Third Grade 2011 BREVARD SCIENCE PACING AND SEQUENCE GUIDE 2.0 B R E V A R D S CIEN C E SCALIN G T H E S U M M I T “This is the best day of my life!” -Seine Netting ESE student during Lagoon Quest “Oh, now I get the difference between weathering and erosion.” -23 yr. UF law student after reading TASK-Force poster “You don’t truly understand something unless you can explain it to your grandmother.” -Einstein
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Third Grade 2011
BREVARD SCIENCE PACING AND SEQUENCE GUIDE 2.0
BREVARD SCIENCE
SCALING THE SUMMIT
“This is the best day of my life!”
-Seine NettingESE student during
Lagoon Quest
“Oh, now I get the difference between weathering and erosion.”
-23 yr. UF law student
after reading TASK-Force poster
“You don’t truly understand something unless you can explain it to your grandmother.”
-Einstein
“We could reach 2020 and find that the ability of the U.S. research and education institutions to regenerate has been damaged and that their preeminence has been lost to other ends of the world.”
National Science Board
“If your science lesson makes dinner conversation, you succeeded in creating an unforgettable learning experience.”
Steve Spangler
“Inquiry not only tests what students know, it presses students to put what they know to the test.”
John Glenn, U.S. Senator, Astronaut Commission Chairman of “Before It’s Too Late”
“I still remember the day we investigated surface tension with drops of water on a penny.”
Francis-a 21 year old to his former 6th grade teacher
“Give the pupils something to do; not something to learn; and if the doing is of such nature as to demand thining; learning naturally results.”
John Dewey
Brevard Public Schools
K-6 Pacing and Sequence Guide 2.0
Advisor:
Lynn Spadaccini, Ed. D. Director, Office of Elementary Programs
Coordinator:
Ed Short Elementary Science Resource Teacher,
Office of Elementary Programs
Committee Members:
Michelle Ferro West Melbourne School for Science
Chimene Rice Manatee Elementary School
Wendy Shelden Ralph M. Williams, Jr. Elementary School
Cover Design:
Ciarra Smith BPS Graphic Designer
Cover Illustrations: Printed with permission of Steve Spangler Science Inc.
Special thanks to the Summer 2011 Think Tank Members: Pam Aulakh Manatee Elementary School
Beth Conti Quest Elementary School
Kaycee Cook Palm Bay Elementary School
Rebecca Downey Hans Christian Andersen Elementary School
Beth Faulkner Apollo Elementary School
Jana Gabrielski Suntree Elementary School
Amanda Gayle Saturn Elementary School
Julie Hill Fairglen Elementary School
Scott Joyce Holland Elementary School
Danielle Kraus Manatee Elementary School
Nita Lent Robert Louis Stevenson School of the Arts
Sherri McGinn Christa McAuliffe Elementary School
Holly Mentillo Ocean Breeze Elementary School
Nancy Rehwoldt Surfside Elementary School
Robin Robb Indialantic Elementary School
Amber Thibedeau Sunrise Elementary School
Melissa Woods Sea Park Elementary School
Science Pacing and Sequence Overview for Grades K-6
The Next Generation Sunshine State Standards (NGSSS) for Science ushered in a new way of thinking about science education. Students are now expected to master the concepts specific to each grade level, with gradually increasing complexity and depth. To ensure this mastery of content, teachers must teach their grade level benchmarks in depth.
Bodies of Knowledge (BOK)
Science concepts are divided into four general Bodies of Knowledge: Life Science, Earth and Space Science, Physical Science, and Nature of Science.
Big Ideas
Eighteen Big Ideas thread throughout all grade levels and the benchmarks under them build in rigor and depth as students advance from K-6. Each grade level includes benchmarks from all four Bodies of Knowledge, but not every grade level will teach concepts from every Big Idea.
Benchmarks
Each grade level has their own set of grade-specific benchmarks that students must master. Kindergarten benchmarks are very different from Grade 1 benchmarks. In some Big Ideas, the concept is taught once in a grade level and never touched on again for several years. As such, it is critical that students master each and every benchmark for their grade level.
Cognitive Complexity (Depth of Knowledge)
The DOE has provided the Cognitive Complexity for each benchmark and we have included it at the end of each benchmark. This rating system “reflects the relative complexity of thinking that a given benchmark demands of students” (adapted from “depth of knowledge” system by Dr. Webb, 1999). Low Complexity benchmarks rely heavily on recall and recognition of previously learned concepts and principles. Moderate Complexity involves more flexible thinking and choice when problem-solving. High Complexity involves heavy demands on student thinking (abstract, analysis, judgment, etc). The verb(s) used in the benchmark signify the depth to which the student is expected to master the concept. For example, if the verb of a benchmark is “observe,” the students are expected to make observations about scientific phenomena. If the verb is “investigate,” then students are expected to do an in-depth analysis for mastery of the concept. The important thing to keep in mind is that some benchmarks are intended to be taught more in-depth than others as they demand more complex thinking.
