3rd grade science map/pacing guide 2015-2016 · 3rd grade science map/pacing guide 2015-2016...

3rd Grade Science Map/Pacing Guide 2015-2016

Topics &

Standards

Quarter

1

Red

indicates:

the NGSS

performance

expectations

Key Concepts & Vocabulary Infer, Interpret, Investigate, Justify, Measure, Observe, Organize, Predict / Hypothesis, Question, Record, Relate, Science Variable SCIENTIFIC INQUIRY and APPLICATION PRACTICES Thinking Like a 21st Evidence Century Scientist and Engineer

Follow a laboratory procedure and work collaboratively within a group using appropriate scientific tools.

Work individually, with a partner, and as a team to test a scientific concept, change a variable, and record the experimental outcome.

Use the engineering design cycle to develop a solution with a predictable outcome.

Cite specific text or online resource to support a proposed design solution.

Key Concepts & Vocabulary Appearance, Behaviors, Environment, Environmental stimuli, Function ,Generation, Immature stages, Life cycle, Mature, Observation, Offspring, Parents, Reproduce, Structures, Survival, Traits, Variation LIFE SCIENCE Plants and animals have life cycles that are a part of their adaptations for survival in their natural environments.

Over the whole earth, organisms are growing, reproducing, dying and decaying. o Use observations and models to design a simple process to classify plants and animals based on their

structure. o Obtain information that animals have structures that allow them to respond to stimuli through instinct or

memory.

Time

Frame

Curriculum

Units with

Assessment

(Evidence)

Opportunities

for Integration

Resources

(Curriculum

/Textbook)

Technology, Other/

Differentiation

Week 1-3 SCIENCE

INQUIRY AND APPLICATION

Units:

Elementary Science Exploration Safety

ELA/Literacy W.5.7 Conduct short

research projects that use several sources to build

knowledge through

Think Like a Scientist Binder Discovery Education:

www.discoveryeducation.com

GIZMOS www.explorelearning.com

http://www.discoveryeducation.com/

http://www.explorelearning.com/


PRACTICES Thinking Like a 21st Century

Scientist

Science Exploration Relay

Keyboarding Practice Game

Introduction to Science and Engineering

investigation of different aspects of a topic.

W.5.8 Recall relevant

information from experiences or gather

relevant information from print and digital sources; summarize or paraphrase information in notes and

finished work, and provide a list of sources.

W.5.9 Draw evidence from

literary or informational texts to support analysis, reflection, and research.

Mathematics

MP.2 Reason abstractly and quantitatively.

MP.4 Model with

mathematics. MP.5 Use appropriate

tools strategically. 3-5.OA Operations and

Algebraic Thinking

*Be sure to use the Inspiring All

Students for differentiation which is located under lesson plan using online resources.

Week 4-9

Plant and Animals have

Cycles

UBD Framework Unit:

ELA/Literacy RI.3.7 Use information

gained from illustrations (e.g., maps, photographs) and the words in a text to

Inspire Science textbook

Module

Parents and Offspring

Discovery Education:


Ohio Department of Education - Science:



demonstrate understanding of the text (e.g., where, when, why,

and how key events occur). Create engaging

audio recordings of stories or poems that

demonstrate fluid reading at an understandable

pace; add visual displays when appropriate to

emphasize or enhance certain facts or details.

Mathematics

MP.4 Model with mathematics.

3.NBT Number and Operations in Base Ten

3.NF Number and

Operations—Fractions

Lessons

Life Cycle of Plants

Life Cycle of Animals

*Be sure to use the chapter

module opening, videos, sing alongs & games

http://education.ohio.gov/Topics/Ohio-s-NewLearning-

Standards/Science




http://education.ohio.gov/Topics/Ohio-s-NewLearning-Standards/Science



www.explorelearning.com


Topics &

Standards

Quarter

2

Red

indicates: the

NGSS

performance

expectations

Key Concepts & Vocabulary Adulthood, Behavioral, Environmental Stimuli, Functions, Generation, Heredity, Individual, Inherit, Instinctual Behavior Interactions, Learned Behavior, Life Cycle, Matures, Offspring, Organism, Physical Features, Reproduce, Resemble, Survive, Trait, Transfer, Variations LIFE SCIENCE Offspring resemble their parents and each other.

