West Windsor-Plainsboro Regional School District Science Curriculum Grade 3

West Windsor-Plainsboro Regional School District Science Curriculum Grade 3

Unit 1: Planet Earth and the Solar System Content Area: Science Course & Grade Level: Astronomy, Grade 3 Summary and Rationale Finding our place in the cosmic scheme of things and how we got here is a task for the ages past, present, and future. The scientific effort to understand the universe is part of that enduring human imperative, and its successes are a tribute to human curiosity, resourcefulness, intelligence, and doggedness. If being educated means having an informed sense of time and place, then it is essential for a person to be familiar with the scientific aspects of the universe and know something of its origin and structure. (Benchmarks) 6 10 weeks Standard 5.1 5.1.4.A.1 5.1.4.A.2 5.1.4.A.3 5.1.4.B.1 5.1.4.B.2 5.1.4.B.3 5.1.4.B.4 5.1.4.C.1 5.1.4.C.2 5.1.4.C.3 5.1.4.D.1 5.1.4.D.2 5.1.4.D.3 Standard 5.2 5.2.4.E.1 Standard 5.4 5.4.2.A.1 5.4.4.A.1 5.4.4.A.2 Recommended Pacing State Standards Demonstrate understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences. Use outcomes of investigations to build and refine questions, models, and explanations. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. Design and follow simple plans using systematic observations to explore questions and predictions. Measure, gather, evaluate, and share evidence using tools and technologies. Formulate explanations from evidence. Communicate and justify explanations with reasonable and logical arguments. Monitor and reflect on one s own knowledge regarding how ideas change over time. Revise predictions or explanations on the basis of learning new information. Present evidence to interpret and/or predict cause and effect outcomes of investigations. Actively participate in discussions about student data, questions, and understandings. Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. Demonstrate how to safely use tools, instruments, and supplies. Demonstrate through modeling that motion is a change in position over a period of time. Determine a set of general rules describing when the Sun and Moon are visible based on actual sky observations. Formulate a general description of the daily motion of the Sun across the sky based on shadow observations. Explain how shadows could be used to tell the time of day. Identify patterns of the Moon s appearance and make predictions about its future appearance based observational data.

5.4.4.A.3 5.4.4.A.4 Generate a model with explanatory value that explains both why objects roll down ramps as well as why the Moon orbits Earth. Analyze and evaluate evidence in the form of data tables and photographs to categorize and relate solar system objects (e.g., planets, dwarf planets, moons, asteroids, and comets). Instructional Focus Unit Enduring Understandings Earth is approximately spherical in shape. The solar system has specific characteristics including planetary revolutions around the sun. The earth's revolution takes about 365 days. The earth is one of eight planets that revolve around the sun, and the moon orbits the earth. The rotation of the earth on its axis every 24 hours produces the night and day cycle. The phases of the moon are the result of the sun's reflection on the visible part of the moon. The moon is a satellite that orbits the earth in approximately 28 days. Things on or near the earth are pulled toward it by the earth's gravity. Unit Essential Questions What makes up the solar system and what are the characteristics of each component? What is the difference between the earth's rotation and its revolution? What is the moon? What causes the phases of the moon? What is the effect of gravity? Why are shadows longer in the morning and afternoon and shorter at midday? Objectives Students will know: The earth is round. The sun is the center of the solar system. There are 8 planets that revolve around the sun in a specific pattern. The moon orbits the earth. The sun, planets, satellites, stars, comets, asteroids, meteors are all parts of the solar system. Students will be able to: Observe and record how the sun, Earth s star, rises in the east and sets in the west in a predictable pattern. Explain what causes day and night. Understand that shadows are the areas of darkness created when an opaque object blocks light. Relate shadows on Earth in relation to the position of the Sun in the sky. Explain that Earth is one of several planets that orbit the Sun in the solar system. Explain that the moon orbits Earth and can appear in the sky during either day or night. Observe and record the patterns in changes in the Moon s shape and appearance over 4 weeks. Use tools to collect and analyze data to develop logical conclusions about the movements of objects in the sky. Resources Core Text: Science Kit, District Curriculum Suggested Resources: http://www.fossweb.com/modules3 6/SunMoonandStars/index.html

Unit 2: Chemical Tests Content Area: Science Course & Grade Level: Science 3, Grade 3 Summary and Rationale In this unit, students are introduced to powders, a class of solids that includes many foods and kitchen products that are familiar, relevant and safe to use. Students learn to use chemical tests to reveal properties they could not observe simply using their senses. They use the information from these tests to classify solids, identify unknown products, and to analyze mixtures. Students also learn techniques for separating mixtures. This introduction to chemistry enhances students' understanding of the properties of solids, provides hands on experience with collecting and organizing data, and develops student awareness that all of the materials around them are chemicals. This unit builds upon the skills of observing and describing properties introduced in earlier grades. Many of the experiences in this unit, including the testing of powders and the observing of changes that occur when certain powders are mixed with water, serve as the basis for continued studies in the upper grades. Recommended Pacing 70 days Standard 5.1 5.1.4.A.2 5.1.4.A.3 5.1.4.B.1 5.1.4.B.2 5.1.4.B.3 5.1.4.B.4 5.1.4.C.1 5.1.4.C.2 5.1.4.C.3 5.1.4.D.1 5.1.4.D.2 5.1.4.D.3 State Standards Use outcomes of investigations to build and refine questions, models, and explanations. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. Design and follow simple plans using systematic observations to explore questions and predictions. Measure, gather, evaluate, and share evidence using tools and technologies. Formulate explanations from evidence. Communicate and justify explanations with reasonable and logical arguments. Monitor and reflect on one s own knowledge regarding how ideas change over time. Revise predictions or explanations on the basis of learning new information. Present evidence to interpret and/or predict cause and effect outcomes of investigations. Actively participate in discussions about student data, questions, and understandings. Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. Demonstrate how to safely use tools, instruments, and supplies. Standard 5.2 5.2.2.A.1 5.2.2.A. 2 5.2.4.A.1 Sort and describe objects based on the materials of which they are made and their physical properties. Identify common objects as solids, liquids, or gases. Identify objects that are composed of a single substance and those that are composed of more than one substance using simple tools found in the classroom.

