third grade - iredell-statesville schools / overvie€¦ · · 2015-08-062015-16...

Third Grade

Science

2015-16 Curriculum Guide

Iredell-Statesville Schools

2015-16 Iredell-Statesville Schools – 3rd Grade Science

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Third Grade Science

Table of Contents

Purpose and Use of Documents…………………………………………………………………………………………………………………………………………………………….3

College and Career Readiness Anchor Standards for Reading………………………………………………………………………………………………………………..4

College and Career Readiness Anchor Standards for Writing…………………………………………………………………………………………………………………5

College and Career Readiness Anchor Standards for Language Arts………………………………………………………………………………………………………6

College and Career Readiness Anchor Standards for Speaking and Listening…………………………………………………………………………………………7

Science as Inquiry………………………………………………………………………………………………………………………………………………………………………………….8

Year at a Glance…………………………………………………………………………………………………………………………………………………………………………………….9 – 10

Force and Motion…………………………………………………………………………………………………………………………………………………………………………………11 – 12

Matter: Properties and Change…………………………………………………………………………………………………………………………………………………………….13 – 14

Energy: Conservation and Transfer……………………………………………………………………………………………………………………………………………………….15 – 16

Earth in Universe…………………………………………………………………………………………………………………………………………………………………………………..17 – 18

Earth Systems, Structures, and Processes……………………………………………………………………………………………………………………………………………..19 – 20

Structures and Functions of Living Organisms……………………………………………………………………………………………………………………………………….21 – 22

Ecosystems……………………………………………………………………………………………………………………………………………………………………………………………23 – 25

Appendix……………………………………………………………………………………………………………………………………………………………………………………………… 26 – 27


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Purpose and Use of the Documents

The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program.

● The “At-a-Glance” provides a snapshot of the recommended pacing of instruction across a semester or year.

● Learning targets (“I can” statements) and Criteria for Success (“I will” statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard.

● The academic vocabulary or content language is listed under each standard. There are 30-40 words in bold in each subject area that should be taught to mastery.

● The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards.

Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides.


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College and Career Readiness Anchor Standards for Reading

The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.

Key ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors

take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently. * Please see “Research to Build and Present Knowledge” in writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.


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College and Career Readiness Anchor Standards for Writing


Text Types and Purposes*

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event

sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research

Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or

two) for a range of tasks, purposes, and audiences.

* These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.’


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College and Career Readiness Anchor Standards for Language


Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference material, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression


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College and Career Readiness Anchor Standards for Speaking and Listening


Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Taken from Common Core Standards (www.corestandards.org)

http://www.corestandards.org/


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Science as Inquiry

As students progress through the grade levels, their strategies for finding solutions to questions improve as they gain experience conducting simple investigations and working in small groups. They are capable of asking questions and make predictions that can be tested. Students must be encouraged to make more careful observations and measure things with increasing accuracy. During investigations, students must have opportunity to use more advanced tools such as calculators, computers, graduated cylinders, scales and meter sticks to gather data and extend their senses. They must keep accurate records and run enough trials to be confident of their results to test a prediction. They must have experiences that allow them to recognize patterns in data and use data to create reasonable explanations of results of an experiment or investigation. They should be encouraged to employ more sophisticated language, drawings, models, charts and graphs to communicate results and explanations. Students must always use appropriate safety procedures, including listening skills, when conducting simple investigations.

This and other unpacking information obtained from: http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/3-5.pdf

http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/3-5.pdf

http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/3-5.pdf


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A Year at a Glance

To be addressed throughout the year. The North Carolina Science Essential Standards maintain the respect for local control of each Local Education Authority (LEA) to design the specific curricular and instructional strategies that best deliver the content to their students. Nonetheless, engaging students in inquiry-based instruction is a critical way of developing conceptual understanding of the science content that is vital for success in the twenty-first century. The process of scientific inquiry, experimentation and technological design should not be taught nor tested in isolation of the core concepts drawn from physical science, earth science and life science. A seamless integration of science content, scientific inquiry, experimentation and technological design will reinforce in students the notion that "what" is known is inextricably tied to "how" it is known. A well-planned science curriculum provides opportunities for inquiry, experimentation and technological design. Teachers, when teaching science, should provide opportunities for students to engage in "hands-on/minds-on" activities that are exemplars of scientific inquiry, experimentation and technological design.

1st Quarter

Matter: Properties and Change

3.P.2.1 Recognize that air is a substance that surrounds us, takes up space and has mass. 3.P.2.2 Compare solids, liquids, and gases based on their basic properties including the water cycle. 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.

