Science Curriculum Grade 3

Transcription

1 Warren Township, NJ Grade 3 Dr. Tami R. Crader Adopted: November 28, 2011 Superintendent of Schools (Retroactive to Sept. 1, 2011 for implementation) Sondra R. Markman Curriculum Supervisor Curriculum Committee : Dan Ticchio Chairperson Christina Brink Pat LaMorte Andrea McGuire Kara Miletic Simone Miller Megan O Donnell Margee Pfeifer Cathlin Rozman

2 UNIT: Plant Growth and Development 1. How do organisms change as they go through their life cycle? 2. In what way do organisms interact within ecosystems? 3. In what ways are organisms of the same kind different from each other? How does this help them reproduce and survive? NJCCCS CPI# A E.2 Contribute to a KWL chart recording previous knowledge of plants and formulating questions. Keep a journal record of bean seed observations. Observe, illustrate and label bean seed. Lesson #1 What Do You Know About Plants? Lesson #2 What Is Inside a Seed? Teacher Record Chart of Student Progress Pg. 111KWL Chart Activity Sheet 1 Activity Sheet l Drawing with Labels D A B.1, B E C B.2 Determine needs of seed plant for growth, set up appropriate environment, and plant seeds. Evaluate the need for thinning and transplant surplus seedlings. Lesson #3 Planting Seeds Lesson #4 Thinning & Transplanting Activity Sheet 2

3 UNIT: Plant Growth and Development 1. How do organisms change as they go through their life cycle? 2. In what way do organisms interact within ecosystems? 3. In what ways are organisms of the same kind different from each other? How does this help them reproduce and survive? NJCCCS CPI# RESOURCES/SUGGESTED ACTIVITIES B D A D D B.2,3 Measure plant growth in centimeters using centimeter cubes. Create a graph illustrating plant growth. Observe and record plant growth Review the life cycle of the plant using Life Cycle cards. Measure growth using centimeter cubes and predict daily growth. Analyze and interpret graph data. Record growth spurt activity. Lesson #5 How Does Your Plant Grow? Lesson #6 Observing: Leaves & Flower Buds Lesson #7 Observing The Growth Spurt Observation Sheet Activity Sheet B C C A.1 Create a KWL about bees and pollination and formulate questions. Observe a dried bee using a hand lens. Make a bee stick to be used as a tool for pollination. Lesson #8 Why Are Bees Important? Lesson #9 Getting a Handle on Your Bee Student Drawing Activity Sheet 4 Bee Stick

4 UNIT: Plant Growth and Development 1. How do organisms change as they go through their life cycle? 2. In what way do organisms interact within ecosystems? 3. In what ways are organisms of the same kind different from each other? How does this help them reproduce and survive? NJCCCS CPI# A D D E A E E.4 Observe plant anatomy and identify major parts and their functions. Recognize that types of flowers belong to larger groups. Recognize diversity of plants and animals (bees). Use bee sticks to cross pollinate plants and explore interdependence. Observe and record development of fertilized pods. Graph results. Lesson #10 Looking At Flowers Lesson #11 Pollinating Flowers Lesson #12 Observing Pods Observation Sheet Observation Sheet Appendix F A.3 Construct a plant model. Lesson #13 Making a Brassica Model Brassica Model A.3 Construct a bee model. Lesson #14 Making a Bee Model Bee Model Use math skills to read graphs. Interpret graphing data from 2 graphs. Lesson #15 Interpreting Graphs

5 UNIT: Plant Growth and Development 1. How do organisms change as they go through their life cycle? 2. In what way do organisms interact within ecosystems? 3. In what ways are organisms of the same kind different from each other? How does this help them reproduce and survive? NJCCCS CPI# A C D.2 Count and compare number of seeds. Develop additional questions as well as strategies and skills for problem solving. RESOURCES/SUGGESTED ACTIVITIES Lesson #16 Harvesting & Threshing the Seeds Benchmark Assessments: Assessment #1 Pg. 103 Activity Sheet 5 Assessment #2 Pg. 108 Assessment #3 Pg. 108 Binder Check observing, describing, and recording changes in plant growth The student must score 80% or higher on the assessment in order to be successful.

