STRAND:
Matter
GRADE: 3
Essential Standard: 3.P.2 Understand the structure and properties of matter before and
after they undergo a change.
Clarifying Objective: 3.P.2.1 Recognize that air is a substance that surrounds us, takes
up space and has mass.
Activity
Materials
-Students will blow up one of their balloons Balloon – 2 per group
and tie it off.
String 3 pieces (20cm each)
Students will tie the blown up balloon to
Straw
one side of the straw and the other balloon Ruler & Scissors (Classroom Supplies)
to the other side of the straw.
Alkezeltzer
Tie the other string to the straw in the
Vinegar
middle.
Baking Soda
Students will observe what happens to the brown
balloons, proving that air has mass.
Margarine
-Can also do Alkezelter in a plastic bag
Pebbles
with water. Put the Alkezelter tablet in a
Wax
tissue. Place the tissue in a bag of water
Film Canisters
and close quickly
Construction Paper
-Put baking soda inside a balloon. Put
Glue
vinegar in a plastic bottle. Put the balloon Flour
on the top and tip it up so the baking soda Sugar
pours into the vinegar. Make sure to hold
Plastic Cups
the balloon on the top of the bottle.
Measuring Cups
-To melt or not to melt
Measuring Spoons
-Rocket Power
Stop Watches
Paper Towels
Thermometers
Meter Sticks
Post-It Notes
4 Small Bottles
STRAND:
Matter
GRADE: 3
Essential Standard: 3.P.2 Understand the structure and properties of matter before and
after they undergo a change.
Clarifying Objective: 3.P.2.2 Compare solids, liquids, and gases based on their basic
properties.
Activity
Materials
‐ I will act out, with other students, the
Elmer’s Glue
movement of solid, liquid, and gas
Borax
particles using a hula hoop. (Students =
Food Coloring
Particles)
Corn Starch
‐ I will act out solid particles by standing
Large Mixing Bowl
inside the hula hoop with as many other
Spoon
students as we can get squashed inside,
Food Coloring
so no one can move.
Sandwich Size Zip-lock Bags
‐ I will act out liquid particles by standing
Paper Towels
inside the hula hoop with ½ as many
4 Packs of Flavored Jell-O
students as were in the solid hula hoop.
Pan
We will move around slowly within the hula Spoon
hoop.
Bowl
‐ I will act out gas particles by standing
inside the hula hoop with ½ as many
students as were in the liquid hula hoop.
We will move around quickly within the
hula hoop.
‐ I will discuss, with my peers, why the
particles in liquids move faster than solids
and why gas particles move faster than
both solids and liquids.
-Make crystals grow from Epson Salt and
warm water.
-Make silly putty with Elmer’s glue, Borax,
food coloring, and water.
-Making Oobleck
-Watch it Wiggle
STRAND:
Matter
GRADE: 3
Essential Standard: 3.P.2 Understand the structure and properties of matter before and
after they undergo a change.
Clarifying Objective: 3.P.2.3 Summarize changes that occur to the observable
properties of materials when different degrees of heat are applied to them, such as
melting ice or ice cream, boiling water or an egg, or freezing water.
Activity
Materials
‐ I will change a solid to a liquid by melting Ice Tray (2)
an ice cube with my hands
Hot Plate
‐I will observe a liquid changing to a gas by Pot to boil water
as water boils, turning into steam.
Red Food Coloring
-Measuring the temperature change in
Blue Food Coloring
water as you mix warm water (dyed red)
Clear Jar (Glass)
into cold water (dyed blue) vs. pouring cold Plastic Trays
water into hot.
2 Glass Cups
-What’s the Matter
Small Aluminum Pan
-Making Ice Cream
Aluminum Foil
Spoon
STRAND:
Energy
GRADE: 3
Essential Standard: 3.P.3 Recognize how energy can be transferred from one object to
another.
Clarifying Objective: 3.P.3.1 Recognize that energy can be transferred from one object
to another by rubbing them against each other.
