ACCESS SCIENCE-GRADE 3 CURRICULUM MAP. Course Code: ESE Department and Student Services

Transcription

1 ACCESS SCIENCE-GRADE 3 CURRICULUM MAP Course Code: ESE Department and Student Services

2 Access Course Curriculum Maps Each access course curriculum map is organized to align with the curriculum map for its corresponding general education course. Following the pacing of the curriculum maps will allow access course and general education teachers to collaboratively plan instructional strategies, resources, and content-related events, while also ensuring that course standards are thoroughly instructed. In this curriculum map, each course standard includes the aligned Florida Standards Access Points, instructional resources, and a space to indicate the date of instruction. When developing standards-aligned lesson plans, teachers should keep in mind the Big 3 of lesson planning: 1. Identify the Florida Standard to be taught, 2. Crosswalk to the corresponding Florida Standard Access Point, and 3. Identify resources to be used. The instructional resources listed in this curriculum map were gathered from several sources, including general education curriculum maps, the Florida Access Project website ( CPALMS ( and Volusia s approved curricula and instructional materials for access courses. Access courses are setting-neutral, which means a student working on Florida Standards Access Points can be instructed on those standards in a variety of settings, including those with same-grade nondisabled peers in general educational courses. Grade-level access points instruction is delivered at the individual level needed for students to be successful and move learning forward. Access points in the subject areas of Science, Social Studies, Art, Dance, Physical Education, Theatre, and Health provide tiered access to the general curriculum through three levels (Participatory, Supported, and Independent). Access points in English Language Arts and Mathematics do not contain these tiers, but instead contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction. Only students with a significant cognitive disability are eligible to participate in the Florida Standards Access Points curriculum pathway and be enrolled in access courses. Students with significant cognitive disabilities will learn and acquire skills at varied rates. Although efforts should be made to follow the curriculum map as written, modifications to the pacing in this curriculum map may need to occur. Prioritized standards, based on the Florida Standards Alternate Assessment (FSAA) Blueprint, have an asterisk and are highlighted in yellow throughout the curriculum map. 1

3 Unit 1 Nature of Science/Earth and Space Science Pacing: August 13 October 12 Big Idea 1: The Practice of Science Pacing: August SC.3.N.1.6: Infer based on observation. Teacher Hints for Introduction to Science : The State Science Safety Manual (Animals in the Classroom Guidelines) can be accessed at Digital textbook resources can be accessed through V-Portal. See the 3rd Grade Science Canvas site for the Digital Access Guidelines and other resources. A science notebook may take the form of a spiral bound notebook, composition notebook, or 3-ring binder that is organized by topic. Students refer back to the pages in this notebook as content reference. Prediction vs. Hypothesis: A prediction is a statement about what may happen next. This statement is based on some knowledge of the topic because of previous data collected. A hypothesis is a scientific statement that explains an expected outcome based on prior knowledge and information gained through research. Observations are data or evidence collected through the use of the 5 senses and scientific tools. Data may be quantitative (numbers or measurements) and/or qualitative (describing) in in nature. Purposely plan to make observations of one object or event over an extended period of time. For example, make observations throughout the school year of a tree that responds to the changing of the seasons. An inference is a statement that appears to be true based on previous experiences or a collection of observations. The greater the body of evidence, the more an inference appears to be a fact (e.g., if a person eats hamburgers very often, then gains weight, an inference can be made that hamburgers can cause a person to gain weight). The study of the Nature of Science allows for students to think and act like a scientist. It involves practices we want our students to engage in throughout the year ask questions, gather data/evidence, analyze the data, and draw and present conclusions. Embed these practices throughout the instruction of science content. Investigation suggestions for the beginning of the year Mystery Photos - View a section of a picture, make observations, infer what the entire picture could be, and then verify by viewing the entire picture. Mystery Powders - Predict what will happen to materials (e.g., Instant Snow, sugar or salt, and Aqua Sand) when 1/2 cup of water is added. Record observations before water is added using a hand lens. Observe and record changes in the substances after water is added. Mystery Bags - Place different objects in several brown lunch bags and seal them tight (consider doubling each bag for durability). Shake and touch the item through the bag to make observations to infer the identity of the mystery object. Mystery Liquids Make observations with eyes only to predict the identity of different liquids (e.g., honey, blue dish detergent, corn-vegetable-baby oil, corn/maple syrup, colored water). Infer what the substance may be based upon observations. Tools and what they measure, including units of measure, will be revisited during the Matter unit. Teachers are free to choose any topic (e.g., properties and/or changes of matter, heat, light, plants, animals) to explore the science skills and tools introduced during Weeks 2

