CURRICULUM FOR SCIENCE GRADE 3 - Rahway Public ...

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This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Dr. Kevin K. Robinson, Program Supervisor of STEM

The Board acknowledges the following who contributed to the preparation of this curriculum.

Anissa Strong-Worilds

Dr. Debra Sheard, Assistant Superintendent of Curriculum and Instruction

Subject/Course Title: Date of Board Adoptions:

Science Revised – September 19, 2017

Grade

RAHWAY PUBLIC SCHOOLS CURRICULUM

Science – Grade 3

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33 WWaatteerr && CClliimmaattee 2200 wweeeekkss

ACCOMMODATIONS

504 Accommodations:

Provide scaffolded vocabulary and vocabulary lists.

Provide extra visual and verbal cues and prompts.

Provide adapted/alternate/excerpted versions of the text

and/or modified supplementary materials.

Provide links to audio files and utilize video clips.

Provide graphic organizers and/or checklists.

Provide modified rubrics.

Provide a copy of teaching notes, especially any key

terms, in advance.

Allow additional time to complete assignments and/or

assessments.

Provide shorter writing assignments.

Provide sentence starters.

Utilize small group instruction.

Utilize Think-Pair-Share structure.

Check for understanding frequently.

Have student restate information.

Support auditory presentations with visuals.

Weekly home-school communication tools (notebook,

daily log, phone calls or email messages).

Provide study sheets and teacher outlines prior to

assessments.

Quiet corner or room to calm down and relax when

anxious.

Reduction of distractions.

Permit answers to be dictated.

Hands-on activities.

Use of manipulatives.

Assign preferential seating.

No penalty for spelling errors or sloppy handwriting.

Follow a routine/schedule.

Provide student with rest breaks.

Use verbal and visual cues regarding directions and

staying on task.

Assist in maintaining agenda book.

IEP Accommodations:


Differentiate reading levels of texts (e.g., Newsela).

Provide adapted/alternate/excerpted versions of the text

and/or modified supplementary materials.

Provide extra visual and verbal cues and prompts.

Provide links to audio files and utilize video clips.

Provide graphic organizers and/or checklists.

Provide modified rubrics.

Provide a copy of teaching notes, especially any key

terms, in advance.

Provide students with additional information to

supplement notes.

Modify questioning techniques and provide a reduced

number of questions or items on tests.


assessments.

Provide shorter writing assignments.

Provide sentence starters.

Utilize small group instruction.

Utilize Think-Pair-Share structure.


Have student restate information.

Support auditory presentations with visuals.

Provide study sheets and teacher outlines prior to

assessments.

Use of manipulatives.

Have students work with partners or in groups for

reading, presentations, assignments, and analyses.

Assign appropriate roles in collaborative work.


Follow a routine/schedule.

Gifted and Talented Accommodations:


Offer students additional texts with higher lexile levels.

Provide more challenging and/or more supplemental

readings and/or activities to deepen understanding.

Allow for independent reading, research, and projects.

Accelerate or compact the curriculum.

Offer higher-level thinking questions for deeper

analysis.

Offer more rigorous materials/tasks/prompts.

Increase number and complexity of sources.

Assign group research and presentations to teach the

class.

Assign/allow for leadership roles during collaborative

work and in other learning activities.

ELL Accommodations:

Provide extended time.


Assign peer buddy who the student can work with.


Provide language feedback often (such as

grammar errors, tenses, subject-verb agreements, etc…).

Have student repeat directions.

Make vocabulary words available during classwork and

exams.

Use study guides/checklists to organize information.

Repeat directions.

Increase one-on-one conferencing.

Allow student to listen to an audio version of the text.

Give directions in small, distinct steps.

Allow copying from paper/book.

Give student a copy of the class notes.

Provide written and oral instructions.


Shorten assignments.

Read directions aloud to student.

Give oral clues or prompts.

Record or type assignments.

Adapt worksheets/packets.

Create alternate assignments.

Have student enter written assignments in criterion,

where they can use the planning maps to help get them

started and receive feedback after it is submitted.

Allow student to resubmit assignments.

Use small group instruction.

Simplify language.


Demonstrate concepts possibly through the use of

visuals.

Use manipulatives.

Emphasize critical information by highlighting it for the

student.

Use graphic organizers.

Pre-teach or pre-view vocabulary.

Provide student with a list of prompts or sentence

starters that they can use when completing a written

assignment.

Provide audio versions of the textbooks.

Highlight textbooks/study guides.

Use supplementary materials.

Give assistance in note taking

Use adapted/modified textbooks.