*Students know that rubbing objects together results in friction which releases heat
energy.
Activity
Materials
22 Balloons
‐ I will rub a balloon against my shirt and
Crayons
then my hair. As I pull the balloon away
Hot Plate
from my hair, the static energy from the
Muffin tins (2)
balloon will make my hair stand up.
Kabob Skewers
‐ I will rub my hands together to create
heat, and then place my hands on my face Transparency Film
to feel the warmth.
-Melt crayon shavings in a pan on a
warming plate. Pour the crayon liquid into
muffin tins, pop out the new crayons and
color. Place your hand over the tin and feel
the heat rising.
-Students can cook a hotdog using solar
power, a Pringles can, wooden Kabob
skewer, transparency film.
STRAND:
Energy
GRADE: 3
Essential Standard: 3.P.3.2 Recognize that energy can be transferred from a warmer
object to a cooler one by contact or at a distance and the cooler object
Clarifying Objective: 3.P.3.2
Students know that objects can transfer energy by touching or by giving off or receiving
energy waves. Heat can move from one object to another in more than one way.
Convection (more commonly gasses and liquids) and conduction (more commonly
solids) are best understood at this level not as vocabulary terms, but rather through
effects that may be observed using everyday materials such as water, air, cooking and
heating utensils
Activity
Materials
‐ I will place my hands on a warm object
Plastic Cooking Spoon
and record how it feels.
Wood Cooking Spoon
‐ I will hold my hands near, but not touch
Metal Cooking Spoon
the warm object and discuss with my
Cooking Pot
classmates how the temperature feels
Hot Plate
different from when I touched the warm
Ice Trays (2)
object.
Paper Towel Roll
‐ I will feel plastic, wood, and metal spoons
that have been in a bowl of hot water and
compare the temperature of each to the
bowl of hot water.
-starting with an ice cube, have students
see who can melt the ice cube the fastest.
Here’s the trick: They must use the melted
ice (water) to soak a paper towel and then
dry the paper towel using heat they
generate. See who can do it first.
STRAND:
Earth in the Universe
GRADE: 3
Essential Standard: 3.E.1 Recognize the major components and patterns observed in
the earth/moon/sun system.
Clarifying Objective: 3.E.1.1 Recognize that the earth is part of a system called the solar
system that includes the sun (a star), planets, and many moons and the earth is the
third planet from the sun in our solar system.
*3.E.1.1Students know that we live on a planet that is part of a solar system. Students
know that a solar system includes a star and planets, and other objects. The planets
and other objects revolve around the star. Students know that in our solar system Earth
is the third planet from the sun
Activity
Materials
Paper
‐I will draw a diagram of the nine planets
Plain Round Sugar Cookies
and label them.
White Frosting
-Edible sun cookies
Sprinkles – Yellow
-Sun & Moon Size
Sprinkles – Red
Chocolate Chips (Mini)
-Craters
Twizzlers Licorice Candy
Plastic Knives
Napkins
Assorted sizes of balls
1” Styrofoam Balls
2” Styrofoam Balls
3” Styrofoam Balls
Measuring Tape
Pie Pan
Flour Instant chocolate Powder Milk Mix
Marbles
Rulers
STRAND:
Earth in the Universe
GRADE: 3
Essential Standard: 3.E.1 Recognize the major components and patterns observed in
the earth/moon/sun system.
Clarifying Objective: 3.E.1.2 Recognize that changes in the length and direction of an
object’s shadow indicate the apparent changing position of the Sun during the day
although the patterns of the stars in the sky, to include the Sun, stay the same.
*3.E.1.2 Students know that the Sun and stars in the sky move in consistent patterns.
Students know that shadows are created by objects blocking the light. Students know
that as the Sun changes its apparent position in the sky, the shadows cast by objects
will change. Students know that the Earth rotates on its axis and revolves around the
Sun.
