piece of rock that orbits the Sun.
Lesson 2
1. telescope: a tool for making distant objects appear near and larger.
2. Binoculars: two telescopes joined together as a unit.
3. magnify: to increase the size of, as a lens does.
Third Grade ELD Curriculum Guide-Science
Unit C: Earth Science
Chapter 7: Patterns in the Sky
Lesson 1
What are some patterns that
repeat every day?
Content Standards
Standard3ES 4.0 Objects in the sky move
in regular and predictable
patterns. As a basis for
understanding this concept:
Lesson 2
What patterns repeat every
year?
Lesson 3
What are Moon and star
patterns?
Content Standards
Standard3ES 4.e Students know the
position of the Sun in the sky
changes during the course of the
day and from season to season.
Content Standards
Standard3ES 4.a Students know the
patterns of stars stay the same,
although they appear to move
across the sky nightly, and
different stars can be seen in
different seasons.
3ES 4.e Students know the
position of the Sun in the sky
changes during the course of the
day and from season to season.
1.
2.
3.
4.
Vocabulary
North Pole
South Pole
axis
rotation
•
•
•
•
Functions of Language
describing
comparing and contrasting
sequencing
summarizing
3ES 4.b Students know the way in
which the Moon’s appearance
changes during the four week
lunar cycle.
Vocabulary
1. Revolution
2. tilt
•
•
•
•
Functions of Language
describing
comparing and contrasting
identifying cause and effect
summarizing
Third Grade ELD Curriculum Guide-Science
1.
2.
3.
4.
5.
Vocabulary
Phases of the Moon
waxing
waning
lunar eclipse
constellations
•
•
•
•
Functions of Language
describing
comparing and contrasting
sequencing
summarizing
Chapter 7: Patterns in the Sky
Vocabulary Definitions
Lesson 1
1. North Pole: the end of the earth’s axis of rotation marking the northernmost point on the Earth.
2. South Pole: the end of the earth’s axis of rotation marking the southernmost point on the Earth.
3. axis: the imaginary line around which the Earth spins.
4. rotation: one complete spin on an axis.
Lesson 2
1. revolution: one complete trip and object takes around another object.
2. tilt: to cause to lean, incline, slope, or slant.
Lesson 3
1. Phases of the Moon: set of each of the different ways that the Moon looks.
2. waxing: when more of the lit half of the Moon appears each night.
3. waning: when less of the lit half of the Moon appears each night.
4. lunar eclipse: when the Moon moves into and then out of Earth’s shadow. It is the only time when no side of the
Moon is in the sunlight.
5. constellations: a group of stars that make a fixed pattern.
Third Grade ELD Curriculum Guide-Science
Unit C: Earth Science
Writing
Functions of Language
• Defining
(Tell us everything about your
character and setting of your
story.)
• Describing
Tell me how you arrive to each
of the three objects you selected
in your solar system.
Tell what did you see, hear, and
feel at each of these locations.
• Sequencing
First, ______went _____.
Then, _______ had to_____.
Next, there was______.
Thinking Maps
Circle Map
Defining in Context
Bubble Map
Describing
Flow Map
Sequencing
Third Grade ELD Curriculum Guide-Science
Writing Assignments
Write a fantasy about a
trip through the solar
system. Describe visiting
three objects that are part
of the solar system. Tell
what you see, hear, feel at
each location. Remember
that a fantasy is made up
of events that could not
happen in the real world.