Individual organisms inherit many traits from their parents indicating a reliable way to transfer information from one generation to the next. Some behavioral traits are learned through interactions with the environment and are not inherited.

Living things have physical traits and behaviors, which influence their survival.

Living things are made up of a variety of structures.

Some structures and behaviors influence their survival.

Individuals of the same kind differ in their traits and sometimes the differences give individuals an advantage in surviving and reproducing.

Plants and animals have physical features that are associated with the environments where they live.

Plants and animals have certain physical features that improve their chances of surviving in particular environments.

Individuals of the same kind have different characteristics that they have inherited. o Obtain and communicate information about the characteristics of groups of organisms and evaluate how

groups help organisms survive. o Investigate and explain how internal and external structures serve functions of growth survival, behavior, and

reproduction. o Construct explanations of structures in animals serve functions of growth, survival, reproduction, and

behavior. Fossils can be to one another and to present day organisms according to their similarities and differences.

The concept of biodiversity is expanded to include different classification schemes based upon shared internal and external characteristics of organisms.

Time

Frame

Curriculum

Units with

Assessment

Opportunities

for Integration

Resources

(Curriculum

/Textbook)

Technology, Other/

Differentiation


(Evidence)

Weeks

1-9

LIFE SCIENCE Offspring resemble their parents and each other. Individuals of the same kind differ in their traits and sometimes the differences give individuals an advantage in surviving and reproducing. Plants and animals have life cycles that are a part of their adaptations for survival in their natural environments.

UBD Framework Unit:

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4

AND/OR ● 3-5 FATPs /

RAFTs

At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

*Assessments

located within unit

*Be sure to use the Inspire curriculum

assessments resources as well as

Defined Stem

ELA/Literacy 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.3.3 Describe the

relationship 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.

W.3.1 Write opinion pieces on topics or

texts, supporting a point of view with reasons.

W.3.2 Write

informative/explanatory texts to examine a topic

and convey ideas and information clearly.

Inspire Science Textbook

Module

Parents and Offspring Lessons

Inherited and Learned Traits

Module

Survival

Lessons

Animal Group Survival

Adaptations

Natural Selection

*Be sure to use the chapter module opening, videos, sing alongs &

games

Discovery Education:

www.discoveryeducation.com Ohio Department of Education -

Science: http://education.ohio.gov/Topics

/Ohio-s-NewLearning-Standards/Science

GIZMOS

www.explorelearning.com *Be sure to use the Inspiring All








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.

Mathematics MP.4 Model with

mathematics.

3.NBT Number and Operations in Base Ten.


Topics &

Standards

Quarter

3

Red

indicates: the

NGSS

performance

expectations

Key Concepts & Vocabulary Force, gravity, energy, motion, push, pull PHYSICAL SCIENCE Forces Change the motion of an object.

Motion can increase, change direction or stop depending on the force applied.

The change in motion of an object is related to the size of the force.

Some forces act without touching, such as using a magnet to move an object or objects falling to the ground. o Investigate the effect of pushes and pulls in different directions on the resulting motion of objects. o Investigate the effect of pushes and pulls of different strengths on the resulting motion of objects. o Construct an explanation for why an object subjected to multiple pushes and pulls might stay in one place or

move. o Analyze data to determine the relationship between friction and the motion of objects, o Plan and carry out investigations of how the change in motion and/or shape when objects touch or collide is

related to the speed of the objects.

Key Concepts & Vocabulary Heat Energy, Electrical Energy, Sound Energy, Magnetic Energy, Motion, Uncharged Objects, Charged Objects PHYSICAL SCIENCE Topic: Electric & Magnetic Forces Heat, light, sound and Motion magnetic energy are forms of energy

Demonstrate that heat is a form of energy and can create change in an object.