Activity
Materials
I will act out, with other students, how the
Flashlight (12)
Earth rotates on its axis to cause day and
Large Index Cards (24)
night.
Yarn
‐ I will work with a partner to trace my
Sidewalk Chalk
shadow several times during the day.
Light Bulb Ceramic
‐I will record the time and where the sun is Light Bulb
in the sky each time I trace my shadow.
Ping Pong Ball
‐ I will describe how the length of my
Paper Plate
shadow changed each time and compare
4 Oreos per student
it to where the sun was in the sky.
Plastic Knives
Luner Phases
Oreo Moon Phases
STRAND: Earth Systems, Structures and Processes
GRADE: 3
Essential Standard: 3.E.2 Compare the structures of the Earth’s surface using models
or three‐dimensional diagrams.
Clarifying Objective: 3.E.2.1 Compare Earth’s saltwater and freshwater features
(including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
*3.E.2.1 Students know that there are bodies of water on the surface of the earth and
that they are often named based on their characteristics and location. Some bodies of
water are salty, some are ‘fresh’, some are ‘brackish’, and some are frozen in ice sheets
and glaciers. Different types of organisms have developed to live in these different
bodies and types of water.
Activity
Materials
‐ I will use a graphic organizer to show the
Ice Trays (2)
differences and similarities
Salt
between saltwater and freshwater bodies
Eggs (2)
‐I will sort bodies of water based on their
Plastic Wrap
saltwater or fresh water contents
Clear Plastic Cups
or a combination if salt and fresh water.
Washers
‐ I will classify animals based on whether
Sand
they live in salt or fresh water.
Measuring Cup
‐ I will research saltwater or fresh water
Rubber Bands - Large
organisms.
‐ I will write a passage that introduces the
saltwater or freshwater organism
I researched and provides supporting facts
and details.
‐ I will examine the characteristics of ice
sheets and glaciers.
Egg in salt water
Make fresh water out of salt water (solar
still)
STRAND: Earth Systems, Structures and Processes
GRADE: 3
Essential Standard: 3.E.2 Compare the structures of the Earth’s surface using models
or three‐dimensional diagrams.
Clarifying Objective: 3.E.2.2 Compare Earth’s land features (including volcanoes,
mountains, valleys, canyons, caverns, and islands) by using models, pictures,
diagrams, and maps.
*3.E.2.2 Students know that the surface of the earth has many different types of
physical features and that these features are named according to their structure. There
are many representations for any given land feature and these possess
correspondences consistent with their attributes.
(models, maps, etc.).
Activity
Materials
‐ I will build models of land forms using
Stream Tables
everyday materials.
Sand
‐ I will use graphic organizers to compare
Watering Can
and contrast characteristics of these land
Foam Topographic Map Kit
forms.
Aluminum Foil
Foam Mountain
Mapping Your Face
STRAND: Structures and Functions of Living Organisms
GRADE: 3
Essential Standard: 3.L.1 Understand human body systems and how they are essential
for life: protection, movement and support.
Clarifying Objective: 3.L.1.1 Compare the different functions of the skeletal and
muscular system.
*3.L.1.1 Students know that the muscles and the skeleton provide a structural
framework that protects and supports mobility of the human body.
Students 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).
Activity
Materials
‐ I will flex and relax my arm and leg
Body X-Rays – 1 per Group
muscles and describe how they move the
Owl Pellets – 1 per student
body.
12’ Jump Rope – 1 per 2 students
‐I will explain that muscles work in pairs to Pipe Cleaners
push and pull bones to move the body.
Plastic Straws
‐ I will feel my rib cage and compare how it 2 Bendable Straws/per student
feels different from the soft part of my
1 Rubber Band
belly.
2 Paper Clips
‐ I will describe how my ribs protect my soft 5 Tennis Balls
internal organs by comparing my ribs to
Stop Watches
hard protective things like a bike helmet.
