Science Curriculum 

Grade Three Unit Two:

FOSS Motion & Matter

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Course Description In unit one, students engage in an engineering challenge to develop habits of mind and classroom practices that will be reinforced throughout the school year. In

unit two, students explore magnetism and gravity to look for patterns of motion to predict future motion. Students work with magnets and paper clips, wheel

and- axle systems, paper air twirlers, and rotating tops. Students use their knowledge of science to enter the engineering design process and through the process

refine their science understanding. Students use metric tools to refine observations by measuring mass and volume, they make mixtures and solutions to

develop a foundational understanding of conservation of mass, and they observe a simple chemical reaction to extend their understanding of conservation.

Students engage in science and engineering practices to collect data to answer questions, and to define problems in order to develop solutions. Students reflect

on their own use of these practices and find out about how others use these practices in science and engineering careers. In unit three, students explore the

properties of water, the water cycle and weather, interactions between water and other earth materials, and how humans use water as a natural resource.

Students engage in science and engineering practices in the context of water, weather, and climate and explore the crosscutting concepts of patterns; cause and

effect; scale, proportion, and quantity; and systems and system models. They are introduced to the nature of science, how science affects everyday life, and the

influence of engineering, technology, and science on society and the natural world. In unit four, students engage in four investigations dealing with big ideas in

life science—plants and animals are organisms and exhibit a variety of strategies for life, organisms are complex and have a variety of observable structures and

behaviors, organisms have varied but predictable life cycles and reproduce their own kind, and individual organisms have variations in their traits that may

provide an advantage in surviving in the environment. Students observe, compare, categorize, and care for a selection of organisms. Students engage in science

and engineering practices to investigate structures and behaviors of the organisms and learn how some of the structures function in growth and survival.

Students look at the interactions between organisms of the same kind, among organisms of different kinds, and between the environment and populations over

time.

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Teachers may choose from a variety of instructional approaches that are aligned with 3 dimensional learning to achieve this goal. These approaches include:

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ESL Framework This ESL framework was designed to be used by bilingual, dual language, ESL and general education teachers. Bilingual and dual language programs use the home language and a second language for instruction. ESL teachers and general education or bilingual teachers may use this document to collaborate on unit and lesson planning to decide who will address certain components of the SLO and language objective. ESL teachers may use the appropriate leveled language objective to build lessons for ELLs which reflects what is covered in the general education program. In this way, whether it is a pull-out or push-in model, all teachers are working on the same Student Learning Objective connected to the Common Core standard. The design of language objectives are based on the alignment of the World-Class Instructional Design Assessment (WIDA) Consortium’s English Language Development (ELD) standards with the Common Core State Standards (CCSS). WIDA’s ELD standards advance academic language development across content areas ultimately leading to academic achievement for English learners. As English learners are progressing through the six developmental linguistic stages, this framework will assist all teachers who work with English learners to appropriately identify the language needed to meet the requirements of the content standard. At the same time, the language objectives recognize the cognitive demand required to complete educational tasks. Even though listening and reading (receptive) skills differ from speaking and writing (expressive) skills across proficiency levels the cognitive function should not be diminished. For example, an Entering Level One student only has the linguistic ability to respond in single words in English with significant support from their home language. However, they could complete a Venn diagram with single words which demonstrates that they understand how the elements compare and contrast with each other or they could respond with the support of their home language (L1) with assistance from a teacher, para-professional, peer or a technology program.

http://www.state.nj.us/education/modelcurriculum/ela/ELLOverview.pdf

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Pacing Chart

Unit 1

Engineering and Design

10 days

Unit 2

FOSS Motion & Matter

40 days

Unit 3

FOSS Earth’s Weather & Climate

30 days

Unit 4

FOSS Structures of Life

40 days

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Effective Pedagogical Routines/Instructional Strategies ● Collaborative Problem Solving ● Connect Previous Knowledge to New Learning ● Making Thinking Visible ● Develop and Demonstrate Mathematical Practices ● Inquiry-Oriented and Exploratory Approach ● Multiple Solution Paths and Strategies ● Use of Multiple Representations ● Explain the Rationale of your Math Work ● Quick Writes ● Pair/Trio Sharing ● Turn and Talk ● Charting ● Gallery Walks ● Small Group and Whole Class Discussions ● Student Modeling