Demonstrate that sound, motion, light, and electricity are also forms of energy which have the ability to cause motion or create change.

Compare and contrast items to demonstrate that magnetic energy causes motion and creates change.

Time

Frame

Curriculum

Units with

Assessment

(Evidence)

Opportuniti

es for

Integration

Resources

(Curriculum

/Textbook)

Technology, Other/

Differentiation


Weeks 1-3

Physical Science

Motion & Forces

UBD Framework Unit:

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4


RAFTs



*Assessments

located within unit



Defined Stem

ELA/Literacy

RI.3.1 Ask and answer questions to

demonstrate understanding of a

text, referring explicitly to the text as the basis for the

answers.

W.3.7 Conduct short research projects

that build knowledge about a

topic.

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.

Mathematics MP.2 Reason abstractly and quantitatively.


Module

Motions and Forces

Lessons

Motion

Forces Can Change Motion

Simple Machine

*Be sure to use the chapter module opening, videos,

sing alongs & games

Computer for Research

*Be sure to use the Inspiring All Students for

differentiation which is located under lesson plan using online resources.


MP.5 Use appropriate tools

strategically.

Weeks 4-9

Physical Science

Electric & Magnetic Forces

Heat, light, sound

and Motion magnetic energy

are forms of energy

UBD Framework Unit:

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4


RAFTs



*Assessments

located within unit


assessments

ELA/Literacy RI.K.1 With

prompting and support, ask and answer questions

about key details in a text.

SL.K.3 Ask and

answer questions in order to seek help, get information, or clarify something

that is not understood.


Module

Electric and Magnetic Forces

Lessons

Electricity

Magnets

*Be sure to use the chapter module opening, videos,

sing alongs & games

Ohio Department of Education - Science: http://education.ohio.gov/Topics/Ohio-s-

NewLearning-Standards/Science


*Be sure to use the Inspiring All Students for

differentiation which is located under lesson plan using online resources.





resources as well as Defined Stem


Topics &

Standards

Quarter

4

Key Concepts & Vocabulary Characteristic, Classify/sort, Composition Moisture level, Organic material, Particle, Properties Resource, Rock Sampling (of rocks), Soil Texture, EARTH and SPACE SCIENCE (Supplemental purchased Activate Learning) Earth’s nonliving resources have specific properties.

Explore characteristics of rocks through observation, measurement, and testing.

Compare characteristics of various rocks.

Explain the process by which rocks are formed.

Compare different types of soil according to their characteristics.

Test the ability of water to pass through soil samples.

Observe that the proper type of soil can be used as a resource to support plant life. Key Concepts & Vocabulary conservation of energy, finite, limited resources, natural, non-renewable, renewable, replenished, resources, solar energy EARTH SCIENCE ( Remember this is Module Energy and Natural Resources in Book 4) Earth’s resources can be used for energy.

Demonstrate and explain the advantages and disadvantages of one energy source on the environment.

Compare and contrast various energy sources to determine their advantages and disadvantages for use in Columbus, Ohio.

State whether an energy source is renewable or nonrenewable.

Identify how Ohio’s energy sources compare to those of other states. Key Concepts & Vocabulary Reduce, Reuse, Recycle, Conservation, Resource, Overuse, Limited, Contamination EARTH SCIENCE ( Remember this is Module Energy and Natural Resources in Book 4) Some of Earth’s resources are limited.

Name natural resources and explain how they are used by people.

Explain why some resources are limited due to overuse and/or contamination.

Identify ways that people can conserve resources.

Demonstrate ways to reduce, reuse, and recycle materials


Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.

Ecosystems can change gradually or dramatically. When an environment changes, some plants and animals survive and reproduce and others die or move to new locations.

An animal’s patterns of behavior are related to the environment. This includes the kinds and numbers of other organisms present, the availability of food and resources, and the physical attributes of the environment.