4 1-2 of the curriculum map. This would require looking at the topics to be taught this year. When using an upcoming topic for these weeks, you wouldn t teach the content associated with the topic but rather use the topic to instruct the content of science processes. SC.3.N.1.In.1: Ask questions, explore, observe, and identify outcomes. SC.3.N.1.Su.1: Ask literal questions, explore, observe, and share information. SC.3.N.1.Pa.1: Explore, observe, and recognize common objects in the natural world. SC.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. Teacher Hints for Introduction to Science : The State Science Safety Manual (Animals in the Classroom Guidelines) can be accessed at Digital textbook resources can be accessed through V-Portal. See the 3rd Grade Science Canvas site for the Digital Access Guidelines and other resources. A science notebook may take the form of a spiral bound notebook, composition notebook, or 3-ring binder that is organized by topic. Students refer back to the pages in this notebook as content reference. Prediction vs. Hypothesis: A prediction is a statement about what may happen next. This statement is based on some knowledge of the topic because of previous data collected. A hypothesis is a scientific statement that explains an expected outcome based on prior knowledge and information gained through research. Observations are data or evidence collected through the use of the 5 senses and scientific tools. Data may be quantitative (numbers or measurements) and/or qualitative (describing) in in nature. Purposely plan to make observations of one object or event over an extended period of time. For example, make observations throughout the school year of a tree that responds to the changing of the seasons. An inference is a statement that appears to be true based on previous experiences or a collection of observations. The greater the body of evidence, the more an inference appears to be a fact (e.g., if a person eats hamburgers very often, then gains weight, an inference can be made that hamburgers can cause a person to gain weight). The study of the Nature of Science allows for students to think and act like a scientist. It involves practices we want our students to engage in throughout the year ask questions, gather data/evidence, analyze the data, and draw and present conclusions. Embed these practices throughout the instruction of science content. Investigation suggestions for the beginning of the year Mystery Photos - View a section of a picture, make observations, infer what the entire picture could be, and then verify by viewing the entire picture. Mystery Powders - Predict what will happen to materials (e.g., Instant Snow, sugar or salt, and Aqua Sand) when 1/2 cup of water is added. Record observations before water is added using a hand lens. Observe and record changes in the substances after water is added. Mystery Bags - Place different objects in several brown lunch bags and seal them tight (consider doubling each bag for durability). Shake and touch the item through the bag 3

5 to make observations to infer the identity of the mystery object. Mystery Liquids Make observations with eyes only to predict the identity of different liquids (e.g., honey, blue dish detergent, corn-vegetable-baby oil, corn/maple syrup, colored water). Infer what the substance may be based upon observations. Tools and what they measure, including units of measure, will be revisited during the Matter unit. Teachers are free to choose any topic (e.g., properties and/or changes of matter, heat, light, plants, animals) to explore the science skills and tools introduced during Weeks 1-2 of the curriculum map. This would require looking at the topics to be taught this year. When using an upcoming topic for these weeks, you wouldn t teach the content associated with the topic but rather use the topic to instruct the content of science processes. SC.3.N.1.In.2: Work with a group to make observations and identify results. SC.3.N.1.Su.2: Work with a partner to make observations. SC.3.N.1.Pa.2: Assist with investigations with a partner. SC.3.N.1.1: Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. GROWING UP WILD Lessons: Big Idea 1 (The practice of Science) Teacher Hints for Introduction to Science Process : For a complete listing of the Integrated Science Process Skills that parallels the Scientific Method, refer to page 33 in the map. When evaluating a hypothesis based on the results of an investigation, discourage students from making the claim that their hypothesis is either right or wrong. Encourage by asking them to evaluate their hypothesis as either being supported or not supported by the data. An explanation as to why or why not is to follow the statement of support. Introduction of the term variable should be used as it relates to differences that occur in data when using the same tools. Students will not be assessed on the term variable nor will they be asked to identify variables. Multiple trials mean to either go through the experimental procedure several times or to conduct tests on multiple subjects at once. Multiple trials allow you to see whether the results of each test or the trials as a whole show consistency. Use and refer to models during science exploration. Models can be either 2- or 3-dimensional in nature to include diagrams, globes, skeletons, plants, stuffed animals, or any other items that represent real objects. Models can even be a computer simulation or mental model. When comparing and contrasting a model with the real thing, students should focus their attention on the size of the model relative to the real thing, on the materials the model is made from, and on how well the model has replicated the real thing. SC.3.N.1.In.1: Ask questions, explore, observe, and identify outcomes. 4