● Analyze Student Work ● Identify Student’s Mathematical Understanding ● Identify Student’s Mathematical Misunderstandings ● Interviews ● Role Playing ● Diagrams, Charts, Tables, and Graphs ● Anticipate Likely and Possible Student Responses ● Collect Different Student Approaches ● Multiple Response Strategies ● Asking Assessing and Advancing Questions ● Revoicing ● Marking ● Recapping ● Challenging ● Pressing for Accuracy and Reasoning ● Maintain the Cognitive Demand

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Educational Technology Standards

8.1.8.A.1, 8.1.8.A.5, 8.1.8.D.1, 8.1.8.E.1, 8.2.8.B.1

Technology Operations and Concepts 

● Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.

● Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. 

Digital Citizenship 

● Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

Research and Information Literacy

● Gather and analyze findings to produce a possible solution for a content-related or real world problem using data collection technology.

Design: Critical Thinking, Problem Solving, and Decision Making 

● Design and create a product using the design process that addresses a real world problem with specific criteria and constraints. 

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Career Ready Practices Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.

CRP1, CRP2, CRP3, CRP4, CRP5, CRP6, CRP7, CRP8, CRP9, CRP10, CRP11, CRP12 ● CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. Example(s): ❏ Seek regularity, punctuality, attendance. ❏ Follow rules, regulations, policies, procedures. ❏ Awareness of one’s action impacts others. ❏ Participate as an active and ethical member of class discussions and projects. ❏ Apply knowledge and skills to enhance productivity.

● CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. Example(s): ❏ Time management ❏ Understanding academic text ❏ Communicating effectively in discussions and academic writing ❏ Critical thinking, analytical thinking, problem solving research skills

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● CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing, understanding that personal financial security provides the peace of mind required to contribute morefully to their own career success. Example(s): ❏ Suggested ways of handling stress are breathing exercises, journaling ideas/thoughts ❏ Seek ways to become financially independent

● CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. Example(s): ❏ Communicating effectively in discussions, debates and presentations ❏ Communicating effectively in academic writing with supporting evidence/facts and sound reasoning ❏ Effective listening skills such as have an open mind, do not interrupt, be attentive, look at the speaker

● CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. Example(s): ❏ Employ environmentally friendly and positive practices holistically. ❏ Students can explore how decision making and behaviors can impact the broader community in specific science related examples, such

as limiting littering, choosing to recycle, etc. ❏ Utilize technology towards the benefit of society.

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● CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. Example(s): ❏ Think “out of the box”. ❏ Take risks on trying new ideas. ❏ Create a model or plan for your new idea.

● CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use a reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. Example(s): ❏ Use the hierarchy of credibility of sources (peer-reviewed, editorially reviewed, unreviewed) ❏ Stay away from blogs

● CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. Example(s): ❏ Get to the root cause of problems; observe the cause of the problem. ❏ Think multiple solutions for the problem/issue. ❏ Apply relevant scientific study to situations. ❏ Propose solutions to problems.

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● CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture. Example(s): ❏ Demonstrate honesty, good character and respect for others while working independently and collaboratively. ❏ Recognize the skills of individual team members and share the learning experience with everyone.

● CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals. Example(s): ❏ Seek opportunities for personal development and academic growth (enrichment camps, courses, workshops, industrial visits). ❏ Evaluate new technologies and their capabilities to better living standards ❏ Visit a location that allows you to observe a career-interest you have for the future.

● CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks. Example(s): ❏ Utilize Google Apps for Education suite to access and complete assignments. The teacher can use Google Classroom to identify age and

subject appropriate resource materials that can be linked directly. A variety of apps or web based platforms (Tellagami, PowToons, Glogster, Padlet) can be used to generate multimedia content.

