3 Grade Science Curriculum Map & Assessment Guide · PDF file3rd Grade Science Curriculum Map...

3rd Grade Science Curriculum Map & Assessment Guide

JMCSS DEPARTMENT OF CURRICULUM & INSTRUCTION



First Quarter Big Ideas/Key Concepts: Plants and Animals, Resources and Relationships, Life Cycles and Relationships, Environments and Survival Guiding Question: How are plant and animal cells organized to carry on the processes of life? How do living things interact with one another and with the non-living elements of their environment? What are the principle mechanisms by which living things reproduce and transmit information between parents and offspring? How does natural selection explain how organisms have changed over time?

Standards Student Friendly “I Can” Statements Resources

Plants and Animals How are plant and animal cells organized to carry on the processes of life? GLE 0307.1. Use magnifiers to make observations of specific plant and animal body parts and describe their function.

I can describe how tools, technology, and inventions help to answer questions and solve problems. I can recognize that new tools, technology, and inventions are always being developed. I can explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data. I can select and use appropriate tools and simple equipment to conduct an investigation. I can organize data into appropriate tables, graphs, drawings, or diagrams. I can identify and interpret simple patterns of evidence to communicate the findings of multiple investigations. I can compare and contrast living and non-living things such as real worms and gummy worms.



Resources and Relationships How do living things interact with one another and with the non-living elements of their environment? GLE 0307.2.1 Categorize things as living and non-living. GLE 0307.2.2 Explain how organisms with similar needs compete with another for resources. GLE 0307.3.1 Describe how animals use food to obtain energy and materials for growth and repair.

I can identify and explain what determines if something is living or non-living. I can create a chart or diagram that demonstrates how plants, animals, and the environment interact to provide basic life requirements. I can evaluate an environment to determine how organisms compete for resources. I can design an investigation of the structures organisms have for obtaining food, drawing conclusions about the type of food eaten, and reporting the outcomes. I can classify organisms within an environment as predators or prey and whether they are producers, consumers, herbivores, carnivores, or omnivores.

www.brainpop.com *energy pyramid *ecosystem www.brainpopjr.com *food chain *habitats *ecosystems Bill Nye Video *Food Web http://studyjams.scholastic.com/studyjams/index.htm *animals *ecosystems www.superteacherideas.com *food chains *predator versus prey game www.teachersclubhouse.com

Life Cycles and Relationships What are the principle mechanisms by which living things reproduce and transmit information between parents and offspring? GLE 0307.4.1 Identify the different life stages through which plants and animals pass. GLE 0307.4.2 Recognize common human characteristics that are transmitted from parents to offspring.

I can identify and describe each stage of an organism’s life such as mealworm, butterfly, frog, cricket, or pill bug. I can create a chart and analyze information about the life stages of a variety of living things to determine any similarities or differences. I can compare and contrast the traits of offspring to their parents identifying any patterns that may exist.

www.brainpopjr.com *butterflies *frogs *plant life cycle Bill Nye Video *Life Cycles www.brainpop.com *heredity *camouflage

http://science.pppst.com/index.html www.discoveryed.com

*The Magic School Bus: Gets Planted

*The Magic School Bus: Goes to Seed *Photosynthesis

*From Seed to Flower

by Ruth Heller

*Top Secret by John Reynolds Gardiner

http://www.brainpop.com/

http://www.brainpopjr.com/

http://studyjams.scholastic.com/studyjams/index.htm

http://www.superteacherideas.com/

http://www.teachersclubhouse.com/



http://science.pppst.com/index.html

http://www.discoveryed.com/



Environments and Survival How does natural selection explain how organisms have changed over time? GLE0307.5.1 Explore the relationship between an organism’s characteristics and its ability to survive in a particular environment. GLE0307.5.2 Classify organisms as thriving, threatened, endangered, or extinct

I can demonstrate and explain how organisms adapt in order to live in a specific environment and explain any patterns that have been noticed. I can connect the lack of resources to populations that are classified as thriving, threatened, endangered, or extinct. I can explain how changes in the environment affect the populations that exist there. I can research and evaluate how humans affect environments. I can explain how evidence is used to determine the previous existence of an organism.

www.brainpopjr.com *plant adaptations *extinct and endangered species *fossils

http://science.pppst.com/index.html www.brainpopjr.com *conservation (extinct, endangered, threatened, thriving)

Corresponding Baseline Literacy Module

http://www.jmcss.org/pages/JMCSS/Departments/Curriculum/Resources/BLM/3rd/Science/Module1


http://science.pppst.com/index.html





Second Quarter Big Ideas/Key Concepts: Land Forms and Bodies of Water, Natural and Manmade, Weather and Climate Guiding Question: How is the Earth affected by long-term and short-term geological cycles and the influence of man? How is the Earth affected by long-term and short-term geological cycles and the influence of man? What are the properties used to identify natural objects? How do the physical characteristics and the chemical makeup of the atmosphere influence surface processes and life on Earth?


