marking period solids, liquids, and gases and forces...

3rd Grade Science Curriculum Timeline for 3rd Grade Science Township of Ocean Elementary Schools Houghton Mifflin/Discovery Works Revised: June 2011

Curriculum Committee: Joe Lang, 3rd Grade Teacher

Melissa McHugh, 3rd Grade Teacher Christine Picerno, K-5 Math/Science Supervisor

Marking Period

Living and Nonliving Organisms

Marking Period

Solids, Liquids, and Gases And

Forces and Motion

1 Unit A Chapter 2 “Classifying Animals”

Lesson 1

Which Animals Are Vertebrates? Pgs A34-A35

Classifying Vertebrates Pgs A36-A43

1 Discovery Works: Unit C

“The Nature of Matter”

Pgs C19-C21


Lesson 2

Invertebrates PgsA46-A49

What’s New at the Insect Zoo? Pgs A50-A53

2 Discovery Works: Unit C

Investigation “States of Matter”

Pgs C16-C17


Lesson 3

Which Animals Lived Long Ago? Pgs A54-A55

Extinct Animals Pgs A56-A61

3 Activities:

Kinesthetic: See Binder

Tactile: See Binder

4 Review & Assess 4 Unit F Chapter 15 “Force and Motion”

Lesson 1

How Do Forces Affect Objects? Pgs F70-F71

Forces Pgs F72-F77

5 Unit A Chapter 3

“Living Things Grow and Reproduce”

Lesson 1

What Are Plant Life Cycles? Pgs A68-A69

Plant Life Cycles Pgs A70-A73

5 Unit F Chapter 15 “Force and Motion”

Lesson 2

How Can Motion Be Described? Pgs F78-F79

Moving Objects Pgs F80-F85

Ups and Downs Pgs F86-F87

6 Unit A Chapter 3


Lesson 2

Animal Life Cycles Pgs A76-A79

Jane Goodall Pgs A80-A81

6 Unit F Chapter 15 “Force and Motion”

Lesson 3

Simple Machines Pgs F90-F96

Power Pitch Pgs F98-F99

7 Unit A Chapter 3


Lesson 3

Similarities and Differences Pgs A84-A88

7 Review and Assess

8 Review & Assess

mragle

Typewritten Text

Board Approved August 2011

3rd Grade Science Curriculum Timeline for 3rd Grade Science Township of Ocean Elementary Schools Houghton Mifflin/Discovery Works Revised: June 2011

Curriculum Committee: Joe Lang, 3rd Grade Teacher

Melissa McHugh, 3rd Grade Teacher Christine Picerno, K-5 Math/Science Supervisor

Marking Period

Ecosystems

Marking Period

Geology

1 Unit B Chapter 4 “Survival of Living Things”

Lesson 1

Needs of Living Things Pgs B6-B11

1 Unit C Chapter 6 “Earth’s Crust”

Lesson 1

What is Earth’s Surface Like? Pgs C4-C5

Surface of Earth Pgs C6-C11


Lesson 2

How Do Living Things Compete? Pgs B12-B13

Living Things Compete Pgs B14-B19

2 Unit C Chapter 6 “ Earth’s Crust”

Lesson 2

How Does Earth’s Crust Change? Pgs C12-C13

Changes in Crust Pgs C14-C23


Lesson 3

Adaptations Help Living Things Pgs B22-B27

3 Unit C Chapter 6 “Earth’s Crust”

Lesson 3

Volcano Visit Pgs C24-C27

Where Does Soil Come From? Pgs C28-C29

Soil Pgs C30-C33

The Galloping Glacier Pgs C34-C35


Lesson 4

Habitats Change Pgs B32-B35

4 Review & Assess

5 Review & Assess

TOWNSHIP OF OCEAN SCIENCE

CURRICULUM

Content Are: Science Grade Level: 3

Force and Motion

Pacing Guide

Solids, Liquids, and Gas

Pacing Guide

Geology

Pacing Guide

Living and Nonliving Organisms

Pacing Guide

Ecosystems

Pacing Guide

Date Created: June 21, 2011

Board Approved on:

TOWNSHIP OF OCEAN SCIENCE CURRICULUM

Unit Overview

Content Area: Physical Science

Unit Title: Force and Motion

Target Course/Grade Level: 3

Unit Summary

It takes energy to change the motion of objects. The energy change is understood in terms of

forces. For further clarification see www.njcccs.org Classroom Application Document.