Allow use of computer/word processor.

Allow student to answer orally, give extended time

(time-and-a-half).

Allow tests to be given in a separate location (with the

ESL teacher).


assessments.

Read question to student to clarify.

Provide a definition or synonym for words on a test that

do not impact the validity of the exam.

Modify the format of assessments.

Shorten test length or require only selected test items.

Create alternative assessments.

On an exam other than a spelling test, don’t take points

off for spelling errors.


UNIT OVERVIEW

Content Area: Science

Unit Title: Motion and Matter

Target Course/Grade Level: 3rd Grade

Unit Summary: In this unit of study, students determine the effects of balanced and unbalanced forces on the

motion of an object. The crosscutting concepts of patterns and cause and effect are called out as organizing

concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in

planning and carrying out investigations. Students are also expected to use these practices to demonstrate

understanding of the core ideas.

Approximate Length of Unit: About 10 weeks

LEARNING TARGETS

NJ Student Learning Standards:

Science:

3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and

unbalanced forces on the motion of an object. Examples could include an unbalanced force on one side

of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce

any motion at all.

3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a

pattern can be used to predict future motion. Examples of motion with a predictable pattern could

include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.

3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic

interactions between two objects not in contact with each other. Examples of an electric force could

include the force on hair from an electrically charged balloon and the electrical forces between a charged

rod and pieces of paper; examples of a magnetic force could include the force between two permanent

magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet

versus the force exerted by two magnets. Examples of cause and effect relationships could include how the

distance between objects affects strength of the force and how the orientation of magnets affects the

direction of the magnetic force.

3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about

magnets. Examples of problems could include constructing a latch to keep a door shut and creating a

device to keep two moving objects from touching each other.

21st Century Life and Skill Career Skills Standards

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

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

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

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

CRP9. Model integrity, ethical leadership and effective management.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence

Interdisciplinary Standard Connections

ELA/Literacy

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for

the answers. (3-PS2-1), (3-PS2-3)

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical

procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-PS2-3)

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,

cause/effect, first/second/third in a sequence). (3-PS2-3)

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

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on

sources and sort evidence into provided categories. (3-PS2- 1), (3-PS2-2)

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (3-

PS2- 3)

Mathematics

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

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

3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms

(kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes

that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the

problem. (3-PS2-1)

Technology:

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including

solving problems.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics

when using technologies and social media.

8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of

inappropriate use of technology and social media.

Unit Understandings

Students will understand that…

PS2.A: Forces and Motion

Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple

forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes

in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of

forces are used at this level.) (3-PS2-1)

The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits

a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity,

momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size

and direction to be described is developed.) (3-PS2-2)

PS2.B: Types of Interactions

Objects in contact exert forces on each other. (3-PS2-1)

Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the

forces in each situation depend on the properties of the objects and their distances apart and, for forces between two

magnets, on their orientation relative to each other. (3-PS2-3), (3-PS2-4)

Cross-Cutting Concepts

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

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

Cause and effect relationships are routinely identified, tested, and used to explain change. (3-PS2-3)

Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and

Technology

Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed

through the engineering design process. (3-PS2-4)

Unit Essential Questions by Investigation

Investigation 1: Forces

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

magnetism and gravity can pull, and magnetism can sometimes push as well.

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

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

What causes change of motion?

Investigations 2: Patterns of Motion

Students use a variety of systems to explore patterns of motion. They design wheel-and-axle systems and roll the systems

down ramps to observe the pattern in motion.

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

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

What happens to the motion of a twirly bird when the wind length changes?

What is the best design for a top?

Investigations 3: Engineering

Students tackle an engineering design challenge in incremental steps. They first design a cart that can roll “from here to there,

and then improve their designs to a meet specific distance challenge.

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

How can you improve the design of your cart?

How does start position affect how far your cart roles?

How can you use magnets to do cart tricks?

Investigation 4: Mixtures

Students build and extend grade two experiences with matter by making mixtures of two materials. They determine the mass

of the materials prior to mixing and after mixing.

What happens when you mix two materials?

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

Knowledge and Skills

Students will know (by investigation) that…

Investigation 1: Forces

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

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

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

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

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

Investigation 2: Patterns of Motion

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

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

A wheel-and-axle system with two sizes of wheels describes a curved path when rolled down a slope.

The system curves toward the smaller wheel.

A twirly bird is a simple winged system that spins when it interacts with air. Twirler performance is affected by

variables.

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

variables.

Investigation 3: Engineering

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

The success of a designed solution is determined by considering the desired features of a solution

(criteria).