6 Unit: Chemical Tests 1. How do the properties of materials determine their use? 2. What determines the type and extent of a chemical reaction? 3. How does the conservation of mass apply to the interaction of materials in a closed system? NJCCCS CPI# A.1 3 Use skills and strategies of observation to solve a mystery. RESOURCES/SUGGESTED ACTIVITIES Read Aloud Two Minute Mysteries Appendix E Activities Magic School Bus Videos Unit Extension Activities (ongoing) Observation of Student Performance Pg. 14 (ongoing) A A.1 3, A D A A.1 3, B.1 Create a KWL and set up Observation Journal. Observe and record data to solve a chemical mystery. Assemble tools, learn about safety, and observe and describe properties of classroom objects. Observe unknown chemicals, discuss properties, and record and organize data. Predict, investigate, and record results of mixing unknowns with water. Lesson #1 Steps 1 4 KWL Chart Lesson #1 Steps 5 13 Chart or Bulletin Board Lesson #2 Safety Rules Poster Check Your Science Pail Poster Lesson #3 How We Are Finding Out About The Unknowns Chart Class Properties Table Lesson #4 Class Prediction Table Assessment Questions Pg. 24 Assessment Questions Pg. 43 Record Sheet 4 A

7 Unit: Chemical Tests 1. How do the properties of materials determine their use? 2. What determines the type and extent of a chemical reaction? 3. How does the conservation of mass apply to the interaction of materials in a closed system? NJCCCS CPI# A.1 3, B.1, G.1, B.1, B.1 Predict, observe, and record results when a larger amount of water is mixed with solids; filter and discuss results. Predict, observe, discuss, and record filtration results. Predict, test, discuss, and record observations of testing with vinegar. Predict, test, discuss, and record observations of testing with iodine. Lesson #5 Water Mixture Results Table Student Filtration Results Table Lesson #6 Water Mixture Results Table Class Filtration Results Table Record Sheet 6A & 6B Read Aloud A World of Crystals Lesson #7 How We Are Finding Out About the Unknowns Chart Lesson #8 How We Are Finding Out About the Unknowns Chart Record Sheet 4 A Record Sheets for Water Mixture & Filtration tests Record Sheet 7 A Assessment Guidelines Pg. 103 Record Sheet 7 A Assessment Guidelines Pg. 103

8 Unit: Chemical Tests 1. How do the properties of materials determine their use? 2. What determines the type and extent of a chemical reaction? 3. How does the conservation of mass apply to the interaction of materials in a closed system? NJCCCS CPI#, B.1, B B.1, B B A.3, B C A A.3 Predict, test, discuss, and record observations of testing with red cabbage juice. Predict, test, discuss, and record results of applying heat to unknowns. Create summary tables, summarize and analyze results, and predict identities of unknowns. Compare test data to identify unknowns. Lesson #9 How We Are Finding Out About the Unknowns Chart What We Think About Chemicals Chart What We Would Like to Know Chart Lesson #10 Safety Rules List Lesson #11 Record Sheets 4A, 7A, 9A Model Test Summary Table Class Properties Table How We Are Finding Out About the Unknowns Chart How We Can Use Our Test Results Chart Lesson #12 Class Properties Table Read Aloud Chemicals Are All Around Us Record Sheet 9 A Assessment Guidelines Pg. 103 Record Sheet 9 A Student Self Assessment Pg. 180 Assessment Questions Pg. 118 Record Sheet 12 A

9 Unit: Chemical Tests 1. How do the properties of materials determine their use? 2. What determines the type and extent of a chemical reaction? 3. How does the conservation of mass apply to the interaction of materials in a closed system? NJCCCS CPI#,2, B.3, A A B B.4, A A A.3 Review and discuss processes, develop and apply testing strategy, analyze data, draw and support conclusions. Determine which tests in what order will identify two unknown solids; interpret results, draw and support conclusions. Apply and share test results to classify liquids. Apply skills and demonstrate understanding of concepts to identify unknown liquids. Lesson #13 How We Are Finding Out About the Unknowns Chart Record Sheet 13 A Lesson #14 Record Sheet 14 A Assessment Questions Pg. 144 Lesson #15 Testing Household Chemicals w/ Red Cabbage Juice chart Read Aloud Case of the Disappearing Stomachache Lesson #16 What We Think About Chemicals Chart Record Sheet 15 A Assessment Questions Pg. 155 Record Sheet 16 A Assessment Criteria Pg. 167 Compare Pre & Post Unit Responses Pg. 167 Benchmark Assessment Pg. 171) Binder Check test result tables for chemical interactions with vinegar, water, red cabbage juice, iodine, and heat. (Students should be able to analyze and draw conclusions from these results with 80% or higher accuracy.

