Pacing Guide 3rd grade Science Unit 3
Benchmark Test: Friday, May 17th
3.L.1 Understand human body systems and how they are
essential for life: protection, movement and support.
3.L.1.1 Compare the different functions of the
skeletal and muscular system
2 Weeks
February 19March 1
1 Week
March 11-15
Shared Folder- 3rd Grade Curriculum
- FOSSWeb.com
- Human Body Flash Games:
http://science.k12flash.com/ humanbody.html
Students know that the muscles and the skeleton
-BBC Bitesize Skeleton and Muscles Game/
provide a structural framework that protects and
Read/Quiz: http://www.bbc.co.uk/schools/
supports mobility of the human body. Students
ks2bitesize/science/living_things/
know that the skeletal system is comprised of
bone. Bone is a hard material that provides support
and protection to the body’s soft tissues. Students
know that muscles are formed from tissues that
contract and relax, producing motion. Muscles are
attached to bones and initiate and regulate
movement. Muscles are also found in internal
organs that are responsible for essential life
processes (heart, stomach, intestines)
Old Objective 4.03, 4.04: Joints
3.L.1.2 Explain why skin is necessary for protection
and for the body to remain healthy
1 Week
March 4-8
Resources
Students know that the skin is the largest organ of
the human body, that it covers and protects the
human body from external conditions and forces.
Students know that the skin contains nerve
receptors that provide information about external
conditions.
PBL Project- Animal Skeleton Brochure Research
bones of an animal using NC Wise Owl . Compare
the skeleton of the animal to our human skeletal
system.
Idea: Compare human skin to skin of a fruit
Info about Skin for kids:
http://www.kidsskinhealth.org/kids/
index.html#/SkinHairNails/SkinHealth/
Rubric (see Jennifer for copies)
NC Wise Owl
Vocabulary
Skeleton
Muscle
Structure
Tissue
Organ
Heart
Stomach
Intestines
Voluntary Muscle
Involuntary Muscle
Nerve
Protection
External
3.L.2 Understand how plants survive in their
environments
3.L.2.1 Remember the functions of the following
plant structures as it relates to the survival of
plants in their environments: Root- absorb
nutrients, Stems-provide support, leavessynthesize food, flowers- attract pollinators and
produce seeds for reproduction.
Students know the names and functions of major
plant parts (roots, leaves, stems, flowers).
8 Weeks
March 18May 17
3.L.2.2 Explain how environmental conditions
determine how well plants survive and grow
Students know that how well plants grow and
survive is determined by a combination of
environmental conditions. For example, drought
conditions will tend to diminish plant health and
growth.
3.L.2.3 Summarize the distinct stages of the life
cycle of seed plants
-Magic School Bus: Gets Planted
-Students will use Magic School Bus worksheet to
complete in pairs (one question per group)
-Bill Nye Video: Plants, Flowers
-PBIS Kids: Wild Kratts Pollinators
-Brain Pop Jr.: Parts of a Plant (Root, Stem, Leaves,
Flowers, Seed)
-Celery Project
http://www.learningtreasures.com/plant_salad.htm:
parts of a plant you can eat
http://plants.pppst.com/plantparts.html: Parts of
Plant power point
-“Parts of a Plant” by Wiley Blevins
-“Amazing Plants” by Sally Hewitt
-“The ABCs of Plants” by Bobbie Kalman
-“Oh Say Can You Seed?” by Bonnie Worth
-“Flowering Plants” by Chris Oxlade
-“Primarily Plants” by Carol Gossett
-Magic School Bus Plants a Seed
-Plant lima beans to compare to amaryllis bulb
-Free PowerPoints
http://plants.pppst.com/growthcycles.html
-Study Jams “Plants with Seeds” and “Plants without
Seeds”
-“The Lorax” by Dr. Suess
Roots
Stem
Leaves
Flowers
Nutrients
Absorb
Synthesis
Pollen
Pollination
Reproduction
Photosynthesis
-BBC Bitesize Plant Life Cycle Game/ Read/Quiz:
http://www.bbc.co.uk/schools/
ks2bitesize/science/living_things/
Seed
Seedling
Adult
Survival
Ecosystem
Adaptation
Habitat
Environment
Students know the distinct stages of the life cycle
of seed plants (seed, germination, seedling, adult)
Old Objective 1.05: Bees pollinating
3.L.2.4 Explain how the basic properties (texture
and capacity to hold water) and components (sand,
clay and humus) of soil determine the ability of soil
to support the growth and survival of many plants.
-Brain Pop Jr. “Plant Life Cycle”
-“A Parade of Plants” by Melissa Stewart
Germination
Pollination
Life Cycle
-Shared Folder- 3rd Grade Curriculum
-Flash Interactive Games:
Particle
Sand
Clay
Humus
Texture
Absorb
Nutrients
Capacity
http://science.k12flash.com/soil.html
-Brain Pop Jr. “Soil”
-Study Jams “Soil”
Students know that different soils possess different
textures and capacities for the retention of water
and nutrients. Students know that soil consists of
different components. Students know that these
characteristics of soil influence the growth and
survival of plants.
Old Objective 2.05, 2.06: Composting
PBL- Amaryllis Project. Unit project will take the
entire 8 weeks to complete (Begin the week of
March 18, and end the week of May 17)
Shared Folder, 3rd Grade Curriculum
- Amaryllis Activity Project