6 SC.3.N.1.Su.1: SC.3.N.1.Pa.1: Ask literal questions, explore, observe, and share information. Explore, observe, and recognize common objects in the natural world. Big Idea 3: The Role of Theories, Laws, Hypotheses and Models SC.3.N.3.2: Recognize that scientists use models to help understand and explain how things work. Teacher Hints for Introduction to Science Process : For a complete listing of the Integrated Science Process Skills that parallels the Scientific Method, refer to page 33 in the map. When evaluating a hypothesis based on the results of an investigation, discourage students from making the claim that their hypothesis is either right or wrong. Encourage by asking them to evaluate their hypothesis as either being supported or not supported by the data. An explanation as to why or why not is to follow the statement of support. Introduction of the term variable should be used as it relates to differences that occur in data when using the same tools. Students will not be assessed on the term variable nor will they be asked to identify variables. Multiple trials mean to either go through the experimental procedure several times or to conduct tests on multiple subjects at once. Multiple trials allow you to see whether the results of each test or the trials as a whole show consistency. Use and refer to models during science exploration. Models can be either 2- or 3-dimensional in nature to include diagrams, globes, skeletons, plants, stuffed animals, or any other items that represent real objects. Models can even be a computer simulation or mental model. When comparing and contrasting a model with the real thing, students should focus their attention on the size of the model relative to the real thing, on the materials the model is made from, and on how well the model has replicated the real thing. SC.3.N.3.In.2: Use models to identify how things work. SC.3.N.3.Su.2: Recognize that models represent real things. SC.3.N.3.Pa.2: Recognize a model of a real object. SC.3.N.3.3: Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations. Teacher Hints for Introduction to Science Process : For a complete listing of the Integrated Science Process Skills that parallels the Scientific Method, refer to page 33 in the map. When evaluating a hypothesis based on the results of an investigation, discourage students from making the claim that their hypothesis is either right or wrong. Encourage by asking them to evaluate their hypothesis as either being supported or not supported by the data. An explanation as to why or why not is to follow the statement of support. Introduction of the term variable should be used as it relates to differences that occur in data when using the same tools. Students will not be assessed on the term variable nor will they be asked to identify variables. 5

7 Multiple trials mean to either go through the experimental procedure several times or to conduct tests on multiple subjects at once. Multiple trials allow you to see whether the results of each test or the trials as a whole show consistency. Use and refer to models during science exploration. Models can be either 2- or 3-dimensional in nature to include diagrams, globes, skeletons, plants, stuffed animals, or any other items that represent real objects. Models can even be a computer simulation or mental model. When comparing and contrasting a model with the real thing, students should focus their attention on the size of the model relative to the real thing, on the materials the model is made from, and on how well the model has replicated the real thing. SC.3.N.3.In.1 Recognize meanings of words used in science, such as energy, temperature, and gravity. SC.3.N.3.Su.1 Recognize meanings of words used in science, such as telescope, environment, and solid. SC.3.N.3.Pa.1 Recognize common objects related to science by name, such as ice, animal, and plant. SC.3.N.3.In.2 SC.3.N.3.Su.2 SC.3.N.3.Pa.2 Use models to identify how things work. Recognize that models represent real things. Recognize a model of a real object SC.3.N.3.In.3 Identify that models are representations of things found in the real world. Big Idea 1: The Practice of Science SC.3.N.1.7: Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. Teacher Hints for Introduction to Data : Using common tools allows scientists to communicate with each other accurately, effectively, and efficiently. Aesop s Fable of The Crow and The Pitcher is a lesson integrating literacy and science to teach the water displacement method : The following link provides a lab that provides an inquiry opportunity on the water displacement method : Non-contact infrared thermometer technology is available to investigate temperature of solids. Sticker aquarium thermometers are also useful for investigating the temperature of solids. Be sure to include a brief review of F and C when introducing thermometers as a tool that scientists use. SC.3.N.1.In.1 Ask questions, explore, observe, and identify outcomes. SC.3.N.1.Su.1 Ask literal questions, explore, observe, and share information. 6

8 SC.3.N.1.Pa.1 SC.3.N.1.In.2 SC.3.N.1.Su.2 SC.3.N.1.Pa.2 SC.3.N.1.In.3 SC.3.N.1.Su.3 SC.3.N.1.Pa.3 SC.3.N.1.In.4 Explore, observe, and recognize common objects in the natural world. Work with a group to make observations and identify results. Work with a partner to make observations Assist with investigations with a partner. Record observations to describe findings using written or visual formats, such as picture stories. Record observations to describe findings using dictated words and phrases and pictures. Recognize that people share information. Recognize that scientists share their knowledge and results with each other SC.3.N.1.Su.4 Recognize that people work in different kinds of jobs related to science. SC.3.N.1.3: Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. Teacher Hints for Introduction to Data : Using common tools allows scientists to communicate with each other accurately, effectively, and efficiently. Aesop s Fable of The Crow and The Pitcher is a lesson integrating literacy and science to teach the water displacement method : The following link provides a lab that provides an inquiry opportunity on the water displacement method : Non-contact infrared thermometer technology is available to investigate temperature of solids. Sticker aquarium thermometers are also useful for investigating the temperature of solids. Be sure to include a brief review of F and C when introducing thermometers as a tool that scientists use. SC.3.N.1.In.3: Record observations to describe findings using written or visual formats, such as picture stories. SC.3.N.1.Su.3: Record observations to describe findings using dictated words and phrases and pictures. SC.3.N.1.Pa.1: Explore, observe, and recognize common objects in the natural world. SC.3.N.1.5: Recognize that scientists question, discuss, and check each other's evidence and explanations. Teacher Hints for Introduction to Data : Using common tools allows scientists to communicate with each other accurately, effectively, and efficiently. 7