Primary interdisciplinary connections: Math, Language Arts and Technology

21st century themes: All students will develop an understanding of the nature and impact of

technology, engineering, technological design, and the designed world, as they relate to the

individual, global society, and the universe. For further clarification see the NJ World Class

Standards Introductions at www.njcccs.org.

Learning Targets

Content Standards

This unit will infuse the four strands of the Science Practices Standard 5.1. These include:

understanding scientific explanations; generating scientific evidence through active investigation;

reflecting on scientific knowledge; and participating productivity in science.

This unit will also infuse the 21st Century Life and Career Standard 9.1, strands A and C. These

strands include critical thinking and problem solving as well as collaboration, teamwork, and

leadership.

5.2 Physical Science: All students will understand that physical science principles, including

fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making

sense of phenomena in physical, living, and Earth systems science.

CPI # Cumulative Progress Indicator (CPI)

Physical Science

5.2.4.E.1 Demonstrate through modeling that motion is a change in position over a period of

time.

5.2.4.E.2 Identify the force that starts something moving or changes its speed or direction of

motion.

5.2.4.E.3 Investigate and categorize materials based on their interaction with magnets.

5.2.4.E.4 Investigate, construct, and generalize rules for the effect that force of gravity has on

balls of different sizes and weights.

Science Practices

http://www.njcccs.org/


Unit Essential Questions

How can energy be transferred

from one material to another?

What happens to a material when

energy is transferred to it?

Unit Enduring Understandings

Students will understand that…

Change takes place because of the transfer of energy

Energy is transferred to matter through the action of

forces

Different forces are responsible for the transfer of the

different forms of energy

Unit Objectives

Students will know…

5.2.4.E.1

Motion can be described as a

change in position over a period of

time.

5.2.4.E.2

There is always a force involved

when something starts moving or

changes its speed or direction of

motion. A greater force can make

an object move faster and farther.

5.2.4.E.3

Magnets can repel or attract other

magnets, but they attract all matter

made of iron. Magnets can make

some things move without being

touched.

5.2.4.E.4

Earth pulls down on all objects

with a force called gravity. Weight

is a measure of how strongly an

object is pulled downward. With a

few exceptions, objects fall to the

ground no matter where they are

on Earth.

Unit Objectives

Students will be able to…

Observe moving objects and create symbolic

representations that describe their motion.

Conduct an investigation with motion and forces.

Using a ramp, toy car, meter stick and stopwatch,

record the time it takes for the car to travel down the

ramp.

Discuss the forces at work on the car and predict

ways to make the car travel farther, slower and

faster. Generate explanations based on evidence.

Look at various objects, make predictions about

whether they were magnetic, and then test their

predictions.

Discover how barriers and increased distance can

vary the strength of a magnet.

Investigate techniques to make careful observations

of the relative time of fall for objects dropped of

different masses from the same height at the same

instant. Use the evidence to explore generalized

rules governing the force of gravity.

Predict, with reasoning, which would land first, a

feather or a hammer, if they were dropped at the

same time.


Evidence of Learning

Suggested Formative Assessments

www.njcccs.org Classroom Application

Docs

Chapter Quizzes

Teacher created SMART Activities

Brainpop

District Wide Formative Benchmark

Assessment

Suggested Summative Assessments

www.njpep.org

District Wide Summative Assessment

Chapter Tests

Modifications (ELLs, Special Education, Gifted and Talented)

Follow all IEP modifications/504 plan

Provide differentiated instruction, as needed

Suggested Curriculum development Resources/Instructional Materials/Equipment Needed

Teacher Resources:

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Laws

of Motion

http://strandmaps.nsdl.org/?id=SMS-MAP-1357

National Science Digital Library, Science Refreshers

http://nsdl.org/refreshers/science/

National Science Digital Library, Science Digital Literacy Maps The Physical Setting:

Electricity and Magnetism




National Science Digital Library, Science Digital Literacy Maps: The Physical Setting:

Conservation of Matter





http://www.nj.gov/education/aps/cccs/science/standards.htm

http://www.nj.gov/education/aps/cccs/science/standards.htm












Watch as Apollo 15 astronaut Dave Scott recreates Galileo’s famous gravity experiment while on

the surface of the moon.