Plastic Cups
‐ I will demonstrate the muscle movement
Small Binder Clips
of the heart with my hands as I describe
how muscles make my heart beat.
‐I will demonstrate and describe using
objects, how muscles move food through
my stomach and intestines.
Body X-Rays
Owl Pellets
I Like to Move It!
Back Breaker
Putting it all Together
Taking Care of Muscles
How Fast are You?
STRAND: Structures and Functions of Living Organisms
GRADE: 3
Essential Standard: 3.L.1 Understand human body systems and how they are essential
for life: protection, movement and support.
Clarifying Objective: 3.L.1.2 Explain why skin is necessary for protection and for the
body to remain healthy.
*3.L.1.2 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.
Activity
Materials
Material – Various Textures
‐I will brush my hands over surfaces with
different textures and temperatures and
describe how my skin felt.
‐ I will explain how what my skin senses
protects me.
STRAND: Structures and Functions of Living Organisms
GRADE: 3
Essential Standard: 3.L.2 Understand how plants survive in their environments.
Clarifying Objective: 3.L.2.1 Remember the function of the following plant structures as
it relates to the survival of plants in their environments:
• Roots – absorb nutrients
• Stems – provide support
• Leaves – synthesize food
• Flowers – attract pollinators and produce seeds for reproduction.
*3.L.2.1 Students know the names and functions of major plant parts (roots, leaves,
stems, flowers). Students know that plants have special parts that perform special
functions in order for the plant to survive.
Activity
Materials
‐‐ I will draw a picture of a plant and name Live Plants
Root Viewer
the part.
4 Stalks of Celery per group
‐ I will describe what each part does.
4 Vials per group
Celery Experiment (Foss)
Vial Holder per group
Activating Yeast (Foss)
Zip Lock Baggies
Seed Race
Yeast
Syringe
Animal Crackers
Qt Size Sealable Bag
Paper Towels
Double Sided Tape
Plastic Spoons
5 Plastic Cups Each
16 Bean Soup Mix – 2 Bags
STRAND: Structures and Functions of Living Organisms
GRADE: 3
Essential Standard: 3.L.2 Understand how plants survive in their environments.
Clarifying Objective: 3.L.2.2 Explain how environmental conditions determine how well
plants survive and grow.
*3.L.2.2 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.
Activity
Materials
‐‐ I will observe plants growing with normal Grow Light/Lab
Seeds
amounts of light, water, and nutrients and
Clear Plastic Cups
record my observations.
Miracle Grow
‐ I will observe plants growing with too
much or too little light, water, and nutrients Measuring Cups
Spray Bottles
and record my observations.
Lima Beans
‐ I will compare the differences in my
Paper Towels
observations.
Two Sided Tape
Growing Up
STRAND: Structures and Functions of Living Organisms
GRADE: 3
Essential Standard: 3.L.2 Understand how plants survive in their environments.
Clarifying Objective: 3.L.2.3 Summarize the distinct stages of the life cycle of seed
plants.
*3.L.2.3 Students know the distinct stages of the life cycle of seed plants (seed,
germination, seedling, adult).
Activity
Materials
Onions
‐ I will make a graphic organizer to
Radish
illustrate and describe the stages of a
Carrots
plants life.
Radish Seeds
Bulb Grow (Foss)
Corn Seeds
Seeking Out Seeds
Bean Seeds
Bean-Y-Babies
Grass Seed
Sprouting Radish Seed
Cups – Clear Plastic
Missing Link
Lima Beans
Exploring the World of Tubers
Green String Beans
Rooting Around
Qt. Sealable Bags
Flower Power
Potting Soil
2 Living Plants
Potato 1 per 2 students
1 Large Garden Pot
Hand Shovel
Yucca Plant
Turnips
Ferns
Clover
Marigolds
Lillies
Tulips
Daffodils
STRAND: Structures and Functions of Living Organisms
GRADE: 3
Essential Standard: 3.L.2 Understand how plants survive in their environments.
