Third Grade Science
Time Acquisition/Mastery Aug-Nov (12 weeks)
Use Be a Scientist as needed then begin
Life science Units A and B
Science A Closer Look – Life Science
Current Science State Standards: 3.1.1.1 (asks questions answered by investigating); 3.1.1.2 (plans
investigation); 3.1.1.3 (tools and safety); 3.1.1.4 (communicates/critiques investigations); 3.2.1.2 (classifies
by more than one property); 3.3.1.1 (compare/contrasts organisms); 3.3.1.2 ( compare organisms in
environment); 3.3.1.3 (organisms survive); 3.3.2.1 (compare/asks questions about life cycles); 3.4.1.4
(observers fossils); 3.5.2.3 (works with others); 3.5.2.4 (people in science); 3.6.2.1 (defines pollution);
3.6.2.3 (practices recycling); 3.7.1.1 (science inquiry by asking questions); 3.7.1.2 (people making scientific
contributions)
Strands (Common Core State Standards): Reading, Writing, Speaking and Listening,
Strand Abbreviation (Common Core ELA): RI- Reading Informational Text, W- Writing, SL- Speaking and
Listening
Boxed Subheadings (Common Core ELA - Benchmark): Key Ideas and Details, Craft and Structure, Integration
of Knowledge and Ideas, Range of Reading and Level of Text Complexity, Print Concepts, Phonological
Awareness, Phonics and Word Recognition, Fluency, Text Types and Purposes, Production and Distribution of
Writing, Research to Build and Present Knowledge, Comprehension and Collaboration, Presentation of Knowledge
and Ideas, Conventions of Standard English, Knowledge of Language, Vocabulary Acquisition and Use
Anchor Standards (Common Core ELA - Indicators):
Reading Informational Text:
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently.
RI.3.6 Distinguish their own point of view from that of the author of a text.
RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text.
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
Writing:
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
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.
Speaking and Listening:
SL.3.1a 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.
SL.3.1b Follow agreed-upon rules for discussions
SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to
the remarks of others.
SL.3.1d Explain their own ideas and understanding in light of the discussion.
SL.2.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
Essential Questions:
Explicitly Taught Vocabulary:
Unit A Living Things Chapter 1
Lesson 1 – How are all living things alike?
Lesson 2 – How do plants structures compare?
Lesson 3 – What helps animals survive in their
environments?
Lesson 4 - Which features can we use to classify
animals?
Chapter 2
Lesson 1 – How do plants grow and reproduce?
Lesson 2 – How do animals grow and reproduce?
Lesson 3 – How do organisms get their features?
Unit A Living Things Chapter 1
Lesson 1: organism, respond, reproduce, environment,
cell
Lesson 2: structure, root, nutrient, stem, leaf,
photosynthesis
Lesson 3: lung, gills, shelter
Lesson 4: vertebrate, invertebrate, exoskeleton, bird,
reptile, amphibian, fish, mammal
Chapter 2
Lesson 1: seed, embryo, flower, pollination, fruit, life
cycle, cone
Lesson 2: metamorphosis, egg, larva, pupa
Lesson 3: trait, heredity, inherited trait, learned trait
Unit B Ecosystems Chapter 3
Lesson 1 – How do living things interact?
Lesson 2 – How do ecosystems compare?
Lesson 3 – How do organism’s traits help it survive?
Chapter 4
Lesson 1 – How can people and other living things
change their environments?
Lesson 2 – How can changes in an environment affect
living things?
Lesson 3 – What can we learn about living things of the
past?
Inquiry Skills:
observe, infer, compare, classify, put things in order,
communicate, interpret data, record data, investigate,
predict, make a model, draw conclusions, experiment,
form a hypothesis, use numbers
Teacher Resource for building teacher informational
background:
Teacher Manual TR40 Yellow pages
Unit B Ecosystems
Chapter 3
Lesson 1: ecosystem, habitat, food chain, producer,
consumer, decomposer, food web
Lesson 2: climate, soil, desert, forest, ocean, wetland
Lesson 3: adaptation, camouflage, nocturnal, mimicry,
hibernate, migrate
Chapter 4
Lesson 1: resource, competition, pollution, reduce,
reuse, recycle
Lesson 2: flood, drought, population, community,
endangered
Lesson 3: fossil, extinct
District Resources:
Textbook – Macmillan/McGraw-Hill Science A Closer
Look; Literature Big Books; Activity Flipchart; Key
Concept Cards; Reading Essentials Books; Leveled
Readers; Vocabulary cards; Photo sorting cards,
Materials Kit, Teacher Works Plus CD-ROM,
Classroom Presentation Toolkit CD-ROM, Puzzle maker
CD-ROM, Science CD, Science: Teacher DVD Set,
Science Activity DVD
http://nsdl.org/refreshers/science/
Differentiated Instruction:
Look for Differentiated Instruction boxes in each chapter. Differentiated instruction suggestions vary from drawing a
picture, working with objects, to differentiated oral questions.