FCAT 2.0 Science Test Item Specifications (grade 3-6)
In the grades 3-6 benchmark charts, information from the FL DOE FCAT 2.0 Science Test Item Specifications (grade 5 and grade 8) has been added. This information is intended as a guide to the types of questions that can be asked on FCAT 2.0 Science and should not be used to limit instruction. Teachers should always teach all benchmarks to mastery. In grades 3 and 4, the only Item Specifications that have been added are the benchmarks that are not taught in grade 5. In grade 6, the only Item Specifications that have been added are the benchmarks that are not taught in Grades 7 and 8. As these benchmarks will not be taught in their "tested" year, teachers must plan for enough time and practice for students to gain a solid understanding of these concepts. The complete FL DOE FCAT 2.0 Science Test Item Specifications are available at
Because each grade level has its own set of benchmarks, we’ve added a Topic Matrix to the end of the Pacing and Sequence Guide. This matrix shows the concepts taught at each grade level. It is intended to identify gaps in instructional flow. For example, instruction for the concept of weather patterns begins in grade 2, but is not addressed in grades 3 or 4. This signals a gap in instructional flow and shows the importance of teaching benchmarks to mastery. In other cases, the Topic Matrix shows the “FOCUS” of a grade level. For example, in Big Idea 10, grades 3, 4, and 5 all start with a similar energy benchmark. But in grade 3, the added focus is on light energy; in grade 4, it is heat and sound energy; and in grade 5, the focus is electrical energy.
While benchmarks are grade specific, the instructional best practices remain the same. Refer to CSI: BREVARD 2.0—Creating Science Inquiry Resource Guide for suggestions on instruction, assessments, and resources.
Students with Significant Cognitive Disabilities
Each school has complete copies of the K-8 Science Standards. Refer to them for Access Points to be used with students with significant cognitive disabilities—these Access Points only apply to students who take the FCAT Alternate Assessment (less than 1% of BPS population).
Pacing and Sequence Rationale
In determining the pacing and sequence of the Bodies of Knowledge for all grade levels, many different factors were taken into account. Teacher input, flow with other grade levels, timing of the FCAT, number and complexity of benchmarks, and district-wide field study trips (grades 4 and 6) influenced the placement of the Bodies of Knowledge.
For grades K-5, science instruction follows the same sequence: Science Start-up (see below), Life Science, Earth and Space Science, Physical Science. This sequence has many benefits:
It helps multi-grade teachers to better manage teaching two grade-specific sets of standards. It supports science events that cross grade levels (Science Family Nights, etc.). It streamlines planning and integration for Designated Science Classrooms, Science Buddies, and activity
classes.
Grade 6 has a different sequence due to the demands of their benchmarks. This grade level begins with Science Start-up, then moves to Physical Science, Earth/Space Science, and finishes with Life Science.
Life Science is the main focus of the grade 6 curriculum and these benchmark concepts are not taught again before the grade 8 FCAT 2.0 Science. These benchmarks are so broad and comprehensive that teachers could easily spend much more time on them than has been allotted. With this pacing, they complete Physical Science and Earth/Space Science, then spend the rest of the year on Life Science.
Teaching Physical Science and Earth/Space Science prior to Space Week helps students prepare for this district-wide field study trip.
In all grade levels, the number of weeks dedicated to each Body of Knowledge is different. In most cases, the timeline does not follow the nine-week grading period schedule. Please refer to the Overview at the beginning of this guide or the top of each Body of Knowledge chart for the specific number of weeks to spend on each Body of Knowledge.
While following a district-wide sequence is important to prevent learning gaps in our mobile/transient students, teachers should have the flexibility to respond to the teachable moment by integrating concepts from different BOKs when appropriate. Some flexibility also supports in-depth instruction and mastery of content as teachers need to present multiple opportunities and activities for students to explore and learn concepts.
Science Start-up
In each grade level, an additional two weeks has been allotted to the instructional time for the first Body of Knowledge. This time is intended as a “quick start” to teach the procedures and process skills needed for successful science instruction. Some topics to consider for this time are: Nature of Science: These benchmarks should be introduced at the beginning of the year, then explicitly
taught within content instruction throughout the year to ensure mastery. Science Notebooks: Using science notebooks in the science classroom is a research-based best
practice. This time should be used to teach notebooking procedures and expectations. Refer to CSI: BREVARD 2.0—Creating Science Inquiry Resource Guide for suggestions on implementation.
