3rd Grade Science Map/Pacing Guide 2015-2016 · 3rd Grade Science Map/Pacing Guide 2015-2016 (Evidence) Weeks ELA/Literacy 1-9 LIFE SCIENCE Offspring resemble their parents and each
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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
3rd Grade Science Map/Pacing Guide 2015-2016
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:
www.discoveryeducation.com
Ohio Department of Education - Science:
3rd Grade Science Map/Pacing Guide 2015-2016
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
GIZMOS www.explorelearning.com
*Be sure to use the Inspiring All
Students for differentiation which is located under lesson plan using online resources.
3rd Grade Science Map/Pacing Guide 2015-2016
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
3rd Grade Science Map/Pacing Guide 2015-2016
(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
Students for differentiation which is located under lesson plan using online resources.
3rd Grade Science Map/Pacing Guide 2015-2016
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.
3rd Grade Science Map/Pacing Guide 2015-2016
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
3rd Grade Science Map/Pacing Guide 2015-2016
Weeks 1-3
Physical Science
Motion & Forces
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.
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.
Inspire Science Textbook
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.
3rd Grade Science Map/Pacing Guide 2015-2016
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
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
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.
Inspire Science Textbook
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
GIZMOS www.explorelearning.com
*Be sure to use the Inspiring All Students for
differentiation which is located under lesson plan using online resources.
3rd Grade Science Map/Pacing Guide 2015-2016
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
3rd Grade Science Map/Pacing Guide 2015-2016
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
AND/OR ● 3-5 FATPs /
RAFTs
At least 1 GRASP per quarter
At least 1 Common Short Cycle per quarter
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
www.explorelearning.com
*Be sure to use the Inspiring All Students for differentiation which is
located under lesson plan using online resources.
3rd Grade Science Map/Pacing Guide 2015-2016
*Assessments located within unit
*Be sure to use the Inspire curriculum
assessments resources as well as
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 convey ideas and information clearly.
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.2 Reason abstractly and quantitatively.
MP.4 Model with
mathematics.
3rd Grade Science Map/Pacing Guide 2015-2016
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
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.3.2 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 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
Activate Learning Kits and Workbooks
Soil and Rocks
Discovery Education: www.discoveryeducation.com
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
GIZMOS www.explorelearning.com
*Be sure to use the Inspiring All Students for differentiation which is
located under lesson plan using online resources.
3rd Grade Science Map/Pacing Guide 2015-2016
texts to examine a topic and convey ideas and information clearly.
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.2 Reason abstractly and quantitatively.
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
AND/OR ● 3-5 FATPs /
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.
Inspire Science Textbook
Module Energy From Natural
Resources
Lessons
Energy from nonrenewable resources
Energy from renewable
resources
Discovery Education: www.discoveryeducation.com
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
3rd Grade Science Map/Pacing Guide 2015-2016
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
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.
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
*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
GIZMOS www.explorelearning.com
*Be sure to use the Inspiring All
Students for differentiation which is located under lesson plan using online
resources.
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