Instructional Focus Unit Enduring Understandings Materials have observable properties, such as color, size, shape, state and texture. Materials/chemicals may undergo changes that may alter their properties. Chemicals can be combined to form mixtures, including solutions and suspensions. Some mixtures can be separated into their component parts through filtration or evaporation. Scientists develop tests using specific tools and methods to aid in the identification of unknown materials. Unit Essential Questions How can observations of properties aid in the identification of a material? How can the properties of materials be altered? What happens when liquids and powders are mixed? How do filtration and evaporation separate mixtures into their component parts? What can be done to identify an unknown material? Objectives Students will know: Common household chemicals have different physical and chemical properties. Chemicals undergo changes in form, color, or texture when they are mixed together, separated, or heated. Some chemicals can be identified by their interaction with water, vinegar, iodine, red cabbage juice, and heat. Different types of mixtures, such as solutions or suspensions, are created when solids are combined with water. Evaporation and filtration are methods for separating mixtures of solids and liquids. Some chemicals can be classified as acids, bases, or neutral substances. Students will be able to: Observe and record properties of materials. Perform chemical tests. Predict, observe, describe, and record results of tests in a science journal. Analyze results of tests and draw conclusions from them. Compare and contrast test results. Communicate results and reflect on experiences. Develop proper laboratory techniques to ensure safety and avoid contamination. Resources Teachers Guide Suggested Resources: http://www.carolinacurriculum.com/stc/elementary/chemical+tests/index.asp http://www.fossweb.com/

Content Area: Science Unit 3: Human Body Systems Course & Grade Level: Science 3, Grade 3 Summary and Rationale Like all living things, the human body is comprised of a variety of systems that work interdependently to meet its basic needs. Understanding the human body will help students understand system structure in all organisms. Further, learning how to keep their bodies healthy will benefit students throughout their life. Recommended Pacing 60 days Note: This unit is taught in conjunction with the 3 rd grade health unit A Healthy, Active Lifestyle Standard 5.1 5.1.4.A.2 5.1.4.A.3 5.1.4.B.1 5.1.4.B.2 5.1.4.B.3 5.1.4.B.4 5.1.4.D.1 5.1.4.D.2 5.1.4.D.3 Standard 5.3 5.3.4.A.1 5.3.4.A.2 5.3.4.A.3 5.3.4.D.1 Unit Enduring Understandings: State Standards Use outcomes of investigations to build and refine questions, models, and explanations. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. Design and follow simple plans using systematic observations to explore questions and predictions. Measure, gather, evaluate, and share evidence using tools and technologies. Formulate explanations from evidence. Communicate and justify explanations with reasonable and logical arguments. Actively participate in discussions about student data, questions, and understandings. Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. Demonstrate how to safely use tools, instruments, and supplies. Develop and use evidence based criteria to determine if an unfamiliar object is living or nonliving. Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. Describe the interactions of systems involved in carrying out everyday life activities. Compare the physical characteristics of the different stages of the life cycle of an individual organism, and compare the characteristics of life stages among species. Instructional Focus Like all living things, the human body is made up of a number of systems that help human beings meet their basic needs. These systems have similarities and differences to systems in other organisms. Like all living things, the human body has a life cycle. Human body systems work together, and are interdependent, to sustain life. Human body systems are made up of a number of organs that work together to provide an essential

function. In order to keep all organs living and functioning properly: o The circulatory/respiratory system provides oxygen throughout the body. o The skeletal/muscular system provides structure, support and protection to our body and enable movement o The digestive system is an intake system for energy and establishes a process for elimination of waste. o The nervous system, includes the brain, and controls our senses, our voluntary and involuntary movements, and keeps all other systems running properly. The nervous system is wholly dependent on all other systems. o The reproductive system ensures the continuation of the human species. Proper nutrition and regular exercise are essential to keeping all human body systems healthy Unit Essential Questions: What are the basic needs of humans and all living things? How does each of our major body systems enable us to meet these needs? How is the life cycle of humans similar and different from other living organisms? How are the human body systems the same and different from those of other organisms? Why are proper nutrition and regular exercise important? Objectives: Children will be able to: Identify what humans and other living things need to survive Identify the major organ systems of the human body Name major parts of the nervous system and describe their functions Identify the senses and how they help us survive Name major parts of the circulatory system and describe their functions Take a pulse and explain what a pulse is Use a stethoscope properly to listen to the heart beat Name the major parts of the respiratory system Identify the relationship between the respiratory system and the circulatory system Name major parts of the digestive system and describe their functions Name major parts of the skeletal system and describe their functions Name major parts of the muscular system and describe their functions Understand the importance of nutrition and exercise Compare and contrast the human life cycle to the life cycles of other organisms. Teacher Resource Manual Suggested Resources: Resources