Lab Safety and the Use of Scientific Tools: The tools of a scientist require specific instruction and should be introduced at the beginning of the year and re-addressed continuously throughout the year.
Process Skills: These are a specific set of behaviors students use as they learn. Refer to CSI: BREVARD 2.0—Creating Science Inquiry Resource Guide for suggestions on instruction.
Science projects are a natural application of the Nature of Science benchmarks. They are included in the first Body of Knowledge instructional time since many schools hold their Science Fairs by winter break, or shortly after. Primary grade levels may choose not to participate in Science Fair at all schools; however, each primary grade level should be teaching the science process skills. Whole class science projects are an appropriate way to teach these skills. (See CSI: BREVARD 2.0 for details). For all grades except Kindergarten, this has been included as part of the first BOK pacing timeline. For Kindergarten, it has been moved to the end of the year to give teachers the flexibility to choose when the students are ready for the demands of a full-length, whole-class science project.
Assessment
For all grade levels, the Pre-Assessment and Post-Assessment piece has been eliminated. In grade 5, the “Pre-FCAT Check-up” has been eliminated, as it was based on the old standards.
Three of the four Bodies of Knowledge (Life, Earth/Space, Physical,) are assessed with individual “Body of Knowledge (BOK) Assessments.” As you complete instruction in each Body of Knowledge, administer that BOK assessment. Time for these assessments was included in the number-of-week designation for each Body of Knowledge.
The benchmarks from the fourth Body of Knowledge (Nature of Science) are embedded in the other three BOK assessments.
As district-required tests, these BOK assessments are expected to be given differently from classroom assessments. They are intended as a snapshot of student mastery, program effectiveness, and district-wide growth. Therefore the following testing conditions should be in place: o They should not be given as open-book or open-note tests. o If a student does poorly on the DRA test, he/she should not be re-tested with the DRA after being re-
taught the concepts. The original grade should be entered on A3. NOTE: This does not imply that the teacher should not remediate the student in the area of difficulty—it’s the re-testing with the same assessment that is the issue.
o Tests should be administered at the conclusion of the instruction of that Body of Knowledge. Time for this is included in the pacing timeline for each grade level/Body of Knowledge. It is intended to be flexible within those weeks, but teachers must strive to stay within the pacing timeline to ensure adequate time for student mastery of all benchmarks at that grade level.
Grade 5 FCAT 2.0 Science Review and End-of-Year Plan
Due to FCAT 2.0 Science requirements, the grade 5 pacing timeline is compressed into 29 weeks of benchmark instruction. After that point, teachers should devote time to review all tested science content for FCAT. Teachers could also use the 2-week FCAT assessment window for additional science review.
The remaining weeks of the school year should be used to go more in-depth on any benchmarks that the students have not yet fully mastered.
Science Pacing and Sequence Grade 3—Nature of Science
These benchmarks should be introduced at the beginning of the year, then explicitly taught within content instruction throughout the year to ensure mastery.
Big Idea #1: The Practice of Science
SC.3.N.1.1
Raise questions about the natural world, investigate them individually and in teams through
free exploration and systematic investigations, and generate appropriate explanations based
on those explorations. (High)
SC.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to
explain the differences across groups. (High)
SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of
investigations conducted. (Moderate)
SC.3.N.1.4 Recognize the importance of communication among scientists. (Moderate)
SC.3.N.1.5 Recognize that scientists question, discuss, and check each others’ evidence and
explanations. (Moderate)
SC.3.N.1.6 Infer based on observation. (High)
SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is
used to help validate explanations of natural phenomena. (High)
Big Idea #3: The Role of Theories, Laws, Hypotheses, and Models
SC.3.N.3.1 Recognize that words in science can have different or more specific meanings than their use in
everyday language; for example, energy, cell, heat/cold, and evidence. (Moderate)
SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work. (Low)
SC.3.N.3.3 Recognize that all models are approximations of natural phenomena; as such, they do not
perfectly account for all observations. (Moderate)
Science Pacing and Sequence Grade 3—Life Science (12 weeks, includes Science Start-up,
Nature of Science introduction, and BOK assessment)
Nature of Science See Nature of Science page for specific benchmarks
Big Idea #14: Organization and Development of Living Organisms
SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient
transport, and reproduction. (Moderate)
SC.3.L.14.2 Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way
plants stems grow toward light and their roots grow downward in response to gravity. (High)
Big Idea #15: Diversity and Evolution of Living Organisms
SC.3.L.15.1
Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods,
vertebrates and invertebrates, those having live births and those which lay eggs) according to
their physical characteristics and behaviors. (Moderate)
SC.3.L.15.2
Classify flowering and nonflowering plants into major groups such as those that produce seeds,
or those like ferns and mosses that produce spores, according to their physical characteristics.