Time

Frame

Curriculum

Units with

Assessment

(Evidence)

Opportunities

for

Integration

Resources (Curriculum

/Textbook)

Technology, Other/

Differentiation

Weeks

1-3

EARTH and

SPACE SCIENCE

Earth’s nonliving resources have

specific properties

3.ESS.1

UBD Framework Unit:

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4


RAFTs



ELA/Literacy

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 relationship between a

series of historical events, scientific ideas or

concepts, or steps in technical procedures in a

Activate Learning Kits and Workbooks

Soil and Rocks

Discovery Education: www.discoveryeducation.com

Rocks: The Solid Earth Materials #1(20:00 – all segments)

Rocks: The Solid Earth Materials #2(segments 1-3, 6-8)

Getting to Know: Soil (all segments)

Ohio Department of Education - Science:

http://education.ohio.gov/Topics/Ohio-sNew-Learning-Standards/Science

GIZMOS


*Be sure to use the Inspiring All Students for differentiation which is

located under lesson plan using online resources.

www.discoveryeducation.com%20





*Assessments located within unit



Defined Stem

text, using language that pertains to time, sequence, and cause/effect.

W.3.1 Write opinion

pieces on topics or texts, supporting a point of

view with reasons.

W.3.2 Write informative/explanatory texts to examine a topic



and relevant, descriptive details, speaking clearly

at an understandable pace.

Mathematics


MP.4 Model with

mathematics.


Weeks

4-6

EARTH & SPACE

SCIENCE Earth’s resources can be used for energy. 3.ESS.2

UBD Framework Unit:

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4


RAFTs



*Assessments located

within unit



Defined Stem




answers.




RI.3.3 Describe the relationship 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.

W.3.1 Write opinion


view with reasons.

W.3.2 Write informative/explanatory

Activate Learning Kits and Workbooks

Soil and Rocks


More Facts About Energy 2: 31 min

Solar Energy and Steam Power 3:25 min

The Sun’s Energy 2:13

The Green Earth Club: Solar Energy 15:00 min

Wind-powered generators at Palm Springs, 1993

Land Use in the U.S.: Coal and Oil 2:10 min

Power of Imagination 3:09 min

Alternatives to Fossil Fuels 4:53 min

Renewable Sources of Electrical Energy 3:58 min

Nuclear Energy 1:49 min

Cutting Air Pollution 3:56 min

Hydroelectric Power :19 min

The Planet Electric 7:20 min

Oil :55 min

The Demand for Hydroelectricity 1:25 min


*Be sure to use the Inspiring All Students for differentiation which is

located under lesson plan using online resources.




texts to examine a topic and convey ideas and information clearly.




Mathematics


MP.4 Model with

mathematics

Weeks

7-9

EARTH SCIENCE

Some of Earth’s resources are

limited.

Changes in an Ecosystems

UBD Framework Unit:

Formative/Summative

● 4-7 performance

tasks that reach

DOK level 4


RAFTs




answers.





Module Energy From Natural

Resources

Lessons

Energy from nonrenewable resources

Energy from renewable

resources


The Business of Recycling 2:29 min

Other Tips for Recycling 1:39 min

Recycling: A Class Project 3:04 min

The Three Stages of Recycling 2:31 min

A Field Trip to the Recycling Plant

3:02 min How Recycling Helps Keep Our Community Clean 2:04 min

Green Tips: Recycling Strategies for the Home and Concluding Comments

about the Benefits of Recycling 1:42 min





*Assessments located

within unit



Defined Stem

RI.3.3 Describe the

relationship 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.

W.3.1 Write opinion


view with reasons.

W.3.2 Write informative/explanatory texts to examine a topic





Mathematics

*Be sure to use the chapter module opening, videos, sing

alongs & games

Kids Sing a Rap About Recycling :42 min

The Green Earth Club: A Recycling Update 14:39 min

Ohio Department of Education -

Science: http://education.ohio.gov/Topics/Ohio-

sNew-Learning-Standards/Science



Students for differentiation which is located under lesson plan using online

resources.






MP.4 Model with

mathematics

3rd grade science map/pacing guide 2015-2016 · 3rd grade science map/pacing guide 2015-2016...

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