The science leveled readers offer a great opportunity for independent reading and research. Then reporting back to
the group what was read.
Also note the ELL Support boxes in each chapter as they can provide support for all students struggling with a
concept.
Approved Supplemental Resources:
Science Links for grades K-4
Games, Worksheets
http://www.sciencewithme.com/
Lesson Plans, etc.
http://www.apples4theteacher.com/science.html
Lessons, Puzzle makers
http://school.discoveryeducation.com/
Assessment:
Teacher observation
Technology and Supplemental Resources:
Online teacher’s edition, animations, vocabulary games.
http://www.macmillanmh.com
EBooks: teacher and student books
http://connected.mcgraw-hill.com/connected
Third Grade Science
Time Acquisition/Mastery Nov - Feb (12 weeks)
Earth Science Units C and D
Science A Closer Look - Earth Science
Current Science State Standards: 3.1.1.1 (asks questions answered by investigating); 3.1.1.2 (plans
investigation); 3.1.1.3 (tools and safety); 3.1.1.4 (communicates/critiques investigations); 3.2.1.1 (uses tools
to measure properties); 3.2.1.2 (classifies by more than one property); 3.4.1.1 (earth materials); 3.4.1.2 (soil
types); 3.1.4.3 (water cycle); 3.4.1.4 (observers fossils); 3.4.2.1(moon and stars); 3.4.2.2 (shadows); 3.4.2.3.
(sun, light and heat); 3.4.3.1.(earth’s surface); 3.4.3.2 (weather changes); 3.5.2.3 (works with others); 3.5.2.4
(people in science); 3.5.2.5 (use tools to observe); 3.6.1.2 (safety); 3.6.2.1 (defines pollution); 3.6.2.3
(practices recycling); 3.7.1.1 (science inquiry by asking questions); 3.7.1.2 (people making scientific
contributions)
Strands (Common Core State Standards): Reading, Writing, Speaking and Listening,
Strand Abbreviation (Common Core ELA): RI- Reading Informational Text, W- Writing, SL- Speaking and
Listening
Boxed Subheadings (Common Core ELA - Benchmark): Key Ideas and Details, Craft and Structure, Integration
of Knowledge and Ideas, Range of Reading and Level of Text Complexity, Print Concepts, Phonological
Awareness, Phonics and Word Recognition, Fluency, Text Types and Purposes, Production and Distribution of
Writing, Research to Build and Present Knowledge, Comprehension and Collaboration, Presentation of Knowledge
and Ideas, Conventions of Standard English, Knowledge of Language, Vocabulary Acquisition and Use
Anchor Standards (Common Core ELA - Indicators):
Reading Informational Text:
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently.
RI.3.6 Distinguish their own point of view from that of the author of a text.
RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text.
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
Writing:
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
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.
Speaking and Listening:
SL.3.1a 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.
SL.3.1b Follow agreed-upon rules for discussions
SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to
the remarks of others.
SL.3.1d Explain their own ideas and understanding in light of the discussion.
SL.2.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
Essential Questions:
Explicitly Taught Vocabulary:
Unit C Earth & Its Resources Chapter 5
Lesson 1 – What shapes can the land take?
Lesson 2 – How can Earth’s surface change quickly?
Lesson 3 – How can Earth’s surface change slowly?
Chapter 6
Lesson 1 – What makes rocks different from one
another?
Lesson 2 – How does soil affect living things?
Lesson 3 – How are fossils and energy related?
Lesson 4 – How do we use air and water?