Clarifying Objective: 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.
*3.L.2.4 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.
Activity
Materials
‐‐ I will observe and describe the texture of Sand
Course Sand
different kinds of soil.
Clay
‐ I will list the things that make up soil.
‐ I will observe and record how much water Sandy Soil
Loam
different kinds of soil hold.
Humas
‐ I will observe plants growing in different
Potting Soil
soil types and record my observations.
Perlite
‐ I will compare the differences in my
Seeds
observations.
Graduated Cylinders
Measuring Cups
Coffee Filters
Stop Watches
STRAND: Force and Motion
GRADE: 3
Essential Standard: 3.P.1 Understand motion and factors that affect motion.
Clarifying Objective: 3.P.1.1 Infer changes in speed or direction resulting from forces
acting on an object.
*3.P.1.1 Students know that when a force acts on an object it will result in a change of
speed and / or direction.
Activity
Materials
12 oz plastic Cups
Finding Forces Tri- Fold
Identify items that move in the first column. Spring Up Toys
Super Balls
In the second column, classify the forces
Insulation Foam Tubing
used as a push or a pull. In the 3rd
Marbles
column identify how the direction or speed Index Cards
changes.
Rattle Backs
Poppers
Push It, Pull It, Move It…
Tops
Topsy-Turvy Tops
Moving With Momentum
Strips of Wood (ramps)
Ping Pong Balls
Tennis Balls
Larger Ball – Softball?
Measuring Tape
STRAND: Force and Motion
GRADE: 3
Essential Standard: 3.P.1 Understand motion and factors that affect motion.
Clarifying Objective: 3.P.1.2 Compare the relative speeds (faster or slower) of objects
that travel the same distance in different amounts of time.
*3.P.1.2 Students know that speed can vary. Students know that varying the speed of a
moving object will affect the time it takes for the object to travel a particular distance.
‐ I will roll an object a short distance and record how long it takes.
‐ I will throw an object the same distance and record how long it takes.
‐ I will compare the different speeds by creating a graph. How does the speed of an
object affect how it travels?
‐ I will roll an object a short distance and record how long it takes.
‐ I will throw an object the same distance and record how long it takes.
‐ I will compare the different speeds by creating a graph.
Activity
‐ I will observe the speed and direction of
a moving object.
‐ I will observe and record how the
direction or speed changes when I push or
pull it.
‐ I will compare the change in speed or
direction to the original speed or direction.
Pendulum
Materials
Match Box Cars
Toy Truck with bed
Washers
Race Track
Golf Balls
Ping Pong Balls
Bouncy Balls
Adding Machine Tape
20 Washers
String
Paper Clips
Stop Watch
Graph Paper
STRAND: Force and Motion
GRADE: 3
Essential Standard: 3.P.1 Understand motion and factors that affect motion.
Clarifying Objective: 3.P.1.3 Explain the effect of earth’s gravity on the motion of any
object on or near the earth.
*3.P.1.3
Students know that the earth ‘pulls’ on all objects on or near the earth without touching
those objects.
Activity
Materials
Washers
‐‐ ‐ I will drop different size and shaped
Ping Pong Balls
objects and recognize that they all land
Clothes Pins
back on the ground /Earth’s surface.
Straw
How does the Earth's gravity affect objects Long Skinny Balloons
Fishing Line
as they move? ‐ I will drop different size
Tennis Balls/Group
and shaped objects and recognize that
Duct Tape
they all land back on the ground /Earth's
Meter Stick
surface. Table cloth trick (use paper and
heavy washers)
Toss balls in the air to try and get them to
stop falling back down.
Drop items from your seat, desk top,
standing on your seat etc, make
observations about each drop.
Table cloth trick (use paper and heavy
washers)
Toss balls in the air to try and get them to
stop falling back down.
Drop items from your seat, desk top,
standing on your seat etc, make
observations about each drop.
Power Up