Land Forms and Bodies of Water How is the Earth affected by long-term and short-term geological cycles and the influence of man? GLE0307.7.1 Identify the earth’s landforms and bodies of water.

I can identify and describe the various bodies of water found on earth. I can organize data into appropriate tables, graphs, drawings, or diagrams.

www.brainpop.com

*Rocks and Minerals

*Slow Land Changes

*Fast Land Changes

*Landforms

*Types of Rocks www.brainpopjr.com *landforms *slow land changes

Natural and Manmade How is the Earth affected by long-term and short-term geological cycles and the influence of man? What are the properties used to identify natural objects? GLE 0307.7.2 Recognize that rocks can be composed of one or more minerals. GLE0307.7.3 Distinguish between natural and manmade objects.

I can observe, describe, and measure the physical properties of a rock. I can describe a rock based on the earth materials that it contains. I can investigate and describe ways to separate the rock into its various components. I can classify materials as being natural or manmade.

www.teachersclubhouse.com www.superteacher.com

*Layers of the Earth Article

*Earth’s Layers - Color, Cut, and Glue *Landforms-Cut and Glue

*Bodies of Water - Cut and Glue

*Landform Memory Match Game

*Bodies of Water Memory Match Game

*Landform Definitions





http://www.superteacher.com/



GLE0307.7.4 Design a simple investigation to demonstrate how materials on the earth can be conserved or recycled.

I can compare and contrast the materials in the classroom determining whether they are natural or manmade and provide a rationale. I can compare and contrast the materials found on Earth to determine which can be recycled or conserved. I can design a plan for conserving and recycling at school.

http://studyjams.scholastic.com/studyjams/ index.htm

*Go to Science-Landforms, Rocks, and Minerals

www.brainpopjr.com

*reduce, reuse, recycle *natural resources

Weather and Climate How do the physical characteristics and the chemical makeup of the atmosphere influence surface processes and life on Earth? GLE03078.1 Recognize that there are a variety of atmospheric conditions that can be measured. GLE0307.8.2 Use tools such as the barometer, thermometer, anemometer, and rain gauge to measure atmospheric conditions. GLE030703.8.3 Identify cloud types associated with particular atmospheric conditions.

I can identify tools for measuring weather and explain how it is used.

I can use tools to collect and analyze data on weather.

I can associate a specific tool to the kind of data collected.

I can demonstrate and explain how new weather instruments enhance data collection.

I can compare and contrast four kinds of clouds.

I can recognize cloud types that are associated with specific types of weather.

I can determine the percentage of cloud cover for a specific day.

I can write a weather forecast based on weather data and cloud type.

http://studyjams.scholastic.com/studyjams/ index.htm *Cloud Song *Scavenger Hunt * Weather Instruments-Matching * Weather Graph * Weather Instruments-Define

Bill Nye Videos *Atmoshphere *Climate *Water Cycle www.youtube.com *Magic Schoolbus: Wet All Over www.brainpopjr.com *Water Cycle

www.superteacher.com *Cloud Type Picture (black and white) www.youtube.com








http://www.youtube.com/


http://www.superteacher.com/




I can identify various types of clouds and connect them to specific kinds of weather. I can create a fraction that describes clear, cloudy, partly cloudy, and mostly cloudy.

*Magic Schoolbus Kicks up a Storm






Third Quarter Big Ideas/Key Concepts: Solar System, Physical Properties and Mixtures, Heat Guiding Question: What big ideas guide human understanding about the origin and structure of the Universe, Earth’s place in the cosmos, and observable motions and patterns in the sky? How does the structure of matter influence its physical and chemical behavior? What basic energy related ideas are essential for understanding the dependency of the natural and man-made worlds on energy?


Solar System GLE0307.6.1 Identify and compare the major components of the solar system.

I can compare and contrast the components of the solar system. I can demonstrate the rotation of the planets around the sun relative to their position in the solar system. I can compare and contrast Earth to other planets.

www.youtube.com *Magic Schoolbus Sees Stars *Magic Schoolbus Space Adventures www.discoveryeducation.com *cycles and seasons *exploration-phases of the moon www.brainpopjr.com *The Sun *Solar System *Earth *The Moon *Mars www.totally3rdgrade.com www.teachersclubhouse.com

Physical Properties and Mixtures How does the structure of matter influence its physical and chemical behavior? GLE0307.9.1 Design an experiment to determine how physical properties of matter can change over time and under different conditions.