The Hammer and Feather video is available at:

http://www.youtube.com/watch?v=4mTsrRZEMwA

Teacher Notes:

http://www.youtube.com/watch?v=4mTsrRZEMwA


Unit Overview

Content Area: Physical Science

Unit Title: Solids, Liquids & Gases


Unit Summary

All objects and substances in the natural world are composed of matter. Matter has two

fundamental properties: matter takes up space, and matter has inertia. For further clarification see

www.njcccs.org Classroom Application Documents.




individual, global society, and the universe. For further clarification see NJ World Class

Standards Introductions at www.njcccs.org.

Learning Targets

Content Standards



reflecting on scientific knowledge; and participating productivity in science.

This unit will also infuse the 21st Century Life and Career Standard 9.1, strands A and C. These

strands include critical thinking and problem solving as well as collaboration, teamwork, and

leadership

5.2 Physical Science: All students will understand that physical science principles, including

fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making

sense of phenomena in physical, living, and Earth systems science.


5.2.4.A.1 Identify objects that are composed of a single substance and those that are composed

of more than one substance using simple tools found in the classroom.

5.2.4.A.2 Plan and carry out an investigation to distinguish among solids, liquids, and gasses.

5.2.4.A.3 Determine the weight and volume of common objects using appropriate tools.


In what states does matter exist?

How is matter transformed?

How do the properties of materials

determine their use?



Matter is made of tiny particles that can be classified,

mixed, and combined.

The structures of materials determine their properties.

Unit Objectives


5.2.4.A.1

Some objects are composed of a single

substance; others are composed of

more than one substance.

5.2.4.A.2

Each state of matter has unique

properties (e.g., gases can be

compressed, while solids and liquids

cannot; the shape of a solid is

independent of its container; liquids

and gases take the shape of their

containers).

5.2.4.A.3

Objects and substances have

properties, such as weight and volume

that can be measured using

appropriate tools. Unknown

substances can sometimes be

identified by their properties.

Unit Objectives


Observe materials such as salt, beach sand, and soil

under a magnifying glass. Discuss whether salt and

beach sand are composed of a single substance or

more than one substance. Justify the argument.

Compare the relative densities of different liquids,

solids, and gases. Discover and explore the different

solids by observing which ones float and which ones

sink.

Explore the density of air versus the density of

water.

Compare the weights (masses) of equal volumes of

substances such as popcorn, sand, packing peanuts,

paper clips, juice boxes, can of Diet Coke, can of

Coke Classic.

Organize data in meaningful charts then share results

with classmates.





Docs


Assessment

Brainpop


Chapter Quizzes


www.njpep.org


Chapter Tests





Teacher Resources:

Inquiry in Action: Investigating Matter through Inquiry, 3rd edition. Permission is granted in

advance for reproduction for classroom use. Please include “Reprinted with permission from

Inquiry in Action, Third Edition, Copyright © 2007, American Chemical Society.”

http://www.inquiryinaction.org/

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting:

Conservation of Matter




Science Curriculum Topic Study

Properties of Matter p. 171

National Science Digital Library, Science Digital Literacy Maps: The Physical Setting: Scale


Teacher Notes:











Unit Overview

Content Area: Earth Science

Unit Title: Geology


Unit Summary

From the time that the earth formed from a nebula 4.6 billion years ago, it has been evolving as a

result of geologic, biological, physical and chemical processes. The Earth’s composition is

unique, related to the origin of our solar system, and provides us with the raw resources needed to

sustain life. For further clarification see the Classroom Applications Document-Science at

www.njcccs.org.




individual, global society, and the universe. For further clarification see the New Jersey World

Class Standards Introductions at www.njcccs.org.

Learning Targets

Content Standards



reflecting on scientific knowledge; and participating productively in science.

This unit will also infuse the 21st Century Life & Careers standard 9.1, strands B & C. These

strands include: Creativity and Innovation and Collaboration, Teamwork and Leadership.