Energy: Conservation and Transfer

3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them against each other. 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 gets warmer.

2nd Quarter

Earth Systems, Structures and Processes

3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). 3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.

Structures and Functions of Living Organisms

3.L.1.1 Compare the different functions of the skeletal and muscular system. 3.L.1.2 Explain why skin is necessary for protection and for the body to remain healthy.


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3rd Quarter

Forces & Motion

3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object. 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.1.3 Explain the effect of earth’s gravity on the motion of any object on or near the earth.

Earth in the Universe 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.1.2 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.

4th Quarter

Ecosystems

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.2.2 Explain how environmental conditions determine how well plants survive and grow. 3.L.2.3 Summarize the distinct stages of the life cycle of seed plants. 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 due to climate and weather.


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☐Q1 ☒Q2 ☐Q3 ☐Q4

Forces and Motion

Essential Standard: 3.P.1 Understand motion and factors that affect motion.

Clarifying Objectives: 3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object. 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.1.3 Explain the effect of earth’s gravity on the motion of any object on or near the earth.

Unpacking: What does this standard mean that a student will know and be able to do?

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. 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. 3.P.1.3 Students know that the earth ‘pulls’ on all objects on or near the earth without touching those objects.

Essential Vocabulary: Speed, Gravity, Mass, Relative Speed

Learning Targets: “I Can” Criteria For Success: “I Will” Resources

1. I can explain how the direction or speed of a moving object will change if I push or pull it.

- 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.

Force & Motion Lesson Plan http://www.bbc.co.uk/schools/teachers/

ks2_lessonplans/science/forces_in_action.shtml

Force & Motion Interactive Truck Activity

http://www.bbc.co.uk/schools/scienceclips/ ages/10_11/forces_action_fs.shtml

http://www.bbc.co.uk/schools/teachers/ks2_lessonplans/




http://www.bbc.co.uk/schools/scienceclips/





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2. I can compare how fast objects travel. - 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.

http://www.teachjunkie.com/sciences/19-fun-

ideas-resources-force-and-motion/

http://www.thepolkadottedteacher.com/2012/10/

we-have-force.html

3. I can explain how Earth’s gravity pulls objects toward the earth.

- I will drop different size and shaped objects and recognize that they all land back on the ground /Earth’s surface.

http://www.teachjunkie.com/sciences/19-fun-ideas-resources-force-and-motion/

http://www.teachjunkie.com/sciences/19-fun-ideas-resources-force-and-motion/

http://www.thepolkadottedteacher.com/2012/10/we-have-force.html

http://www.thepolkadottedteacher.com/2012/10/we-have-force.html


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☒Q1 ☐Q2 ☐Q3 ☐Q4

Matter: Properties and Change

Essential Standard: 3.P.2 Understand the structure and properties of matter before and after they undergo a change.

Clarifying Objectives: 3.P.2.1 Recognize that air is a substance that surrounds us, takes up space and has mass. 3.P.2.2 Compare solids, liquids, and gases based on their basic properties including the water cycle. 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.


3.P.2.1 Recognize that air is a substance that surrounds us, takes up space and has mass. 3.P.2.2 Compare solids, liquids, and gases based on their basic properties. 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.

Essential Vocabulary: Solid, Liquid, Gas, Mass, Energy, Melt, Boil


1. I can construct a model to show that air takes up space.

- I will blow up a balloon and squeeze it to prove that it has air in it. - I will hold my hand tightly over the top of a bottle and then hold it under the water. When I take my hand off, I will see that the air in the bottle takes up space because the water can’t get into the bottle.

http://frugalfun4boys.com/2013/04/22/science-

demonstration-air-takes-up-space/

http://frugalfun4boys.com/2013/04/22/science-demonstration-air-takes-up-space/

http://frugalfun4boys.com/2013/04/22/science-demonstration-air-takes-up-space/


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2. I can compare the solid, liquid, and gas forms of matter through role play.