10 UNIT: Rocks and Minerals Essential Question: 1. How do we use observable characteristics of Earth materials to identify different parts of the Earth systems? NJCCCS CPI# A.1, A.2 3 Contribute to a KWL chart recording previous knowledge of rocks and formulating questions. Set up science notebooks in which they will record their observations, ideas, and questions. Observe three rocks, record/share descriptions, and connect descriptions with properties of rocks. RESOURCES/SUGGESTED ACTIVITIES Lesson #1: Sharing What We Know about Rocks KWL chart Record Sheet 1 A D.2 Observe and describe the properties of 12 rocks. Sort rocks according to observed similarities and differences, describe/discuss the properties that were the basis of each sort, sort according to properties suggested by classmates. Lesson #2: Observing Rocks: How Are They the Same and Different? Record Sheet 1 A

11 UNIT: Rocks and Minerals Essential Question: 1. How do we use observable characteristics of Earth materials to identify different parts of the Earth systems? NJCCCS CPI# RESOURCES/SUGGESTED ACTIVITIES, B B C C.2,3 Observe and diagram similarities and differences among rocks. Read/discuss how rocks are formed, identify observable properties that are related to how rocks are formed. Use properties related to how rocks are formed to sort rocks by classes: sedimentary, igneous, or metamorphic. Lesson #3: Learning More about Rocks KWL chart A.2 3 Observe, record, describe, and discuss observations of three minerals. Understand and practice safety procedures for handling Galena. Compare similarities and differences of rocks and minerals. Lesson #4: Discovering Minerals Record Sheet 4 A A.1, 2 Contribute to a KWL chart recording previous knowledge of minerals and formulating questions. Observe, describe, compare, and sort minerals. Lesson #5: Sharing What We Know about Minerals KWL chart

12 UNIT: Rocks and Minerals Essential Question: 1. How do we use observable characteristics of Earth materials to identify different parts of the Earth systems? NJCCCS CPI# A.2, A A.2,2 Keep a Mineral Profile Sheet to organize and record information about each mineral in a systematic way. Observe, describe, and compare appearance, texture, and smell of minerals. Sort minerals based on observable color. Perform the Streak Test to discover each mineral s identifying color. Test and record each mineral s ability to transmit light, identifying each as opaque, translucent, or transparent. Compare and sort minerals based on abilities to transmit light. Test and record each mineral s luster, identifying each as metallic, glassy, dull, or waxy. Compare and sort minerals based on luster. Summarize recorded information on each mineral and begin to identify distinguishing properties. Lesson #6: Observing Minerals: How are They the Same and Different? Lesson #7: Describing the Color of Minerals Lesson #8: Shining a Light on Minerals Lesson #9: Exploring the Luster of Minerals Mineral Profile Sheet Mineral Profile Sheet Mineral Profile Sheet Sorting Minerals by Luster Sheet Mineral Profile Sheet

13 UNIT: Rocks and Minerals Essential Question: 1. How do we use observable characteristics of Earth materials to identify different parts of the Earth systems? NJCCCS CPI# 3 3,3,2 Test and record each mineral s hardness, identifying each as soft, medium, or hard. Compare and sort minerals based on hardness. Test each mineral with a magnet and record, describe, and compare results. Develop problem solving skills by applying these test results to make inferences about mineral identities. Read to learn more about magnetite. Observe and describe 4 new minerals based on shape. Compare all minerals and sort 12 minerals on basis of shape. Summarize information on 12 minerals, identify distinctive properties, and use them to describe each mineral. Compare, contrast, and reflect on any new mineral observations with other students. Lesson 10: Exploring the Hardness of Minerals Lesson 11: Testing the Minerals with a Magnet Lesson 12: Describing the Shape of Minerals Lesson 13: Comparing Samples of the Same Mineral Minerals Soft, Medium, or Hard Sheet Mineral Profile Sheet Mineral Profile Sheet Mineral Profile Sheet Venn Diagram Circle

14 UNIT: Rocks and Minerals Essential Question: 1. How do we use observable characteristics of Earth materials to identify different parts of the Earth systems? NJCCCS CPI# A.3,2, C D A C A.3, A.3, C.2 Analyze mineral identification cards to help identify each of the 12 minerals by name. Create field guides, using Mineral Profile Sheets. Use previous field tests to identify 3 new mystery minerals. Observe, record, and discuss similarities and differences between known and unknown minerals. Prepare and share reports on specific rocks and minerals. Complete a Venn diagram showing similarities and differences between rocks and minerals they have studied. Lesson 14: Identifying the Minerals Lesson 15: Exploring New Minerals Lesson 16: How are Rocks and Minerals Used? Mineral Profile Sheets Mineral Field Guides Mineral Profile Sheets Venn Diagram Circle Venn Diagram KWL chart Student Reports Benchmark Assessment Binder Check check for a profile of each mineral describing color, texture, smell, luster, transparency, hardness, shape, and reaction to magnets. Post Unit Assessment pg. 139 Student must score 80% or higher in order to be successful.