5.4 Earth System Science: The Earth operates as a set of complex and dynamic interconnected

systems, and is a part of the all encompassing system of the Universe.


5.4.4.B.1 Use data gathered from observations of fossils to argue whether a given fossil is

terrestrial or marine in origin.

5.4.4.C.1 Create a model to represent how soil is formed.

5.4.4.C.2 Categorize unknown samples as either rocks or minerals.


How do geologic events occurring

today provide insight Earth’s past?

How do Earth Systems interact to

create soil?

How do we use observable

characteristics of Earth materials

to identify different parts of the

Earth System?



Earth’s components form systems. These systems

continually interact at different rates of time, affecting

the shape of the Earth’s surface regionally and globally.

Soil is a product of the interactions of the Earth

Systems.

The Earth System includes a variety of materials in

solid, liquid and gaseous form.

Unit Objectives


5.4.4.B.1

Fossils provide evidence about

the plants and animals that

lived long ago, including

whether they lived on the land

or in the sea, as well as

changes to species over time.

5.4.4.C.1

Rocks can be broken down to

make soil.

5.4.4.C.2

Earth materials in nature

include rocks, minerals, soils,

water, and the gases of the

atmosphere.

Attributes of rocks and

minerals assist in their

identification.

Unit Objectives


Categorize fossils into two categories (those

organisms that were likely water dwellers vs.

those that lived on the land).

Create demonstrations that show how rocks can be

broken down and combined with organic material

to create soil.

Classify assorted Earth materials into categories

and justify the categories.

Categorize samples as either rocks or minerals

based on their physical properties.





Docs


Assessment

Chapter Quizzes

Brainpop

Teacher Created SMART Activities


www.njpep.org


Chapter Tests




Curriculum development Resources/Instructional Materials/Equipment Needed Teacher

Resources:

Teacher Notes:



Unit Overview

Content Area: Life Science

Unit Title: Living and Nonliving Organisms


Unit Summary

Living organisms are composed of cellular units (structures) that carry out functions required for

life. Cellular units are composed of molecules, which also carry out biological functions. For

further clarification see www.njcccs.org Classroom Application Documents.





Standards Introduction at www.njcccs.org.

Learning Targets

Content Standards


understanding scientific explanations; generating scientific evidence through active

investigation; reflecting on scientific knowledge; and participating productivity in science.

This unit will also infuse the 21st Century Life and Career Standard 9.1, strand C. This strand

includes collaboration, teamwork, and leadership.

5.3 Life Science: Life science principles are powerful conceptual tools for making sense of the

complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in

accordance with rules that govern the physical world, and the order of natural systems can be

modeled and predicted through the use of mathematics.


5.3.4.A.1 Develop and use evidence-based criteria to determine if an unfamiliar object is living

or nonliving.

5.3.4.A.2 Compare and contrast structures that have similar functions in various organisms,

and explain how those functions may be carried out by structures that have different

physical appearances.

5.3.4.D.1 Compare the physical characteristics of the different stages of the life cycle of an

individual organism, and compare the characteristics of life stages among species.


What do all living things have in

common?

How do organisms change as



Living organisms have a variety of observable

features that enable them to obtain food and

they go through their life cycle?

reproduce.

Organisms reproduce, develop, have predictable life

cycles, and pass on some traits of their offspring.

Unit Objectives


5.3.4.A.1

Living organisms:

Interact with and cause changes in

their environment.

Exchange materials (such as

gases, nutrients, water, and waste)

with the environment.

Reproduce.

Grow and develop in a predictable

manner.

5.3.4.A.2

Essential functions required for the

well-being of an organism are carried

out by specialized structures in plants

and animals.

5.3.4.D.1

Plants and animals have life cycles

(begin life, develop into adults,

reproduce, and eventually die).

The characteristics of each stage of

life vary by species.

Unit Objectives


Be presented with a number of different objects,

some living, some non-living, and some once-

living. They engage in class discussion, building

claims about the objects they are presented (This

object was once living because…), and critiquing

the claims made by other students.

Use biofacts (artifacts from once-living

organisms) to demonstrate how the function of

structures can be similar if the structures have

different physical appearances.

Observe a complete life cycle of an organism in

the classroom.