- I will act out, with other students, the movement of solid, liquid, and gas particles using a hula hoop. (Students = Particles) - I will act out solid particles by standing inside the hula hoop with as many other students as we can get squashed inside, so no one can move. - I will act out liquid particles by standing inside the hula hoop with ½ as many students as were in the solid hula hoop. We will move around slowly within the hula hoop. - 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.

http://www.superteacherideas.com/science18-morematter.html

3. I can change matter by heating or cooling it. - I will change a solid to a liquid by melting an ice cube with my hands

- I will observe a liquid changing to a gas by seeing water boil and turning into steam. -I will learn how change in our environment happens through the water cycle.

https://www.youtube.com/watch?v=FmTh0ECGPCY&safe=active

http://theinspiredclassroom.blogspot.com/2012/

01/about-to-start-

weather.html?_sm_au_=iVVj35tWNv3Sf7Zq

http://scienceprojectideasforkids.com/2009/wat

er-cycle/





http://theinspiredclassroom.blogspot.com/2012/01/about-to-start-weather.html?_sm_au_=iVVj35tWNv3Sf7Zq



http://scienceprojectideasforkids.com/2009/water-cycle/

http://scienceprojectideasforkids.com/2009/water-cycle/


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☒Q1 ☐Q2 ☐Q3 ☐Q4

Energy: Conservation and Transfer

Essential Standard: 3.P.3 Recognize how energy can be transferred from one object to another.

Clarifying Objectives: 3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them against each other. 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 gets warmer.


3.P.3.1 Students know that rubbing objects together results in friction which releases heat energy. 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.

Essential Vocabulary: Transfer, Energy, Convection, Conduction


1. I can explain 2 ways energy can be transferred from one object to another.

- I will rub a balloon against my shirt and then my hair. As I pull the balloon away from my hair, the static energy from the balloon will make my hair stand up. - I will rub my hands together to create heat, and then place my hands on my face to feel the warmth.

http://www.energystar.gov/index.cfm?c=kids.kids_index

http://www.sciencekids.co.nz/experiments/bouncingballs.html






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2. I can compare how energy is transferred by touching a warm object or being close to one.

- I will place my hands on a warm object and record how it feels. - I will hold my hands near, but not touch the warm object and discuss with my classmates how the temperature feels different from when I touched the warm object. - 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.

https://www.youtube.com/watch?v=6sUOMds_zmE

https://www.youtube.com/watch?v=6sUOMds_zmE


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☐Q1 ☐ Q2 ☒Q3 ☐Q4

Earth in the Universe

Essential Standard: 3.E.1 Recognize the major components and patterns observed in the earth/moon/sun system.

Clarifying Objectives: 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.1.2 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.1.1 Students 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. 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.

Essential Vocabulary: Solar system, Planet, Sun, Star, Moon, Earth, Constellations, Shadows, Rotation, Revolution, Axis


1. I can diagram and label the parts in the solar system.

- I will name the eight planets in order. - I will draw a diagram of the eight planets and label them. - I will place the sun at the center of the solar system. - I will draw one moon for planet Earth

Sun/ Moon/ Earth Video & Quiz

http://www.bbc.co.uk/bitesize/ks2/science/

physical_processes/earth_sun_moon/play/

Sun Moon Earth Lesson Plan


science/earth_sun_moon.shtml









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http://studyjams.scholastic.com/studyjams/jams/science/so

lar-system/day-on-earth.htm

2. I can describe how the planets revolve around the sun.

- I will act out, with other students, the movements of the planets as they move around the sun and explain what I’m doing.

https://www.youtube.com/watch?v=86srtbHgcnE

3. I can explain how day and night are caused by Earth’s rotation.

- I will act out, with other students, how the Earth rotates on its axis to cause day and night.

https://www.youtube.com/watch?v=hWkKSkI3gkU

4. I can use evidence to discuss the movement of constellations in the night sky.

- I will use props to act out where I’ll see constellation at different times of the night as I explain what I’m doing.

http://www.simplyrealmoms.com/posts/simply-summer-

school-constellations/

5. I can compare the length of shadows as the sun moves across the sky during the day.

- I will work with a partner to trace my shadow several times during the day. - I will record the time and where the sun is in the sky each time I trace my shadow. - I will describe how the length of my shadow changed each time and compare it to where the sun was in the sky.

Shadow Tracing Activity

http://www.cgtp.duke.edu/~plesser/outreach/kenan/

Activity%204%20Shadow%20Tracing.pdf http://www.kidsplaybox.com/kids-crafts-homemade-sun-

dial/

http://studyjams.scholastic.com/studyjams/jams/science/solar-system/day-on-earth.htm

http://studyjams.scholastic.com/studyjams/jams/science/solar-system/day-on-earth.htm

https://www.youtube.com/watch?v=86srtbHgcnE

https://www.youtube.com/watch?v=hWkKSkI3gkU

http://www.simplyrealmoms.com/posts/simply-summer-school-constellations/

http://www.simplyrealmoms.com/posts/simply-summer-school-constellations/




http://www.kidsplaybox.com/kids-crafts-homemade-sun-dial/

http://www.kidsplaybox.com/kids-crafts-homemade-sun-dial/


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☐Q1 ☒ Q2 ☐Q3 ☐Q4


Essential Standard: 3.E.2 Compare the structures of the Earth’s surface using models or three-dimensional diagrams.