(Moderate)
Big Idea #17: Interdependence
SC.3.L.17.1 Describe how animals and plants respond to changing seasons. (Moderate)
SC.3.L.17.2 Recognize that plants use energy from the Sun, air, and water to make their own food. (Low)
The following grade 3 Life Science benchmark is critical because it will not be taught again before being assessed on the grade 5 FCAT 2.0 Science. Below are the Test Item Specifications for this benchmark.
BENCHMARK BENCHMARK CLARIFICATIONS FOR FCAT 2.0
(Only those that apply to grade 3 benchmarks) CONTENT LIMITS OF FCAT 2.0 ITEMS (plus some STIMULUS ATTRIBUTES)
SC.3.L.14.1 (Also
assesses SC.3.L.14.2)
Students will identify parts of plants and/or the part’s role.
Students will describe how plants respond to stimuli. (SC.3.L.14.2)
Items will not assess cellular processes. Items assessing parts of plants are limited to
stem, leaf/needle, root, flower, seed, and fruit. Items assessing a plant’s response to stimuli are
limited to heat, light, and gravity).
**Benchmark Clarifications and Content Limits are adapted from FL DOE FCAT 2.0 Science Test Item Specifications, Grade 5
Science Pacing and Sequence Grade 3—Earth and Space Science (6 weeks, includes BOK assessment)
Nature of Science See Nature of Science page for specific benchmarks
Big Idea #8: Properties of Matter
SC.3.P.8.1 Measure and compare temperatures of various samples of solids and liquids. (Moderate)
SC.3.P.8.2 Measure and compare the mass and volume of solids and liquids. (Moderate)
SC.3.P.8.3 Compare materials and objects according to properties such as size, shape, color, texture,
and hardness. (Moderate)
Big Idea #9: Changes in Matter
SC.3.P.9.1
Describe the changes water undergoes when it changes state through heating and cooling by
using familiar scientific terms such as melting, freezing, boiling, evaporation, and
condensation. (Moderate)
Big Idea #10: Forms of Energy
SC.3.P.10.1 Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical.
(Low)
SC.3.P.10.2 Recognize that energy has the ability to cause motion or create change. (Low)
SC.3.P.10.3 Demonstrate that light travels in a straight line until it strikes an object or travels from one
medium to another. (Moderate)
SC.3.P.10.4 Demonstrate that light can be reflected, refracted, and absorbed. (Moderate)
Big Idea #11: Energy Transfer and Transformations
SC.3.P.11.1 Investigate, observe, and explain that things that give off light often also give off heat. (High)
SC.3.P.11.2 Investigate, observe, and explain that heat is produced when one objects rubs against
another, such as rubbing one’s hands together. (High)
This matrix is not intended as a comprehensive list of concepts to teach. Instead, it shows how a Big Idea is built from grade level to grade level and shows interruptions in that sequence. The topics listed were pulled from each grade level’s benchmarks. Please refer to your grade level benchmarks for the specifics of “what to teach.”
In this matrix, the word Adds is used if a benchmark includes material that was addressed at an earlier grade level. It only lists the new material to be addressed at that grade level. Teachers still need to teach the entire benchmark, not just the new material. In the matrix, the word FOCUS is used for material that is targeted at a specific grade level by the benchmarks.
NGSSS Science Topic Matrix—Nature of Science Body of Knowledge
Grade Big Idea 1—The Practice of Science Big Idea 2—The Characteristics of
Scientific Knowledge Big Idea 3—The Role of Theories, Laws,
Hypotheses, and Models
K observations
keeping records (pictorial) not addressed not addressed
Grade 1
Adds:
keeping records (written)
compare observations with others
draw conclusions based on evidence (“How do you know?”)