9 Aesop s Fable of The Crow and The Pitcher is a lesson integrating literacy and science to teach the water displacement method : The following link provides a lab that provides an inquiry opportunity on the water displacement method : Non-contact infrared thermometer technology is available to investigate temperature of solids. Sticker aquarium thermometers are also useful for investigating the temperature of solids. Be sure to include a brief review of F and C when introducing thermometers as a tool that scientists use. SC.3.N.1.In.4: Recognize that scientists share their knowledge and results with each other. SC.3.N.1.Su.4: Recognize that people work in different kinds of jobs related to science. SC.3.N.1.Pa.3: Recognize that people share information. SC.3.N.1.4: Recognize the importance of communication among scientists. GROWING UP WILD Lesson: Big Idea 1 (The practice of Science) Teacher Hints for Introduction to Data : Using common tools allows scientists to communicate with each other accurately, effectively, and efficiently. Aesop s Fable of The Crow and The Pitcher is a lesson integrating literacy and science to teach the water displacement method : The following link provides a lab that provides an inquiry opportunity on the water displacement method : Non-contact infrared thermometer technology is available to investigate temperature of solids. Sticker aquarium thermometers are also useful for investigating the temperature of solids. Be sure to include a brief review of F and C when introducing thermometers as a tool that scientists use. SC.3.N.1.In.4: Recognize that scientists share their knowledge and results with each other. SC.3.N.1.Su.4: Recognize that people work in different kinds of jobs related to science. SC.3.N.1.Pa.3: Recognize that people share information. Big Idea 5: Earth in Space and Time Pacing: September 27 October 5 SC.3.E.5.3: Recognize that the Sun appears large and bright because it is the closest star to Earth. Teacher Hints for Stars : A star is an object in space that produces its own heat and light and is composed of gases and dust particles. The sun is a medium-sized star. A common misconception is that the sun is the largest star. It appears to be the largest because of its proximity to Earth. A galaxy is a group of millions of stars. The sun is the closest star to Earth in the Milky Way galaxy. 8

10 The term star patterns refers to constellations. Students may see the terms patterns of stars in the sky or star patterns on the SSA. Students will not have to know or identify names of star patterns. Future grade levels will focus on star positions in the night sky. The color and temperature of stars are related. The coolest are red, the hottest are blue, and medium-hot are yellow. Our sun is a medium-hot, yellow star. Students must understand that although the sun appears to move across our sky, it is the Earth s rotation causing the pattern of day and night. The sun being present or not present may lead to student misconceptions that the sun is moving instead of the Earth moving. The sun generates its own radiant heat and we feel this heat from the sun here on Earth. The Earth s surface and other matter gains and loses heat that has come from the sun. Temperature is the measurement we use to record heat energy, and the loss or gain of heat at any given time. When the sun is not present, objects may lose heat. When the sun is present, objects gain heat through absorption. Using the terminology losing heat (a heat loss) or gaining heat (a heat gain) is a precursor to SC.4.P Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. In Weeks 1-4, students learned the purpose of using models when investigating. Our current knowledge of space has been partly due to the construction and use of models. Students and other scientists are not able to physically experience space but they can continue their learning by using models of the different space bodies such as the Earth, sun, moon, and stars. As we learn more about space, models are constantly revised to fit new thinking and learning. SC.3.E.5.In.3: Recognize that the Sun is the closest star to Earth. SC.3.E.5.Su.3: Recognize that the Sun is a star. SC.3.E.5.Pa.2: Recognize that the Sun is bright. SC.3.E.5.2: Identify the Sun as a star that emits energy; some of it in the form of light. Teacher Hints for Stars : A star is an object in space that produces its own heat and light and is composed of gases and dust particles. The sun is a medium-sized star. A common misconception is that the sun is the largest star. It appears to be the largest because of its proximity to Earth. A galaxy is a group of millions of stars. The sun is the closest star to Earth in the Milky Way galaxy. The term star patterns refers to constellations. Students may see the terms patterns of stars in the sky or star patterns on the SSA. Students will not have to know or identify names of star patterns. Future grade levels will focus on star positions in the night sky. The color and temperature of stars are related. The coolest are red, the hottest are blue, and medium-hot are yellow. Our sun is a medium-hot, yellow star. Students must understand that although the sun appears to move across our sky, it is the Earth s rotation causing the pattern of day and night. The sun being present or not present may lead to student misconceptions that the sun is moving instead of the Earth moving. 9

11 The sun generates its own radiant heat and we feel this heat from the sun here on Earth. The Earth s surface and other matter gains and loses heat that has come from the sun. Temperature is the measurement we use to record heat energy, and the loss or gain of heat at any given time. When the sun is not present, objects may lose heat. When the sun is present, objects gain heat through absorption. Using the terminology losing heat (a heat loss) or gaining heat (a heat gain) is a precursor to SC.4.P Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. In Weeks 1-4, students learned the purpose of using models when investigating. Our current knowledge of space has been partly due to the construction and use of models. Students and other scientists are not able to physically experience space but they can continue their learning by using models of the different space bodies such as the Earth, sun, moon, and stars. As we learn more about space, models are constantly revised to fit new thinking and learning. SC.3.E.5.In.2: Recognize that the Sun is a star that gives off its own light. SC.3.E.5.Su.2: Recognize that the Sun gives off light. SC.3.E.5.Pa.2: Recognize that the Sun is bright. SC.3.E.5.1: Explain that stars can be different; some are smaller, some are larger, and some appear brighter than others; all except the Sun are so far away that they look like points of light Teacher Hints for Stars : A star is an object in space that produces its own heat and light and is composed of gases and dust particles. The sun is a medium-sized star. A common misconception is that the sun is the largest star. It appears to be the largest because of its proximity to Earth. A galaxy is a group of millions of stars. The sun is the closest star to Earth in the Milky Way galaxy. The term star patterns refers to constellations. Students may see the terms patterns of stars in the sky or star patterns on the SSA. Students will not have to know or identify names of star patterns. Future grade levels will focus on star positions in the night sky. The color and temperature of stars are related. The coolest are red, the hottest are blue, and medium-hot are yellow. Our sun is a medium-hot, yellow star. Students must understand that although the sun appears to move across our sky, it is the Earth s rotation causing the pattern of day and night. The sun being present or not present may lead to student misconceptions that the sun is moving instead of the Earth moving. The sun generates its own radiant heat and we feel this heat from the sun here on Earth. The Earth s surface and other matter gains and loses heat that has come from the sun. Temperature is the measurement we use to record heat energy, and the loss or gain of heat at any given time. When the sun is not present, objects may lose heat. When the sun is present, objects gain heat through absorption. Using the terminology losing heat (a heat loss) or gaining heat (a heat gain) is a precursor to SC.4.P Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. In Weeks 1-4, students learned the purpose of using models when investigating. Our current knowledge of space has been partly due to the construction and use of models. 10

12 Students and other scientists are not able to physically experience space, but they can continue their learning by using models of the different space bodies such as the Earth, sun, moon, and stars. As we learn more about space, models are constantly revised to fit new thinking and learning. SC.3.E.5.In.1: Recognize that stars in the sky look different from each other. SC.3.E.5.Su.1: Recognize that all stars except the Sun appear very small. SC.3.E.5.Pa.1: Recognize stars in the sky. Big Idea 6: Earth Structures SC.3.E.6.1: Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost. Teacher Hints for Stars : A star is an object in space that produces its own heat and light and is composed of gases and dust particles. The sun is a medium-sized star. A common misconception is that the sun is the largest star. It appears to be the largest because of its proximity to Earth. A galaxy is a group of millions of stars. The sun is the closest star to Earth in the Milky Way galaxy. The term star patterns refers to constellations. Students may see the terms patterns of stars in the sky or star patterns on the SSA. Students will not have to know or identify names of star patterns. Future grade levels will focus on star positions in the night sky. The color and temperature of stars are related. The coolest are red, the hottest are blue, and medium-hot are yellow. Our sun is a medium-hot, yellow star. Students must understand that although the sun appears to move across our sky, it is the Earth s rotation causing the pattern of day and night. The sun being present or not present may lead to student misconceptions that the sun is moving instead of the Earth moving. The sun generates its own radiant heat and we feel this heat from the sun here on Earth. The Earth s surface and other matter gains and loses heat that has come from the sun. Temperature is the measurement we use to record heat energy, and the loss or gain of heat at any given time. When the sun is not present, objects may lose heat. When the sun is present, objects gain heat through absorption. Using the terminology losing heat (a heat loss) or gaining heat (a heat gain) is a precursor to SC.4.P Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. In Weeks 1-4, students learned the purpose of using models when investigating. Our current knowledge of space has been partly due to the construction and use of models. Students and other scientists are not able to physically experience space, but they can continue their learning by using models of the different space bodies such as the Earth, sun, moon, and stars. As we learn more about space, models are constantly revised to fit new thinking and learning. SC.3.E.6.In.1 Identify that energy from the Sun heats objects. SC.3.E.6.Su.1 Recognize that many things will get hot when left in the Sun. 11

13 SC.3.E.6.Pa.1 Distinguish between hot and cold objects Big Idea 5: Earth in Space and Time SC.3.E.5.5: Investigate that the number of stars that can be seen through telescopes is dramatically greater than those seen by the unaided eye. Teacher Hints for Stars : A star is an object in space that produces its own heat and light and is composed of gases and dust particles. The sun is a medium-sized star. A common misconception is that the sun is the largest star. It appears to be the largest because of its proximity to Earth. A galaxy is a group of millions of stars. The sun is the closest star to Earth in the Milky Way galaxy. The term star patterns refers to constellations. Students may see the terms patterns of stars in the sky or star patterns on the SSA. Students will not have to know or identify names of star patterns. Future grade levels will focus on star positions in the night sky. The color and temperature of stars are related. The coolest are red, the hottest are blue, and medium-hot are yellow. Our sun is a medium-hot, yellow star. Students must understand that although the sun appears to move across our sky, it is the Earth s rotation causing the pattern of day and night. The sun being present or not present may lead to student misconceptions that the sun is moving instead of the Earth moving. The sun generates its own radiant heat and we feel this heat from the sun here on Earth. The Earth s surface and other matter gains and loses heat that has come from the sun. Temperature is the measurement we use to record heat energy, and the loss or gain of heat at any given time. When the sun is not present, objects may lose heat. When the sun is present, objects gain heat through absorption. Using the terminology losing heat (a heat loss) or gaining heat (a heat gain) is a precursor to SC.4.P Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. In Weeks 1-4, students learned the purpose of using models when investigating. Our current knowledge of space has been partly due to the construction and use of models. Students and other scientists are not able to physically experience space, but they can continue their learning by using models of the different space bodies such as the Earth, sun, moon, and stars. As we learn more about space, models are constantly revised to fit new thinking and learning. SC.3.E.5.In.1 SC.3.E.5.Su.1 SC.3.E.5.Pa.1 Recognize that stars in the sky look different from each other. Recognize that all stars except the Sun appear very small. Recognize stars in the sky. SC.3.E.5.In.2 SC.3.E.5.Su.2 Recognize that the Sun is a star that gives off its own light. Recognize that the Sun gives off light. 12

14 SC.3.E.5.Pa.2 SC.3.E.5.In.3 SC.3.E.5.Su.3 SC.3.E.5.Pa.3 SC.3.E.5.In.4 SC.3.E.5.Su.4 SC.3.E.5.Pa.4 SC.3.E.5.In.5 Recognize that the Sun is bright. Recognize that the Sun is the closest star to Earth. Recognize that the Sun is a star. Recognize that an object can be stopped from falling. Observe and describe ways to keep an object from falling due to gravity. Observe and recognize ways to stop a falling object, such as catching a ball. Match a familiar object enlarged by magnification. Recognize that stars appear larger and closer when seen through a telescope. SC.3.E.5.Su.5 Recognize a telescope as a tool to view stars in space Big Idea 5: Earth in Space and Time SC.3.E.5.4: Explore the Law of Gravity by demonstrating that gravity is a force that can be overcome. Teacher Hints for Gravity : Gravity is a force that pulls objects towards Earth s surface. All objects will fall to the Earth if they are not held up by something. A leaf will fall if it is not connected to a branch. A paper will fall if it is not on a table. Gravity is an example of a non-contact force. An object will move downward without a force touching it. Overcoming gravity means to push up against the force of gravity. We used to refer to this as defying gravity. One way humans overcome gravity is by jumping up, climbing a ladder, or by taking an airplane or helicopter ride. When clarifying the Law of Gravity, use examples of how to overcome gravity (e.g., jumping, magnets, airplanes, Mentos and Coke Lab Alka-Seltzer and film canister lab Consider demonstrating the ability to overcome gravity using contact and non-contact forces. Present students with a listing of events that contain both examples of gravity and overcoming gravity. Have them sort this list, and then give their rationale as to why they sorted these events into one of the two groups. Simple machines instruction is no longer curriculum for elementary students. However, simple machines may be used when giving examples of overcoming gravity. For example, a pulley overcomes gravity by lifting things up. SC.3.E.5.In.4: Observe and describe ways to keep an object from falling due to gravity. SC.3.E.5.Su.4: Observe and recognize ways to stop a falling object, such as catching a ball. 13

15 SC.3.E.5.Pa.3: Recognize that an object can be stopped from falling. Unit 2: Physical Science Pacing: October 16 December 19 Big Idea 8: Properties of Matter Pacing: October 8 November 30 SC.3.P.8.3: Compare materials and objects according to properties such as size, shape, color, texture, and hardness. Teacher Hints for Properties of Matter : Consider using a variety of matter (living or nonliving) for observation and measurement experiences. Physical properties are observable and measurable. Observable properties of matter are described by using the five senses such as shape, color, texture, and hardness. The five senses may be enhanced by using a hand lens and/or a 14

16 microscope. Measurable properties of matter are described using measurement tools. These tools measure volume, mass, length, and temperature. Consider exposing students to a variety of tools to measure mass and volume. Measuring tools for mass include a spring scale, pan balance, triple beam balance, and balance scale. Measuring tools for volume include beaker, graduated cylinder, flask, and measuring cup. This is the first experience the students will have with the term mass as it is used in the NGSSS curriculum. Students do not need to understand the difference between mass and weight; the words may be used interchangeably at this grade. The water displacement method is a technique used to measure the volume of an object by calculating how much water it displaces or pushes aside when placed into a sample of water. To determine the volume of an object, subtract the final water level from the starting water level. There is not necessarily a correlation between mass and volume. For example, two blocks of the same size and shape but different composition (a wood block and a metal block) may have different masses but the same volume. To give students a frame of reference for water displacement, remind them of how the water level changes after they get into a bath tub or a small, kiddie pool. The water displacement method is used to measure the volume of both regular and irregular-shaped objects (objects that cannot be measured easily using a ruler or measuring tape, such as rocks and marbles). Students do not need to know how to calculate the volume of regular-shaped objects using the volume formula (base x width x height) in science. SC.3.P.8.In.1 Observe and identify the colder/hotter temperature measured on a thermometer SC.3.P.8.Su.1 Recognize that a thermometer measures temperature (cold and hot). SC.3.P.8.Pa.1 Recognize the temperature of items, such as food, as cool or warm. SC.3.P.8.In.2 SC.3.P.8.Su.2 SC.3.P.8.Pa.2 SC.3.P.8.In.3 SC.3.P.8.Su.3 Measure the weight of solids or liquids. Sort solid objects by weight (heavy and light). Recognize the larger of two objects. Group objects by two observable properties, such as size and shape or color and texture. Sort objects by an observable property, such as size, shape, color, and texture. SC.3.P.8.Pa.3 Match objects by an observable property, such as size, shape, and color. SC.3.P.8.2: Measure and compare the mass and volume of solids and liquids. Remarks/Examples: Introduce the term mass as compared to the term weight. 15

17 Teacher Hints for Properties of Matter : Consider using a variety of matter (living or nonliving) for observation and measurement experiences. Physical properties are observable and measurable. Observable properties of matter are described by using the five senses such as shape, color, texture, and hardness. The five senses may be enhanced by using a hand lens and/or a microscope. Measurable properties of matter are described using measurement tools. These tools measure volume, mass, length, and temperature. Consider exposing students to a variety of tools to measure mass and volume. Measuring tools for mass include a spring scale, pan balance, triple beam balance, and balance scale. Measuring tools for volume include beaker, graduated cylinder, flask, and measuring cup. This is the first experience the students will have with the term mass as it is used in the NGSSS curriculum. Students do not need to understand the difference between mass and weight; the words may be used interchangeably at this grade. The water displacement method is a technique used to measure the volume of an object by calculating how much water it displaces or pushes aside when placed into a sample of water. To determine the volume of an object, subtract the final water level from the starting water level. There is not necessarily a correlation between mass and volume. For example, two blocks of the same size and shape but different composition (a wood block and a metal block) may have different masses but the same volume. To give students a frame of reference for water displacement, remind them of how the water level changes after they get into a bath tub or a small, kiddie pool. The water displacement method is used to measure the volume of both regular and irregular-shaped objects (objects that cannot be measured easily using a ruler or measuring tape, such as rocks and marbles). Students do not need to know how to calculate the volume of regular-shaped objects using the volume formula (base x width x height) in science. SC.3.P.8.In.2: Measure the weight of solids or liquids. SC.3.P.8.Su.2: Sort solid objects by weight (heavy and light). SC.3.P.8.Pa.2: Recognize the larger of two objects. SC.3.P.8.1: Measure and compare temperatures of various samples of solids and liquids. Teacher Hints for Properties of Matter : Consider using a variety of matter (living or nonliving) for observation and measurement experiences. Physical properties are observable and measurable. Observable properties of matter are described by using the five senses such as shape, color, texture, and hardness. The five senses may be enhanced by using a hand lens and/or a microscope. Measurable properties of matter are described using measurement tools. These tools measure volume, mass, length, and temperature. Consider exposing students to a variety of tools to measure mass and volume. Measuring tools for mass include a spring scale, pan balance, triple beam balance, and balance scale. Measuring tools for volume include beaker, graduated cylinder, flask, and measuring cup. This is the first experience the students will have with the term mass as it is used in the NGSSS curriculum. 16

18 Students do not need to understand the difference between mass and weight; the words may be used interchangeably at this grade. The water displacement method is a technique used to measure the volume of an object by calculating how much water it displaces, or pushes aside when placed into a sample of water. To determine the volume of an object, subtract the final water level from the starting water level. There is not necessarily a correlation between mass and volume. For example, two blocks of the same size and shape but different composition (a wood block and a metal block) may have different masses but the same volume. To give students a frame of reference for water displacement, remind them of how the water level changes after they get into a bath tub or a small, kiddie pool. The water displacement method is used to measure the volume of both regular and irregular-shaped objects (objects that cannot be measured easily using a ruler or measuring tape, such as rocks and marbles). Students do not need to know how to calculate the volume of regular-shaped objects using the volume formula (base x width x height) in science. SC.3.P.8.In.1: Observe and identify the colder/hotter temperature measured on a thermometer. SC.3.P.8.Su.1: Recognize that a thermometer measures temperature (cold and hot). SC.3.P.8.Pa.1: Recognize the temperature of items, such as food, as cool or warm. Big Idea 9: Changes in Matter SC.3.P.9.1: Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation. Teacher Hints for Changes in Matter : Define and explain vocabulary associated with matter changes using Thinking Maps and other graphic organizers in science notebooks. o melting changing from solid (ice) to a liquid (water) due to a heat gain o evaporating changing from a liquid (water) to gas (vapor) due to a heat gain o condensing changing from a gas (vapor) to a liquid (water) due to a heat loss o freezing changing from a liquid (water) to a solid (ice) due to a heat loss Using the terminology losing heat (a heat loss) or gaining heat (a heat gain) is a precursor to SC.4.P Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. Please note: Changes in states of matter are limited to changes in states of water only. Connections to the water cycle are naturally made during this unit, however the process of the water cycle is NOT taught at this grade level. Exploring the changes that occur in the states of matter may be done through the following investigations: o Place water in the bottom of a plastic bag, seal, and then place the bag in a window for an hour. o Place water in a cup and observe and measure how water evaporates during the day. o Make pictures on the sidewalk with water and observe what happens (puddle pictures). 17

19 o Place a wet paper towel in the sun and record observations over a period of time. SC.3.P.9.1 Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation. SC.3.P.9.Su.1 Identify that water can change from solid to liquid state by heating SC.3.P.9.Pa.1 Recognize that ice can change to water. Big Idea 3: The Role of Theories, Laws, Hypothesis, and Modules SC.3.N.3.1: Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, energy, cell, heat/cold, and evidence. Teacher Hints for Changes in Matter : Define and explain vocabulary associated with matter changes using Thinking Maps and other graphic organizers in science notebooks. o melting changing from solid (ice) to a liquid (water) due to a heat gain o evaporating changing from a liquid (water) to gas (vapor) due to a heat gain o condensing changing from a gas (vapor) to a liquid (water) due to a heat loss o freezing changing from a liquid (water) to a solid (ice) due to a heat loss Using the terminology losing heat (a heat loss) or gaining heat (a heat gain) is a precursor to SC.4.P Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature. Please note: Changes in states of matter are limited to changes in states of water only. Connections to the water cycle are naturally made during this unit, however the process of the water cycle is NOT taught at this grade level. Exploring the changes that occur in the states of matter may be done through the following investigations: o Place water in the bottom of a plastic bag, seal, and then place the bag in a window for an hour. o Place water in a cup and observe and measure how water evaporates during the day. o Make pictures on the sidewalk with water and observe what happens (puddle pictures). o Place a wet paper towel in the sun and record observations over a period of time. SC.3.N.3.In.1: Recognize meanings of words used in science, such as energy, temperature, and gravity. SC.3.N.3.Su.1: Recognize meanings of words used in science, such as telescope, environment, and solid. SC.3.N.3.Pa.1: Recognize common objects related to science by name, such as ice, animal, and plant. Big Idea 10: Forms of Energy Pacing: December 3 19 SC.3.P.10.1: Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical. Teacher Hints for Forms of Energy : 18

20 Mechanical energy is the energy of position and motion. Although the Science Fusion textbook resource provides instructional support of potential and kinetic energy, students do not need to be able to distinguish between potential and kinetic energy. For assessment purposes, scenarios referring to mechanical energy should not use the term kinetic energy or potential energy. Light energy is carried by light waves. Sound energy is carried by sound waves. Energy transformations are not formally assessed in grade 3 but are assessed in grade 5 in terms of electrical energy. Electrical energy can transform (change form) into light, heat, and/or sound energy. Light energy may be produced from another form of energy (e.g., electrical to light, chemical to light). In grade 3, students are asked to rub their hands together to transform mechanical energy into heat energy. Recognize examples of the use of energy, such as electrical (radio, freezer) and energy of motion SC.3.P.10.In.2: (bowling, wind). SC.3.P.10.Su.1: Recognize objects that use electricity (television) and the energy of motion (bowling ball). SC.3.P.10.Pa.1: Recognize the change in the motion of an object. Big Idea 10: Forms of Energy SC.3.P.10.2: Recognize that energy has the ability to cause motion or create change. Teacher Hints for Motion : Energy is needed for a force (push or pull). If there is enough force, an object may move. For example, in order for a ball to travel in the air, a person s hand has to have enough energy to push the ball forward to set it into motion. Have students do an energy walk around the school and identify situations in which energy is causing motion. Play an I Spy Energy game. Students give clues of items around the classroom in which energy is being used to cause motion and/or create change. Engage students in a discussion about what would happen if energy was not available. SC.3.P.10.In.2: Recognize examples of the use of energy, such as electrical (radio, freezer) and energy of motion (bowling, wind). SC.3.P.10.Su.1: Recognize objects that use electricity (television) and the energy of motion (bowling ball). SC.3.P.10.Pa.1: Recognize the change in the motion of an object. 19