Clarifying Objectives: 3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). 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.2.1 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. 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.).

Essential Vocabulary: Saltwater, Freshwater, Landform, Volcano, Mountain, Valley, Canyon, Caverns, Islands, Seas, Rivers, Lakes, Ponds,

Streams, Glaciers, Ocean


1. I can distinguish between bodies of saltwater and freshwater.

- I will use a graphic organizer to show the differences and similarities between saltwater and freshwater bodies

- I will sort bodies of water based on their saltwater or fresh water contents or a combination if salt and fresh water. - I will classify animals based on whether they live in salt or fresh water.

http://geography.mrdonn.org/landforms.html Landform SMART Lesson http://www.kiwicrate.com/projects/Salt-Water-vs.-

Fresh-Water/442

http://geography.mrdonn.org/landforms.html

http://geography.mrdonn.org/landforms.html

http://exchange.smarttech.com/details.html?id=98965b8d-003b-428b-97f0-d9c25e714ce4

http://www.kiwicrate.com/projects/Salt-Water-vs.-Fresh-Water/442

http://www.kiwicrate.com/projects/Salt-Water-vs.-Fresh-Water/442


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- I will research saltwater or fresh water 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.

2. I can compare and contrast land features by using models, pictures, and diagrams, and maps.

- I will build models of land forms using everyday materials. - I will use graphic organizers to compare and contrast characteristics of these land forms.

Land form test and links

http://www.brainpop.com/educators/community/bp-jr-topic/landforms/ https://www.pinterest.com/pin/152278031127256996/

http://www.brainpop.com/educators/community/bp-jr-topic/landforms/

http://www.brainpop.com/educators/community/bp-jr-topic/landforms/

https://www.pinterest.com/pin/152278031127256996/


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☐Q1 ☒Q2 ☐Q3 ☐Q4


Essential Standard: 3.L.1 Understand human body systems and how they are essential for life: protection, movement and support.

Clarifying Objectives: 3.L.1.1 Compare the different functions of the skeletal and muscular system. 3.L.1.2 Explain why skin is necessary for protection and for the body to remain healthy.


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). 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.

Essential Vocabulary: Bones, Muscles, Skin, Protection, Tissue, Nerves, Skeletal, Function, Muscular, Reproduce, Internal, External, System,

Survival, Properties, Nutrients, Produce, Embryo


1. I can explain how the skeleton and muscles create a frame for the body.

- I will explain that bones are made of hard material. - I will describe how bones give my body shape.

http://kidshealth.org/kid/htbw/SSmovie.html http://www.abcya.com/skeletal_system.htm

2. I can describe how the muscles and skeleton protect the body and allow it to move.

- I will flex and relax my arm and leg muscles and describe how they move the body. - I will explain that muscles work in pairs to push and pull bones to move the body.

Skeletal System Game & Text http://www.bbc.co.uk/bitesize/ks2/science/

living_things/skeletons_muscles/play/

http://kidshealth.org/kid/htbw/SSmovie.html

http://kidshealth.org/kid/htbw/SSmovie.html

http://www.abcya.com/skeletal_system.htm

http://www.abcya.com/skeletal_system.htm






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- I will feel my rib cage and compare how it feels different from the soft part of my belly. - I will describe how my ribs protect my soft internal organs by comparing my ribs to hard protective things like a bike helmet.

3. I can explain that internal organs are made of muscles.

- I will demonstrate the muscle movement 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.

https://www.youtube.com/watch?v=C6u0u_59

UDc

4. I can describe how skin protects my body. - I will explain how what my skin senses protects me.

http://www.ourtimetolearn.com/blog/2014/08/1

7/how-skinteresting/

https://www.youtube.com/watch?v=C6u0u_59UDc

https://www.youtube.com/watch?v=C6u0u_59UDc

http://www.ourtimetolearn.com/blog/2014/08/17/how-skinteresting/

http://www.ourtimetolearn.com/blog/2014/08/17/how-skinteresting/


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☐Q1 ☐Q2 ☐Q3 ☒Q4

Ecosystems

Essential Standard: 3.L.2 Understand how plants survive in their environments.