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● CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings. Example(s): ❏ Students must be given regular opportunities to work with groups in a variety of settings for discussion, projects, etc. ❏ Encourage teamwork to create collegial relationships for increased productivity. ❏ Lead and model good work ethics with discipline, tolerance and productivity.  

http://www.state.nj.us/education/aps/cccs/career/CareerReadyPractices.pdf

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WIDA Proficiency Levels

At the given level of English language proficiency, English language learners will process, understand, produce or use

6- Reaching

● Specialized or technical language reflective of the content areas at grade level ● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified

grade level ● Oral or written communication in English comparable to proficient English peers

5- Bridging

● Specialized or technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or

reports ● Oral or written language approaching comparability to that of proficient English peers when presented with grade level

material.

4- Expanding

● Specific and some technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs ● Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but

retain much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support

3- Developing

● General and some specific language of the content areas ● Expanded sentences in oral interaction or written paragraphs ● Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much

of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

2- Beginning

● General language related to the content area ● Phrases or short sentences ● Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when

presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support

1- Entering

● Pictorial or graphic representation of the language of the content areas ● Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions,

or statements with sensory, graphic or interactive support

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Culturally Relevant Pedagogy Examples Building Relationships ❏ Learn about your students’ individual cultures. ❏ Adapt your teaching to the way your students learn. ❏ Develop a connection with challenging students. ❏ Communicate and work with parents/guardians on a regular basis (email distribution, newsletter, phone calls,

notes, meetings, etc.) ❏ Everyone has a voice: Create a classroom environment where students know that their contributions are expected

and valued. ❏ Norms for sharing are established that communicate a growth mindset. ❏ All students are capable of expressing scientific thinking and contributing to the classroom community. ❏ Students learn new ways of looking at problem solving by working with and listening to each other. ❏ Encourage student leadership.

Curriculum ❏ Incorporate student-centered stories, vocabulary and examples. ❏ Incorporate aspects of students’ lives they can relate to. ❏ Create lessons that connect the content to your students’ culture and daily lives. ❏ Incorporate instructional materials that relate to a variety of cultures.

Instructional Delivery ❏ Establish an interactive dialogue to engage all students. ❏ Continuously interact with students and provide frequent feedback. ❏ Use frequent questioning as a means to keep students involved. ❏ Intentionally address visual, tactile and auditory learners. ❏ Present real world problems students can relate to. ❏ Incorporate a place-based education model this allows for productive discourse among students about issues

that are relevant to their school and or community.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Time/General ● Extra time for assigned tasks ● Adjust length of assignment ● Timeline with due dates for

reports and projects ● Communication system

between home and school ● Provide lecture notes/outline

Processing ● Extra Response time ● Have students verbalize steps ● Repeat, clarify or reword

directions ● Mini-breaks between tasks ● Provide a warning for

transitions ● Partnering

Comprehension ● Precise processes for

conceptual model ● Short manageable tasks ● Brief and concrete directions ● Provide immediate feedback ● Small group instruction ● Emphasize multi-sensory

learning

Recall ● Teacher-made checklist ● Use visual graphic organizers ● Reference resources to

promote independence ● Visual and verbal reminders ● Graphic organizers

Assistive Technology ● Computer/whiteboard ● Tape recorder ● Video Tape

Tests/Quizzes/Grading ● Extended time ● Study guides ● Shortened tests ● Read directions aloud

Behavior/Attention ● Consistent daily structured

routine ● Simple and clear classroom

rules ● Frequent feedback

Organization ● Individual daily planner ● Display a written agenda ● Note-taking assistance ● Color code materials

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Interdisciplinary Connections Model interdisciplinary thinking to expose students to other disciplines.

ELA Connection:

➔ Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (RI.3.1) (3-PS2-1)

➔ Conduct short research projects that build knowledge about a topic. (W.3.7), (3-PS2-1),(3-PS2-2)

➔ Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (W.3.8), (3-PS2-1),(3-PS2-2)

Examples: ● Following the procedures on the notebook sheets. ● Reading complex text in the FOSS student resource books. ● Completing graphic organizers while reading to organize information, thoughts and questions. ● Responding to the focus question using evidence from the data collection, notebook recordings and informational text. ● FOSS multimedia videos ● Word walls ● Discussion Circles ● Classroom Notebook

Math Connection:

➔ Reason abstractly and quantitatively. (MP.2), (3-PS2-1)

➔ Use appropriate tools strategically. (MP.5), (3-PS2-1)

➔ Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3.MD.A.2), (3-PS2-1)

Examples: ● Recording, calculating, analyzing and interpreting data on the notebook sheets. ● Using mathematical and computational thinking with models

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● Math Extensions (if available) 

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Enrichment What is the purpose of Enrichment?