not addressed not addressed
Grade 2
Adds:
raise questions
use systematic observations
justify conclusions based on evidence
observations vs. inferences
not addressed not addressed
Grade 3
Adds:
seek reasons to explain differences in data
keeping records (charts/graphs)
infer based on evidence
empirical evidence is used to validate explanations
not addressed
ScienceSpeak is different from common usage
using models / models do not perfectly account for all observations
Grade 4
Adds:
use of references with bibliographic information
not always “scientific method,” but always observation + empirical evidence
science involves creativity in designing experiments
science focuses on natural world Adds:
types of models
Grade 5
Adds:
define a problem
plan and carry out a systematic investigation/repeated trials
identify variables/control group
interpret data
opinion vs. verified observation
Adds:
science is grounded in empirical observations that are testable
explanations must always be linked with evidence
results are replicable
not addressed
Grade 6
Adds:
define a problem in sixth grade curriculum
Adds:
distinguish science from other activities
science is open to change as new evidence/interpretations are presented
scientists come from all walks of life
Adds:
“theory” in science vs. everyday life
“law” in science vs. societal laws
role of models in science (in context of sixth grade curriculum)
NGSSS Science Topic Matrix Life Science Body of Knowledge
Grade Big Idea 16—Heredity and Reproduction Big Idea 17—Interdependence
K not addressed not addressed
Grade 1 plants and animals resemble their parents, but variations occur basic needs of plants and animals
Grade 2
major stages in life cycles of plants and animals (butterflies and beans) Adds:
basic needs of humans compared to other animals and plants
living things are all over Earth, but each must have a habitat that meets its basic needs
Grade 3 not addressed animals/plants response to changing seasons
plants use energy from Sun to make own food (producers)
Grade 4
reproduction of flowering plants (pollination, fertilization, seed dispersal, germination)
inherited traits vs. characteristics based on environment (plants and animals)
animal behaviors: inherited and learned
major stages in life cycles/ FOCUS: FL plants/animals
complete/incomplete metamorphosis
flowering/non-flowering seed-bearing plants (flowers vs. conifers or spore producers)
Adds:
seasonal changes in plants and animals: FL vs. other regions
flow of energy in a living system
animals are consumers
food chain
how animals (including humans) impact the environment
Grade 5 not addressed how adaptations (variations in life cycle, behavior, physical characteristics)
help plants/animals survive
Grade 6 not addressed not addressed
Teacher Notes
SCHOOL BOARD OF BREVARD COUNTYEducational Services Facility
2700 Judge Fran Jamieson WayViera, FL 32940-6601
SCHOOL BOARD MEMBERSDr. Barbara A. Murray, Chairman
Amy Kneessy, Vice ChairmanDr. Michael KruppKaren Henderson
Andy Ziegler
SUPERINTENDENTDr. Brian T. Binggeli
DIVISION OF CURRICULUM AND INSTRUCTION ASSOCIATE SUPERINTENDENT
Cyndi Van Meter
OFFICE OF ELEMENTARY PROGRAMSDr. Lynn Spadaccini, Director
NONDISCRIMINATION NOTICE
It is the policy of the School Board of Brevard County to offer the opportunity to all students to participate in appropriate programs and activities without regard to race, color, gender, religion, national origin, disability, marital status, or age, except as otherwise provided by Federal law or by Florida state law.
A student having a grievance concerning discrimination may contact:
Dr. Brian T. Binggeli Ms. Cyndi Van Meter Dr. Walter Christy, Director Ms. Pamela TreadwellSuperintendent Associate Superintendent, Office of Secondary Programs DirectorBrevard Public Schools Division of Curriculum ESE Administrative Support Services and Instruction, ADA/Section 504 Coordinator Equity Coordinator
School Board of Brevard County2700 Judge Fran Jamieson Way
Viera, Florida 32940-6601(321) 633-1000
It is the policy of the School Board of Brevard County not to discriminate against employees or applicants for employment on the basis of race, color, religion, sex, national origin, participation and membership in professional or political organizations, marital status, age, or disability. Sexual harassment is a form of employee misconduct which undermines the integrity of the employment relationship, and is prohibited. This policy shall apply to recruitment, employment, transfers, compensation, and other terms and conditions of employment.
An employee or applicant having a grievance concerning employment may contact:
Ms. Susan Standley, Director Ms. Joy Salamone, Director Office of Human Resources Services Compensation & Benefits and Labor Relations
School Board of Brevard County2700 Judge Fran Jamieson Way
Viera, Florida 32940-6601(321) 633-1000
This Publication or portions of this publication can be made available to persons with disabilities in a variety of formats, including large print, Braille or audiotape. Telephone or written request should include your name, address, and telephone number. Requests should be made to Kim Riddle, Exceptional Education Projects, 633-1000, ext. 535, at least two (2) weeks prior to the time you need the publication.
Next Generation Sunshine State Standards for Science (February 2008)• Providetheframeworkforoursciencecurriculum,instruction,assessment,andprofessionaldevelopment;