Clarifying Objectives: 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.2.2 Explain how environmental conditions determine how well plants survive and grow. 3.L.2.3 Summarize the distinct stages of the life cycle of seed plants. 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 due to climate and weather.


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. 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. 3.L.2.3 Students know the distinct stages of the life cycle of seed plants (seed, germination, seedling, adult). 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.

Essential Vocabulary: Seed, Seedling, Roots, Stem, Leaves, Flowers, Environment, Life cycle, Soil, Sand, Humus, Survive, Texture, Capacity,

Retention, Drought, Stages, Conditions, Components, Synthesize, Environmental Conditions


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Learning Targets: “I Can” Criteria For Success: “I Will”

Resources

1. I can label the parts of a plant and tell what they do.

- I will draw a picture of a plant and name the part. - I will describe what each part does.

http://www.superteacherideas.com/science2-plantlife.html

2. I can compare how plants react to different amounts of light, water, and nutrients.

- I will observe plants growing with normal amounts of light, water, climate, nutrients and record my observations. - I will observe plants growing with too much or too little light, water, and nutrients and record my observations. - I will compare the differences in my observations.

3. I can give examples of the stages of a plant’s life cycle.

- I will make a graphic organizer to illustrate and describe the stages of a plants life.

Plant Life Cycle Lesson Plan

http://www.bbc.co.uk/schools/teachers/ks2_lessonplans/science/life_cycles.shtml https://www.youtube.com/watch?v=G2RuVxdr0mA

https://www.youtube.com/watch?v=iFCdAgeMGOA

4. I can compare the different types of soil.

- I will observe and describe the texture of different kinds of soil. - I will list the things that make up soil. - I will observe and record how much water different kinds of soil hold.

http://www.education.com/activity/article/growgrass_preschool/



http://www.bbc.co.uk/schools/teachers/ks2_lessonplans/science/life_cycles.shtml

http://www.bbc.co.uk/schools/teachers/ks2_lessonplans/science/life_cycles.shtml

https://www.youtube.com/watch?v=G2RuVxdr0mA

https://www.youtube.com/watch?v=G2RuVxdr0mA



http://www.education.com/activity/article/growgrass_preschool/


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5. I can compare how plants grow in different soil types.

- I will observe plants growing in different soil types and record my observations. - I will compare the differences in my observations.

-use 4 types of soil and plant the same plant in each. Give each cup the same

amount of water and sunlight. Graph how much each plant grows over a month. See

which type of soil grows the best plant.

The ISS Curriculum Guide is adapted from NC DPI http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/science/3.pdf .

http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/science/3.pdf


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Appendix

iPad Apps (free unless noted) Essential Skeleton 3

-Take a 3D view of the Skeleton System Bones for Kids Lite

-This app allows you to name specific bones and name them

Dem Dancing Bones

-This is a funny dancing/singing skeleton that names the bones and what their connected to Amazing Space Journey – 3D Solar System -An interactive 3D look into our Solar System

My Incredible Body-A Kid’s App to learn about the Human Body

-Take a look inside yourself trough zooming

Starlight: Find Stars and Constellations

-Find the constellations within the stars

A Plants Life

-Find all the components of how a plant grows

Pollen Power -This interactive app pollenates a flower to help it grow

Videos

(Discovery Education Video require an

account)


-Magic School Bus: Takes a Dive http://app.discoveryeducation.com/search?Ntt=magic+school+bus+oceans

-Magic School Bus: Blows its Top

http://app.discoveryeducation.com/search?Ntt=magic+school+bus+energy


-Magic School Bus: Flexes its muscles

http://app.discoveryeducation.com/search?Ntt=magic+school+bus+solar+system

Earth in the Universe

-Magic School Bus: Sees Stars


-Magic School Bus: Out of This World

http://app.discoveryeducation.com/search?Ntt=magic+school+bus+oceans

http://app.discoveryeducation.com/search?Ntt=magic+school+bus+oceans








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-Magic School Bus: Gets Lost in Space


Force and Motion

-Magic School Bus: Gains Weight http://app.discoveryeducation.com/search?Ntt=magic+school+bus+gravity

Ecosystem

-Magic School Bus: Gets Planted

http://app.discoveryeducation.com/search?Ntt=gets+planted

-Magic School Bus: Goes to Seed

http://app.discoveryeducation.com/search?Ntt=magic+school+bus+soil

Field Trips

http://www.learnnc.org/discover/





http://app.discoveryeducation.com/search?Ntt=magic+school+bus+gravity

http://app.discoveryeducation.com/search?Ntt=magic+school+bus+gravity