❏ The purpose of enrichment is to provide extended learning opportunities and challenges to students who have already mastered, or can quickly master, the basic curriculum. Enrichment gives the student more time to study concepts with greater depth, breadth, and complexity.

❏ Enrichment also provides opportunities for students to pursue learning in their own areas of interest and strengths. ❏ Enrichment keeps advanced students engaged and supports their accelerated academic needs. ❏ Enrichment provides the most appropriate answer to the question, “What do you do when the student already knows it?”

Enrichment is... ● Planned and purposeful ● Different, or differentiated, work – not just more work ● Responsive to students’ needs and situations ● A promotion of high-level thinking skills and making connections within

content ● The ability to apply different or multiple strategies to the content ● The ability to synthesize concepts and make real world and

cross-curricular connections. ● Elevated contextual complexity ● Sometimes independent activities, sometimes direct instruction ● Inquiry based or open ended assignments and projects ● Using supplementary materials in addition to the normal range of

resources. ● Choices for students ● Tiered/Multi-level activities with ● Flexible groups (may change daily or

weekly)

Enrichment is not…

● Just for gifted students (some gifted students may need intervention in some areas just as some other students may need frequent enrichment)

● Worksheets that are more of the same (busywork) ● Random assignments, games, or puzzles not connected

to the content areas or areas of student interest ● Extra homework ● A package that is the same for

everyone ● Thinking skills taught in

isolation ● Unstructured free time

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Assessments Suggested Formative/Summative Classroom Assessments

Describe Learning Vertically Identify Key Building Blocks

Make Connections (between and among key building blocks) Short/Extended Constructed Response Items

Multiple-Choice Items (where multiple answer choices may be correct) Drag and Drop Items

Use of Equation Editor Quizzes

Journal Entries/Reflections/Quick-Writes Accountable talk

Projects Portfolio

Observation Graphic Organizers/ Concept Mapping

Presentations Role Playing

Teacher-Student and Student-Student Conferencing Homework

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Standards for the Course

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Course: Physical Science

Unit: 2 Topic: Motion and Matter

Storyline: Students determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets. The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. How do equal and unequal forces on an object affect the object? How can magnets be used?” Standards NJSLS:

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

3-PS2-2. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. 3-PS2-3. Define a simple design problem that can be solved by applying scientific ideas about magnets.

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations

● Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-PS2-1)

● Make observations and/or measurements to produce data to serve as the basis for evidence

PS2.A: Forces and Motion

● · Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can

Cause and Effect

· Cause and effect relationships are routinely identified. (3-PS2-1)

Patterns

· Patterns of change can be used to make predictions. (3-PS2-2)

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for an explanation of a phenomenon or test a design solution. (3-PS2-2)

cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) (3-PS2-1)

● · The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2)

● PS2.B: Types of Interactions ● · Objects in contact exert forces on

each other. (3-PS2-1)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Science Knowledge is Based on Empirical Evidence

· Science findings are based on recognizing patterns. (3-PS2-2)

Scientific Investigations Use a Variety of Methods

· Science investigations use a variety of methods, tools, and techniques. (3-PS2-1)

*Student Learning Objective:

Essential Questions

Skills, Strategies & Concepts Sample Activities Resources

Investigation 1, Part 1. Forces

Students explore the forces of magnetism and gravity using magnets. Through their investigations, students find that both magnetism

What happens when magnets interact with other magnets and with paper clips?

• Magnetic forces between objects does not require that the objects be in contact.

• The strength of the magnetic force between objects depends on the properties of the object sand their distance apart.

• The interaction between magnets

Benchmark Assessment Students explore the forces of magnetism and gravity. They bring two magnets close to each other and find that sometimes the magnets pull each other together and sometimes they push each

Teacher Prep Video (FOSS) Science Resources Book "Magnetism and Gravity" "Change of Motion"

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and gravity can pull, and magnetism can sometimes push as well. Both forces can make things move even when not in direct contact with another object.