Describe the organism in different stages of its life

cycle from seed or egg, to seedling/young, to

mature/adult, to death, and explain how the

structures of the organism change over time.

Compare the life cycle of the classroom organism

to other organisms.

Recognize that stages of an organism’s life cycle

are predictable and describable.





Docs

District Wide Formative Benchmarks

Assessment


Chapter Quizzes

Brainpop



Chapter Tests

Suggested Modifications (ELLs, Special Education, Gifted and Talented)




Teacher Resources:

Annenberg Media’s Teachers’ Resources offer short video courses covering essential science

content for K-6 teachers.

http://www.learner.org/resources/series179.html

Teachers’ Domain provides lesson plans and other multimedia resources (video clips and

simulations) that support this CPI.

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.alive/

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_living/

Teachers’ Domain provides lesson plans and other multimedia resources (video clips and

simulations) that support this CPI.

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_mouths

Annenberg Media’s Teachers’ Resources offer short video courses covering essential science

content for K-6 teachers.

http://www.learner.org/resources/series179.html?pop=yes&pid=1957


http://www.learner.org/resources/series179.html

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.alive/

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_living/

http://www.teachersdomain.org/resource/tdc02.sci.life.colt.lp_mouths

http://www.learner.org/resources/series179.html?pop=yes&pid=1957

Teacher Notes:


Unit Overview

Content Area: Life Science

Unit Title: Ecosystems


Unit Summary

Food is required for energy and building cellular materials. Organisms in an ecosystem have

different ways of obtaining food, and some organisms obtain their food directly from other

organisms. All animals and most plants depend on both other organisms and their environment to

meet their basic needs. For further clarification see Classroom Application Document-Science at

www.njccs.org.





Standards introduction at www.njcccs.org.

Learning Targets

Content Standards



reflecting on scientific knowledge; and participating productively in science.

This unit will also infuse the 21st Century Life & Careers standard 9.1 A-F. These strands

include: Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration,

Teamwork and Leadership and Cross Cultural Understanding, Interpersonal Communication and

Accountability, Productivity and Ethics.

5.3 Life Science: All students will understand that life science principles are powerful conceptual

tools for making sense of the complexity, diversity, and interconnectedness of life on Earth.

Order in natural systems arises in accordance with rules that govern the physical world, and the

order of natural systems can be modeled and predicted through the use of mathematics.


Life Science

5.3.4.B.1 Almost all energy (food) and matter can be traced to the sun.

5.3.4.C.1

Predict the biotic and abiotic characteristics of an unfamiliar organism’s habitat.

5.3.4.C.2

Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms,

snowfall, volcanic eruptions), and compare them to consequences of gradual

ecosystem change (e.g., gradual increase or decrease in daily temperatures, change in

yearly rainfall).


How do we build and refine

models that describe and explain

the natural and designed world?

How is matter transformed, and

energy transferred/ transformed in

living systems?

In what ways do organisms interact

within ecosystems?



Measurement and observation tools are used to

categorize, represent, and interpret the natural world.

All organisms transfer matter and convert energy from

one form to another.

All animals and most plants depend on both other

organisms and their environments for their basic

needs.

Unit Objectives


5.3.4.B.1

Identify sources of energy (food)

in a variety of settings (farm, zoo,

ocean, forest).

5.3.4.C.1

Organisms can only survive in

environments in which their needs

are met. Within ecosystems,

organisms interact with and are

dependent on their physical and

living environment.

5.3.4.C.2

Some changes in ecosystems occur

slowly, while others occur rapidly.

Changes can affect life forms,

including humans.

Unit Objectives


Examine a variety of ecosystems and settings

(marsh, pond, field, forest, farm, zoo,

school/backyard, etc.), then compare how the

organisms, the habitat, and the food chains are

similar and different in these settings.

Identify environmental factors that are essential to

growth and reproduction of organisms in an

ecosystem.

Demonstrate and describe how alteration of one

part of the ecosystem (i.e., change in pH, over

fertilization, addition of salt) may cause changes

throughout the entire ecosystem over differing

periods of time.




www.njcccs.org (Classroom Application

Docs)


Assessment

Chapter Quizzes

Brainpop

Teacher Created SMART Activities


www.njpep.org


Chapter Tests





Teacher Resources:

Teacher Notes:
