INSTRUCTIONAL FOCUS DOCUMENT Grade 3 Ciencia,Science

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1 State Resources: Bridging II TAKS: Module 1 Light and Optics 3 rd Grade IFD Legend Bold, italic black: Knowledge and Skills Statement (TEKS); Bold black: Student Expectation (TEKS) Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR. Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR. Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit Blue: Supporting Information / Clarifications from CSCOPE (Specificity) Italic blue: Provides unit level clarification Black text: Notes from the American Association for the Advancement of Science (AAAS) Project 2061 and the Texas College and Career Readiness Standards (TxCCRS) EXEMPLAR LESSONS RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST INSTRUCTIONAL RESOURCE(S) Science Grade 03 Unit 06 Exemplar Grade 03 Science Unit 06 Rubric 01 Science Grade 03 Unit 06: Investigating Creating the Science Notebook: A Tool Lesson 01: Sun, Earth, Moon and Beyond Grade 03 Science Unit 06 Rubric 02 the Solar System for Evaluating Student Work Science Grade 03 Unit 06 Exemplar Ciencia Grade 03 Unit 06: Investigar el Spanish Version--Creating the Science Lesson 02: The Sun sistema solar Notebook: A Manual for Elementary Ciencia Grade 03 Unit 06 Exemplar Teachers Lesson 01: El Sol, la Tierra, la Luna y más allá Ciencia Grade 03 Unit 06 Exemplar Lesson 02: El Sol RATIONALE: This unit bundles student expectations that address characteristics of the Sun, position and motion of celestial bodies in our solar system and the representation of these phenomena through models. page 1 of 10

2 Prior to this unit, students have examined the Sun as a source of light and heat energy. In this unit, they will gain a deeper understanding of the characteristics of the Sun, its magnitude, distance from Earth, and resulting appearance. Likewise, students will continue to investigate the profound importance of the Sun to life on Earth. In Grade 3, emphasis is placed on the use of models to represent the natural world, specifically the relative motion and position of the Sun, Earth, Moon, and planets. The activities in this unit lay the foundation for future concepts of space science in upper elementary and middle school. After this unit, in Grade 5, students will identify and compare the physical characteristics of the Sun, Earth, and Moon. The standard (3.8D) in this unit is identified as a Supporting Standard. Space and the behavior of objects in the solar system fascinate and engage students. Films, computer simulations, a planetarium, and telescopic observations can help students begin to learn the earth's relation to the sun, moon, and other planets... but it is essential that all students, sometimes working together in small groups, make physical models and explain what the models show. At the same time, students can begin learning about scale (counting, comparative distances, volumes, times, etc.) in interesting, readily understood activities and readings (Benchmarks for Science Literacy). Some ideas about light and sight are prerequisite to understanding astronomical phenomena. Children should learn early that a large light source at a great distance looks like a small light source that is much closer and, stars are like the sun, some being smaller and some larger, but so far away that they look like points of light (Benchmarks for Science Literacy). American Association for the Advancement of Science. (1993). Benchmarks for Scientific Literacy. Project Retrieved December 24, 2009, from MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: MISCONCEPTIONS: Students may think the Earth is flat and motionless. Students may think the Earth is the center of the solar system and the largest object in the solar system. Students may think the Sun and Moon are about the same size and the stars are much smaller than both the Sun and Moon. Students may think that the Sun revolves around the Earth. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS page 2 of 10

3 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Models Systems The Earth is one of several planets that orbits the Sun, and Grade 03 Science Unit 06 PI 01 our Moon orbits the Earth. Create pre- and post-annotated drawings or diagrams of Patterns Cycles the solar system including the Sun/Earth/Moon system. Compare the before and after drawings by writing any revisions and the reasons for those revisions. Standard(s): 3.3C, 3.3D, 3.8C, 3.8D ELPS ELPS.c.1C, ELPS.c.5G Nature of Science Critical Thinking Models can provide useful information about the world we live in, but they have limitations. Grade 03 Science Unit 06 PI 02 Using the format and pattern of a familiar text, compose an Important Poem to describe and illustrate the Sun s most important critical attribute and at least three other attributes. Write an afterword to explain how the Sun s most important critical attribute was determined. Standard(s): 3.2F, 3.8B ELPS ELPS.c.4D, ELPS.c.4E, ELPS.c.5G Properties Matter Properties Energy Nature of Science Communicating Conclusions The Sun, as a star, is the essential source of energy for our solar system. KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Planet a large object that orbits a star; the Earth, a planet, orbits the Sun, a star Solar system the Sun and all of the objects that move around it Sun a huge ball of gases around which the Earth and other planets of the solar system revolve; the Sun is a star that provides Earth with most of its light and heat energy page 3 of 10

4 Orbit the path that one object in space takes around another object in space Revolution (revolve) one complete circle made by a planet or satellite around another body Rotation (rotate) the spinning of a planet or moon on its axis TEKS UNIT LEVEL SPECIFICITY 3.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: 3.2F communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion Communicate VALID CONCLUSIONS SUPPORTED BY DATA Methods of communication In writing By drawing pictures Through verbal discussions 3.3 Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: 3.3C represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials Represent THE NATURAL WORLD Using models Sun/Earth/Moon system page 4 of 10

5 TEKS UNIT LEVEL SPECIFICITY Identifying limitations Size Properties Materials 3.3D connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists Connect GRADE-LEVEL APPROPRIATE SCIENCE CONCEPTS Connection with History of science Science careers Contributions of scientists 3.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: 3.4A Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models timing devices, including clocks and stopwatches materials to support observation of habitats of organisms such as terrariums and aquariums. Collect, Record, Analyze INFORMATION USING TOOLS Use lab equipment appropriately. Notebooks Sun/Earth/Moon models page 5 of 10

6 3.8 Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: TEKS UNIT LEVEL SPECIFICITY 3.8B Describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle. Describe, Illustrate THE SUN A star Composed of gases 2061: By the end of 5th grade, students should know that: Stars are like the sun, some being smaller and some larger, but so far away that they look like points of light. 4A/E5 3.8C Construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions. Construct MODELS To demonstrate the relationship of the Sun, Earth, and Moon system To demonstrate orbits To demonstrate positions To demonstrate relative size 2061 Note: By the end of 5th grade, students should know that: page 6 of 10

7 TEKS UNIT LEVEL SPECIFICITY Stars are like the sun, some being smaller and some larger, but so far away that they look like points of light. 4A/E5 A large light source at a great distance looks like a small light source that is much closer. 4A/E6** (BSL) 3.8D identify the planets in Earth's solar system and their position in relation to the Sun. Supporting Standard Identify THE PLANETS AND THEIR POSITION IN RELATION TO THE SUN Including: Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune SCIENTIFIC PROCESS TEKS: CHOOSE APPROPRIATE SCIENTIFIC PROCESSES TO SUPPORT YOUR INSTRUCTION. 3.1 Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The student is expected to: 3.1A Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat. page 7 of 10

8 SCIENTIFIC PROCESS TEKS: CHOOSE APPROPRIATE SCIENTIFIC PROCESSES TO SUPPORT YOUR INSTRUCTION. 3.1B Make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics. 3.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to: 3.2A Plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world. 3.2B Collect data by observing and measuring using the metric system and recognize differences between observed and measured data. 3.2C Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data. 3.2D Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations. 3.2E Demonstrate that repeated investigations may increase the reliability of results. 3.2F Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion. 3.3 Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to: 3.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. 3.3B Draw inferences and evaluate accuracy of product claims found in advertisements and labels such as for toys and food. 3.3C Represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials. 3.3D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. page 8 of 10

9 SCIENTIFIC PROCESS TEKS: CHOOSE APPROPRIATE SCIENTIFIC PROCESSES TO SUPPORT YOUR INSTRUCTION. 3.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: 3.4A Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models timing devices, including clocks and stopwatches materials to support observation of habitats of organisms such as terrariums and aquariums. 3.4B Use safety equipment as appropriate, including safety goggles and gloves. ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. ELPS.c.4 ELPS.c.4 Cross-curricular second language acquisition/reading The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: page 9 of 10

10 ELPS# ELPS.c.4D ELPS.c.4E ELPS.c.5 ELPS.c.5 ELPS.c.5G SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned Cross-curricular second language acquisition/writing The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. page 10 of 10