3-PS2-1; 3-PS2-2; 3-PS2-3

depends on their orientation (sometimes they attract and sometimes they repel).

• Unbalanced forces (pushes or pulls) result in change of motion.

• Gravity is the force that pulls masses toward the center of Earth.

other away. Students recognize that both magnetism and gravity can pull, and magnetism can sometimes push as well. Both forces can make things move even when not in direct contact with another object. Investigation 1 - Magnetic Force Checklist Embedded Assessment: Response sheet Post Test What can magnets do?

Video All about Magnets Online Activity "Magnetic Poles" Resources found in Motions Folder

Investigation 1, Part 2

Students refine their investigations and their abilities to use science practices and collect data regarding their observations of the interaction between paper clips and magnets. They use those data to predict how far the magnetic field extends.

3-PS2-1; 3-PS2-2

How is the magnetic field affected when more magnets are added?

• Magnetic forces between objects do not require that the objects be in contact.

• The strength of the magnetic force between objects depends on the properties of the objects and their distance apart.

• The interaction between magnets depends on their orientation (sometimes they attract and sometimes they repel).

• Unbalanced forces (pushes or pulls) result in change of motion.

● • Gravity is the force that pulls masses toward the center of Earth.

Students build on the observations they made in Part 1 and look for patterns in data to predict how far the magnetic field extends around two magnets. Students collect data for one and three magnets, measuring the distance at which paper clips are attracted. They use those data to predict how far the magnetic field extends around two magnets. Students use and discuss science practices in the context of investigating magnetic fields. Science notebook entry Activity- "What Goes Around"

Teacher Prep Video (FOSS) Science Resources Book "What Scientists Do" Videos All about Motion and Balance

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Investigation 1, Part 3

Building on their experience with magnetic force, students explore other pushes and pulls, considering strength and direction. Students are introduced to the effects of balanced and unbalanced forces.

3-PS2-2

What causes change of motion?

● Magnetic forces between objects do not require that the objects be in contact.

● The strength of the magnetic force between objects depends on the properties of the objects and their distance apart.

● The interaction between magnets depends on their orientation (sometimes they attract and sometimes they repel).

● Unbalanced forces (pushes or pulls) result in change of motion.

● Gravity is the force that pulls masses toward the center of Earth.

Building on their experience with magnetic force, students explore other pushes and pulls. They expand their understanding of force to include a force’s strength and direction, and more about the effects of balanced and unbalanced forces. Teacher can choose from any of these activities: Online Activity "Roller Coaster Builder" (FOSS) Paper Airplane Design Challenge

Teacher Prep Video (FOSS) Making magnets out of

nonmagnetic objects

“It’s Only Temporary!”

“Flying into a Problem”

Investigation 2, Part 1 Motion

Students use variety of systems to explore patterns of motion. They design wheel-and-axle systems and roll the systems down ramps to observe the pattern of motion.

3-PS2-1; 3-PS2-2

How can we change the motion of wheels rolling down ramps?

•The patterns of an object’s motion in various situations can be observed and measured. • When past motion exhibits a regular pattern, future motion can be predicted from it • A wheel-and-axle system with two sizes of wheels describes a curved path when rolled down a slope. •The system curves toward the smaller wheel.

Investigation 2 I-Check Benchmark Assessment Students set up cardboard ramps down which they roll plastic disks. They put the disks on shafts to make wheel-and-axle systems. They try all kinds of configurations of wheel size, axle length, and axle position to meet a variety of challenges. Embedded Assessment Science notebook entry

Teacher Prep Video (FOSS) Science Resources Book "Patterns of Motion" "What Goes Around" Online Activity "Roller Coaster Builder" “How can you go faster

down a slide?”

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Investigation 2, Part 2

Students will extend their rolling investigations to systems with big and little wheels and use the predictable curved rolling path to meet challenges

3-PS2-1; 3-PS2-2

What rules help predict where a rolling cup will end up?

•The patterns of an object’s motion in various situations can be observed and measured. • When past motion exhibits a regular pattern, future motion can be predicted from it • A wheel-and-axle system with two sizes of wheels describes a curved path when rolled down a slope. •The system curves toward the smaller wheel.