Unit C Earth & Its Resources Chapter 5
Lesson 1: ocean, continent, landform, crust, mantle,
core
Lesson 2: earthquake, volcano, lava, landslide, flood
Lesson 3: weathering, erosion, glacier, deposition
Chapter 6
Lesson 1: rock, minerals, igneous rock, sediment,
sedimentary rock, metamorphic rock
Lesson 2: soil, humus, natural resource
Lesson 3: fossil, fuel, renewable resource,
nonrenewable resource, solar energy,
Lesson 4: groundwater, pollution, conserve
Unit D Weather & Space
Chapter 7
Lesson 1 – What information is used to predict the
weather?
Lesson 2 – Where does water go?
Lesson 3 – How do weather patterns change?
Chapter 8
Lesson 1 – How do the Sun and Earth interact?
Lesson 2 – What can we learn about the Moon?
Lesson 3 – How can Earth compared to the other object
in the solar system?
Lesson 4 – What can we see in the night sky?
Inquiry Skills:
Observe, infer, compare, classify, put things in order,
communicate, interpret data, record data, investigate,
predict, make a model, draw conclusions, experiment,
form a hypothesis, use numbers, use variables, measure
Teacher Resource for building teacher informational
background:
Teacher Manual TR56 Yellow pages
Unit D Weather & Space
Chapter 7
Lesson 1: atmosphere, weather, temperature,
precipitation, wind, air pressure
Lesson 2: cloud, evaporation, water vapor,
condensation, water cycle, condensation,
water cycle, tornado, hurricane, blizzard
Lesson 3: climate, sphere, axis, seasons
Chapter 8
Lesson 1: rotate, axis, revolve, orbit, star
Lesson 2: phase, crater,
Lesson 3: solar system, planet, telescope, space probe
Lesson 4: constellation
District Resources:
Textbook – Macmillan/McGraw-Hill Science A Closer
Look; Literature Big Books; Activity Flipchart; Key
Concept Cards; Reading Essentials Books; Leveled
Readers; Vocabulary cards; Photo sorting cards,
Materials Kit, Teacher Works Plus CD-ROM,
Classroom Presentation Toolkit CD-ROM, Puzzle maker
CD-ROM, Science CD, Science: Teacher DVD Set,
Science Activity DVD
http://nsdl.org/refreshers/science/
Differentiated Instruction:
Look for Differentiated Instruction boxes in each chapter. Differentiated instruction suggestions vary from drawing a
picture, working with objects, to differentiated oral questions.
The science leveled readers offer a great opportunity for independent reading and research. Then reporting back to
the group what was read.
Also note the ELL Support boxes in each chapter as they can provide support for all students struggling with a
concept.
Approved Supplemental Resources:
Science Links for grades K-4
Games, Worksheets
http://www.sciencewithme.com/
Lesson Plans, etc.
http://www.apples4theteacher.com/science.html
Lessons, Puzzle makers
http://school.discoveryeducation.com/
Assessment:
Teacher observation
Technology and Supplemental Resources:
Online teacher’s edition, animations, vocabulary games.
http://www.macmillanmh.com
EBooks: teacher and student books
http://connected.mcgraw-hill.com/connected
Third Grade Science
Time Acquisition/Mastery Feb – May (12 weeks)
Physical Science Units E and F
Science A Closer Look – Physical Science
Current Science State Standards: 3.1.1.1 (asks questions answered by investigating); 3.1.1.2 (plans
investigation); 3.1.1.3 (tools and safety); 3.1.1.4 (communicates/critiques investigations); 3.2.1.1 (uses tools
to measure properties); 3.2.1.3 (objects interact); 3.2.1.4 (solids, liquids, gases); 3.2.2.1 (moves objects);
3.2.2.2 (change of position); 3.2.3.1 (sound); 3.2.3.2 (sounds of different objects); 3.2.3.3 (pitches of sound);
3.2.4.1 (magnets); 3.2.4.2 (designs a magnet experiment); 3.2.4.3.(simple circuit); 3.4.1.3 (properties of
water); 3.5.2.3 (works with others); 3.5.2.4 (people in science); 3.5.2.5 (use tools to observe); 3.6.1.2 (safety);
3.7.1.1 (science inquiry by asking questions); 3.7.1.2 (people making scientific contributions)
Strands (Common Core State Standards): Reading, Writing, Speaking and Listening,
Strand Abbreviation (Common Core ELA): RI- Reading Informational Text, W- Writing, SL- Speaking and
Listening
Boxed Subheadings (Common Core ELA - Benchmark): Key Ideas and Details, Craft and Structure, Integration
of Knowledge and Ideas, Range of Reading and Level of Text Complexity, Print Concepts, Phonological
Awareness, Phonics and Word Recognition, Fluency, Text Types and Purposes, Production and Distribution of
Writing, Research to Build and Present Knowledge, Comprehension and Collaboration, Presentation of Knowledge
and Ideas, Conventions of Standard English, Knowledge of Language, Vocabulary Acquisition and Use
Anchor Standards (Common Core ELA - Indicators):
Reading Informational Text:
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
grade 3 topic or subject area.
RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently.
RI.3.6 Distinguish their own point of view from that of the author of a text.
RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text.
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
Writing:
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
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.
Speaking and Listening:
SL.3.1a 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.
SL.3.1b Follow agreed-upon rules for discussions
SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to
the remarks of others.
SL.3.1d Explain their own ideas and understanding in light of the discussion.
SL.2.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
Essential Questions:
Explicitly Taught Vocabulary:
Unit E Matter
Chapter 9
Lesson 1 – What are all objects made of?
Lesson 2 – How can you compare different kinds of
matter?
Lesson 3 – What are the states of matter?
Chapter 10
Lesson 1 – How can matter change states?
Lesson 2 – What happens when matter goes through a
physical change?
Lesson 3 – What happens when matter goes through a
chemical change?
Unit E Matter
Chapter 9
Lesson 1: matter, volume, mass, property, element
Lesson 2: metric system, pan balance, gravity, weight
Lesson 3: states of matter, solid, liquid, gas
Chapter 10
Lesson 1: melt, boil, evaporate, condense, freeze
Lesson 2: physical change, mixture, solution
Lesson 3: chemical change
Unit F Forces & Energy
Chapter 11
Lesson 1 – How can you tell something is moving?
Lesson 2 – How do forces change motion?
Lesson 3 – How do we work?
Lesson 4 – How can a simple machine reduce force?
Chapter 12
Lesson 1 – How can you describe heat?
Lesson 2 – What is sound?
Lesson 3 – How does light allow you to see objects?
Lesson 4 – How do you use electricity?
Inquiry Skills:
observe, infer, compare, classify, put things in order,
communicate, interpret data, record data, investigate,
predict, make a model, draw conclusions, experiment,
form a hypothesis, use numbers, use variables, measure
Teacher Resource for building teacher informational
background:
Unit F Forces & Energy
Chapter 11
Lesson 1: position, distance, motion, speed
Lesson 2: force, magnet, gravity, weight, friction
Lesson 3: work, energy, kinetic energy, potential energy
Lesson 4: simple machine, lever, pulley, wheel and
axel, inclined plane, screw, wedge, compound machine
Chapter 12
Lesson 1: heat, thermal energy, temperature,
thermometer, conductor, insulator
Lesson 2: sound, vibrate, pitch, volume
Lesson 3: light, reflect, absorb, opaque, shadow,
transparent, translucent, refract
Lesson 4: electrical charge, static electricity, electric
current, circuit, switch
District Resources:
Textbook – Macmillan/McGraw-Hill Science A Closer
Look; Literature Big Books; Activity Flipchart; Key
Concept Cards; Reading Essentials Books; Leveled
Readers; Vocabulary cards; Photo sorting cards,
Materials Kit, Teacher Works Plus CD-ROM,
Classroom Presentation Toolkit CD-ROM, Puzzle maker
CD-ROM, Science CD, Science: Teacher DVD Set,
Science Activity DVD
Teacher Manual TR56 Yellow pages
http://nsdl.org/refreshers/science/
Differentiated Instruction:
Look for Differentiated Instruction boxes in each chapter. Differentiated instruction suggestions vary from drawing a
picture, working with objects, to differentiated oral questions.
The science leveled readers offer a great opportunity for independent reading and research. Then reporting back to
the group what was read.
Also note the ELL Support boxes in each chapter as they can provide support for all students struggling with a
concept.
Approved Supplemental Resources:
Science Links for grades K-4
Games, Worksheets
http://www.sciencewithme.com/
Lesson Plans, etc.
http://www.apples4theteacher.com/science.html
Lessons, Puzzle makers
http://school.discoveryeducation.com/
Assessment:
Teacher observation
Technology and Supplemental Resources:
Online teacher’s edition, animations, vocabulary games.
http://www.macmillanmh.com
EBooks: teacher and student books
http://connected.mcgraw-hill.com/connected