I can design a simple experiment, and collect and analyze data on the physical properties of unknown solids. I can determine the conditions necessary to change the physical properties of solid and liquid matter such as combining it with water and other solids and liquids. I can use metric tools to correctly measure the properties of matter, mass, volume, and temperature.

www.brainpop.com *solids, liquids, gases *states of matter *matter changing states *measuring matter www.brainpopjr.com *changing states of matter *solids, liquids, and gases *matter sorter *grams and kilograms *sink or float *gravity *cups, pints, quarts, gallons www.teachersclubhouse.com


http://www.discoveryeducation.com/


http://www.totally3rdgrade.com/







GLE0307.9.2 Investigate different types of mixtures. GLE0307.9.3 Describe different methods to separate mixtures.

I can investigate a variety of mixtures by combining solids and liquids, collecting data, and drawing conclusions about the results. I can compare and contrast evaporation, crystallizations, and melting as means of separating a mixture. I can demonstrate and explain the best means of separating a mixture of two or more types of matter. I can design an investigation to determine the results of mixing and separating various forms of matter such as salt and water.

http://studyjams.scholastic.com/studyjam

s/index.htm

*mixtures

http://streaming.discoveryeducation.com/

*Properties of Matter, Part 1

*Properties of Matter, Part 2

*Liquids, Solids, and Gases

*Matter and its Properties: Changes

in Matter www.superteacherworksheets.com *States of Matter Song *What’s the Matter Bill Nye Video Phases of Matter

Heat What basic energy related ideas are essential for understanding the dependency of the natural and man-made worlds on energy? GLE0307.10.1 Investigate phenomena that produce heat. GLE0307.10.2 Design and conduct an experiment to investigate the ability of different materials to conduct heat.

I can compare and contrast energy sources by how they produce heat. I can identify the difference between heat and temperature. I can design an investigation, collect data, analyze data, and draw conclusions about the ability of various materials to conduct heat. I can research materials that are used to conduct heat and determine how they are used.

www.brainpop.com *heat/energy sources www.brainpopjr.com *heat *energy sources *temperature www.totally3rdgrade.com www.teachersclubhouse.com http://streaming.discoveryeducation.com/ *Heat, Temperature, and Energy






http://www.superteacherworksheets.com/



http://www.totally3rdgrade.com/






Third Quarter Big Ideas/Key Concepts: Changing Motion, Sound and Magnets, Ground Transportation Guiding Question: What causes objects to move differently under different circumstances? What are the scientific principles that explain sound and magnet? What causes objects to move under different circumstances? How do science concepts, engineering skills, and applications of technology improve the quality of life?


Changing Motion What causes objects to move differently under different circumstances? GLE0307.11.1 Explore how the direction of a moving object is affected by unbalanced forces. GLE0307.11.2 Recognize the relationship between the mass of an object and the force needed to move it.

I can explain and describe the relationships that are necessary in order for an object to move. I can demonstrate the effect that increasing or decreasing the mass of an object has on the amount of force necessary to make it move.

www.brainpopjr.com *spaceforce game www.brainpop.com *force *power

Sound and Magnets What are the scientific principles that explain sound and magnet? GLE0307.12.1 Explore how magnets attract objects made of certain metals. GLE0307.11.3 Investigate how the pitch and volume of a sound can be changed.

I can demonstrate and explain how magnets move objects without touching them. I can classify a group of materials by first predicting and then testing them as to whether or not they would be or are attracted to a magnet. I can describe sound as form of energy. I can demonstrate and explain how sound is produced.

www.brainpop.com *magnets *sound *waves *hearing www.brainpopjr.com *magnets *pitch, tone, and beat *sound www.teachersclubhouse.com Bill Nye Video *Magnetism http://streaming.discoveryeducation.com/

*Electricity and Magnetism: The Magic of Magnets

*A First Look: Magnets

*The Magic of Magnetism

*Real World Science: Magnetism









I can evaluate the relationship between fractions and the pitch an instrument produces. I can demonstrate and explain how pitch and volume can be changed.

http://studyjams.scholastic.com/studyjam s/index.htm *Energy, Light, and Sound

Ground Transportation GLE 0307.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems. GLE 0307.T/E.2 Recognize that new tools, technology, and inventions are always being developed. GLE 0307.T/E.3 Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve a specific problem. GLE 0307.T/E.4 Recognize the connection between scientific advances, new knowledge, and the availability of new tools and technologies. GLE 0307.T/E.5 Apply a creative design strategy to solve a particular problem generated by the societal needs and wants.

I can explain and describe the relationships that are necessary in order for an object to move. I can demonstrate the effect that increasing or decreasing the mass of an object has on the amount of force necessary to make it move. I can design, build, test, and modify vehicles to observe objects moving differently under various circumstances. I can observe how an object moves and describe its motion and changes in motion. I can collect data, analyze data, and draw conclusions about motion and design. I can use metric tools to correctly measure distance.

www.brainpop.com *force *power *kinetic energy *metric units www.brainpopjr.com *centimeters, meters, and kilometers

http://studyjams.scholastic.com/studyjam s/index.htm

*Force and Motion












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