Students roll paper cups down ramps and grapple with the different behaviors of rolling systems with two different-sized wheels. They observe the way cups roll and use the predictable curved rolling path to meet challenges. They put cups together to make them roll straight and weight them in various ways to see how weight affects rolling.

Activity- Roller Coaster Builder

Embedded Assessment Notes

Teacher Prep Video (FOSS) Science Resources Book "What Goes Around" Online Activity "Roller Coaster”

Investigation 2, Part 3

Students make twirly birds (flying spinners) and explore the variables involved in the interaction between twirlying systems, gravity, and air.

3-PS2-1; 3-PS2-2

Student-created question, e.g., What happens to the motion of a twirly bird when the wing length changes?

• A twirly bird is a simple winged system that spins when it interacts with air. Twirler performance is affected by variables. • Tops exhibit rotational motion (spinning) when torque is applied to the axial shaft. Top performance is affected by variables.

Students make twirly birds (flying spinners) that create motion from the interaction of the forces of gravity and air friction (air resistance). First they create a standard twirly bird; then the class focuses on science practices as they investigate variables. Students take their twirly birds outdoors to find out if they fly the same.

Performance Assessment Checklist 2.3

Teacher Prep Video (FOSS) Science Resources Book "What Goes Around" Online Activity "Roller Coaster”

Investigation 2, Part 4

Students design tops and explore the variables that

What is the best design for a top?

• The patterns of an object’s motion in various situations can be observed and measured.

Students make tops from plastic disks and shafts, and spin them by applying a torque force to the

Teacher Prep Video (FOSS) Science Resources Book

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results in the best spinning top.

• When past motion exhibits a regular pattern, future motion can be predicted from it

• Tops exhibit rotational motion (spinning) when torque is applied to the axial shaft. Top performance is affected by variables.

shaft. After finding the arrangement of parts that produces the best top, they use the tops to look at different designs as they spin. Finally, they look at the path that a drawing top reveals as it spins. Assessment Record Investigation Check 2.1

"Patterns of Motion" "What Goes Around" Online Activity "Roller Coaster Builder"

Investigation 3, Part 1, Engineering

Students tackle an engineering design challenge in incremental steps.

NGSS Performance

Expectations 3-PS2-1; 3-PS2-2; 3-PS2-4 3-5 ETS1-1; 3-5 ETS1-2; 3-5 ETS1-3

What are some important features of a cart that will roll from here to there?

• Possible solutions to a problem are limited by available materials and resources (constraints).

• The success of a designed solution is determined by considering the desired features of a solution (criteria).

• Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.

• The pattern of an object’s or a system’s motion in various situations can be observed and measured.

• When past motion exhibits a pattern, it can be used to predict future motion.

Students tackle an engineering challenge. The only criterion given is that whatever is created must be able to roll from one place to another with a small push or a pull. The two constraints are a restricted set of materials and a time limit. This challenge provides the foundation for science learning and engineering activities throughout the rest of the investigation. Embedded Assessment Science notebook entries Performance assessment Investigation 3 I-Check

Teacher Prep Video (FOSS) Science Resources Book "What Engineers Do" "Science Practices" "Engineering Practices"

Investigation 3, Part 2, Engineering

How can you improve the design of your cart?

• Possible solutions to a problem are limited by available materials and resources (constraints).

Students get a second chance to build carts and improve their designs. Once they have a new

Teacher Prep Video (FOSS) "Soap Box Derby"

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Students continue with an investigation involving gravity

• The success of a designed solution is determined by considering the desired features of a solution (criteria).

• Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.

• The pattern of an object’s or a system’s motion in various situations can be observed and measured.

• When past motion exhibits a pattern, it can be used to predict future motion.

working cart, students are challenged to make it roll farther or stop shorter than the initial trial distances that they recorded. The meter (m) and centimeter (cm) are reviewed as the measurement units used by scientists to measure distance. Embedded Assessment Science notebook entries Tutorial Measuring Length Activity- How can you go faster down a slide How can you go faster down a slide?

Investigation 3, Part 3

The final challenge incorporates students’ knowledge of magnetism into their cart design to meet new challenges.

Student-created questions, e.g., How does start position affect how far a cart rolls?

Possible solutions to a problem are limited by available materials and resources (constraints).

• The success of a designed solution is determined by considering the desired features of a solution (criteria).

• Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.

Students investigate start position. They assemble new carts and investigate how start position affects the distance the cart will travel. Students plan and conduct this investigation on their own, and discuss their investigation procedures and how they can be improved Performance Assessment Checklist 3.3

Teacher Prep Video (FOSS) "The Metric System"

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•The pattern of an object’s or a system’s motion in various situations can be observed and measured.

• When past motion exhibits a pattern, it can be used to predict future motion.

Investigation 3, Part 4, Engineering

This investigation develops understanding of engineering design concepts and provides opportunities for students to engage in engineering practices.

How can you use magnets to do cart tricks?

Possible solutions to a problem are limited by available materials and resources (constraints).

• The success of a designed solution is determined by considering the desired features of a solution (criteria).

• Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.

•The pattern of an object’s or a system’s motion in various situations can be observed and measured.

• When past motion exhibits a pattern, it can be used to predict future motion.

Students modify their systems (carts) to meet new challenges. They use their knowledge of magnets to resolve new engineering challenges. Assessment Record 3.1- Science Notebook

Teacher Prep Video (FOSS) "How Engineers and Scientists Work Together" Online Activities "Measuring Length" "Measurement Logic"

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Investigation 4, Part 1 Mixture Students build and extend grade two experiences with matter by making mixtures of two materials. They determine the mass of the materials prior to mixing and after mixing. In one mixture, salt dissolves (disappears), resulting in a solution. NGSS Performance Expectation 5-PS1-1

What happens when you mix two materials?

•A mixture is two or more materials distributed evenly throughout one another. • A special class of mixture, a solution, results when a solid material dissolves (disappears) in a liquid. • Starting materials change into new materials during chemical reactions. • Mass is neither created nor destroyed during physical and chemical interactions Matter is conserved.

Students make four different mixtures, one that includes two solids and three that use 50 mL of water and one of three solids (sand, chalk, or salt). In one mixture, the solid salt dissolves, resulting in a solution. Students determine the mass of the salt and water and compare the sum to the mass of the solution to observe that the salt is still present, even though it is not visible. Embedded Assessment Performance assessment Science notebook entry Benchmark Assessment

Science Resources Book "Mixing Solids and Liquids" Online Activities "Measuring Mass" "Conservation of Mass" "Measuring Volume and Mass" "Measuring Volume" "Chemical Reactions" "Measuring Length" "Measurement Logic" "Metric Mystery" Tutorial and Instructional Videos on measuring volume

Investigation 4, Part 2 Mixture Students confirm that the mass of the solution is equal to the starting masses of the water and salt. They mix vinegar and baking soda and observe a bubbling reaction.

What happens when you mix two materials?

•A mixture is two or more materials distributed evenly throughout one another. • A special class of mixture, a solution, results when a solid material dissolves (disappears) in a liquid. • Starting materials change into new materials during chemical reactions. • Mass is neither created nor destroyed during physical and chemical interactions Matter is conserved.

Students determine the mass of a volume of vinegar and baking soda before mixing them. They observe bubbling and fizzing, evidence that a new material—carbon dioxide gas—formed. The new material is evidence that a chemical reaction occurred. Students determine that the mass of the mixture after the bubbling stops is less than the mass of the original materials. This change in mass pushes students to

"Reactions"

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infer that carbon dioxide has mass, which went into the air. Embedded Assessment Notes

Investigation 4, Part 3 Mixture Students determine that the mass of the ending mixtures is less than the mass of the original materials, which challenges students to infer that carbon dioxide gas, which escaped,has mass. The investigation and module ends with students designing and conducting a metric field day to creatively apply their understanding of standards of measurement.

What is the importance of accurate measurements for a metric field day?

•A mixture is two or more materials distributed evenly throughout one another. • A special class of mixture, a solution, results when a solid material dissolves (disappears) in a liquid. • Starting materials change into new materials during chemical reactions. • Mass is neither created nor destroyed during physical and chemical interactions Matter is conserved.

Students determine the mass of a volume of vinegar and baking soda before mixing them. They observe bubbling and fizzing, evidence that a new material—carbon dioxide gas—formed. The new material is evidence that a chemical reaction occurred. Students determine that the mass of the mixture after the bubbling stops is less than the mass of the original materials. This change in mass pushes students to infer that carbon dioxide has mass, which went into the air. Metric Mystery Survey Post Test

"Careers You Can Count On"

* In some cases, the student learning objective cannot be used as your daily lesson objective. The SLO may be so extensive that it will

require unpacking into smaller parts. Based on the lesson, you will need to create an objective that is aligned to the content you will teach in a science period or in a block.

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Unit Project (Choose 1)

Puffing Forces: Students will predict and observe what happens when a force is applied to an object, and compare the relative effects of a force of the same strength on objects of different weights by using a straw to gently puff air at a ping pong ball then a golf ball and measuring the distance the ball travels with a ruler. Students will repeat this procedure using a harder puff. Background For Teachers: Newton’s first law of motion describes the tendency of all objects and matter in the universe is to stay still, or if moving, to continue moving in the same direction, unless acted on by some outside force. The teaching of force and motion in third grade sets the foundation for further understanding when its principles are revisited again in sixth and seventh grades, and with a more in-depth focus in eighth grade. This lesson plan uses a pendulum, as when a pendulum is set in motion it remains in motion, thus allowing time to perform experiments on an object in motion. Many universities exhibit large pendulums that actually show the rotation of the earth, hence they are important instruments having to do with force and motion. This activity requires students to practice a basic scientific process. A question is given to them and they make predictions before setting up an experiment to prove or disprove their prediction. Students record their results and analyze their findings. Intended Learning Outcomes: 1. Use Science Process and Thinking Skills 2. Manifest Scientific Attitudes and Interests 3. Understand Science Concepts and Principles 4. Communicate Effectively Using Science Language and Reasoning http://www.uen.org/Lessonplan/preview?LPid=14858 http://www.uen.org/Lessonplan/downloadFile.cgi?file=14858-2-20812-pendulum.pdf&filename=pendulum.pdf

Robo Arm: This fun activity is one of five in a series of space based engineering challenges developed by NASA and Design Squad where students are engaged in implementing the Engineering Design process to build a robotic arm that can lift a cup off a table using cardboard strips, brass fasteners, paper clips, straw, string, tape and a cup. The activity includes an instructor’s guide, questioning techniques, discussion questions, extension activity, a rubric, and 3 short video clips that enhance the purpose of the activity and its relevance to NASA. Overview In this challenge, students will use a model robotic arm to move items from one location to another. They will engage in the engineering design process to design, build and operate the arm. http://www.jpl.nasa.gov/edu/teach/activity/robotic-arm-challenge/

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Unit Vocabulary Investigation 1: Forces attract balanced change of motion data direction evidence force gravity magnet magnetic field magnetic force magnetism model motion observe pattern practice predict prediction pull push repel science practices strength unbalanced

Investigation 2: Patterns of Motion axis axle friction outcome pattern of motion ramp rotate shaft slope standard system top twirly bird variable wheel

Investigation 3: Engineering bearing centimeter (cm) constraint criterion engineer meter (m) metric system solution standard unit start position

Investigation 4: Mixtures baking soda calcium carbonate carbon dioxide chalk chemical reaction cloudy conservation of mass dissolve mixture salt solution suspend transparent vinegar

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References & Suggested Instructional Websites FOSSweb

www.fossweb.com

Defined (STEM) Learning https://www.definedlearning.com/

Newsela

www.newsela.com

Readworks.org https://www.readworks.org/

PBS Learning Media

http://pbslearningmedia.org

Natural Inventions Hall of Fame https://www.invent.org/at-home-learning-resources

Scholastic Watchandlearn

https://watchandlearn.scholastic.com/

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Field Trip Ideas

Liberty Science Center, Jersey City, NJ https://lsc.org/

Jersey City Museum, Jersey City, NJ

http://www.jerseycitymuseum.org/

Land of Make Believe, Hope, NJ

https://www.lomb.com/info.html

New Jersey Institute of Technology, Newark, NJ

https://www.njit.edu/

The Funplex, East Hanover, New Jersey

http://thefunplex.com/

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