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves

investigating how well it performs under a range of likely conditions.

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

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

Investigation 4: Mixtures

A mixture is two or more materials distributed evenly throughout one another.

A special class of mixture, a solution, and results when a solid material dissolves (disappears) in a liquid.

Starting materials change into new materials during chemical reactions.

Mass is neither created nor destroyed during physical and chemical interactions Matter is conserved.

Students will be able to…

Ask questions that can be investigated based on patterns such as cause and effect relationships. (3-PS2-3)

Define a simple problem that can be solved through the development of a new or improved object or tool. (3-PS2-4)

Plan and carry out investigations to answer questions or test solutions to problems

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in

which variables are controlled and the number of trials considered. (3-PS2-1)

Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a

phenomenon or test a design solution. (3-PS2-2)

EVIDENCE OF LEARNING

Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”?

Notebook entries, response sheets, and performance assessments throughout investigations

Investigation I-Checks

Survey/Post tests

Online Assessments

End of unit assessment (available in Foss module)

o Students explain the role of distance as it relates to magnetic forces.

o Students explain the connection between forces and the motion of an object.

o Students explain what a mixture is and how a solution is formed.

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Hands- On Investigations

FOSS Kit Online Activities

Building An Argument based on a model

Recording notes

Completing graphic organizers

Reading articles connected to the content and writing about the reading

Whole class, small group, and partner discussions

Home/School Connection Activities

Interdisciplinary Extension Activities provided at the end of each investigation

Provide outside experiences to conduct FOSS related investigations

Incorporate Regional Resources and outside websites

Watch streaming videos and virtual investigations based on content

Teaching Strategies

What strategies can be taught to help all students learn the content?

Multiple-choice discussions

Multiple-choice corners

Key points

Revision with color

Review and critique anonymous student work

Line of learning

Group consensus/whiteboards

Class debate

Critical competitor

Sentence starters

Feedback notes

Response log

Conferences

Centers

Vocabulary Words: Hear it, see it, say it, write it

Create conceptual flow charts

Word Wall

Explicitly model for students how to take notes throughout an investigation

Activate prior knowledge

Use comprehensible input (content objectives, multiple exposures, visual input, supported reading, procedural

vocabulary)

Develop academic language

Provide oral practice

Revisit content with streaming videos and tutorial videos

RESOURCES

Teacher Resources:

Next Generation Science Standards (https://www.nextgenscience.org/)

FOSS Kit Energy Investigations Guide

FOSS Web Resources for the Energy Module

o Interactive eInvestigations Guide

o Resources by Investigation

o Module Summary

o Important Module Updates

o Home/School Connection

o PDF-based Investigations Guide

o Teacher Prep Videos

o FOSSmap

o Module Teaching Notes

Science Notebooks

Science Resources Book

Assessment Guide

Equipment Needed:

Smart Board or Interactive White Board

Energy Kit Materials—see materials needed per investigation (See Materials Section in Teachers Guide)

Safety posters

Laptops or computers/headphones

White boards and markers

Notebook Sheets

FOSS Web Resources

Word Wall materials

Home/School Connections Materials

Library books as specified in materials section of teachers guide

Science Notebooks


Assessment Materials per Investigation

Technology Resources for Students/Parents:

Online activities

FOSS Science Resources-eBooks

Media Library

Home/school connection

Class pages

Streamed videos

Technology Resources for Teachers

FOSSweb Portal(Teachers):


o Investigations eGuide

o Teacher-preparation video

o Interactive whiteboard resources for grades 3-5

o Focus questions

o Module updates

o Module teaching notes

o Home/school connection

o State and regional resources

o Access to FOSS developers

o Recommended books and websites

o Equipment photo cards

o Online Assessments

o Generating reports based on assessments


UNIT OVERVIEW


Unit Title: Structures of Life


Unit Summary: In this unit of study, students develop an understanding of the similarities and differences in

organisms’ life cycles. Students acquire an understanding that organisms have different inherited traits and that the

environment can also affect the traits that an organism develops. In addition, students use evidence to construct an

explanation for how the variations in characteristics among individuals of the same species may provide advantages

in surviving, finding mates, and reproducing. The crosscutting concepts of patterns and cause and effect are called

out as organizing concepts for these disciplinary core ideas. Students demonstrate grade-appropriate proficiency in

developing and using models and constructing explanations and designing solutions. Students are also expected to

use these practices to demonstrate understanding of the core ideas.

Approximate Length of Unit: About 10 weeks

LEARNING TARGETS


Science:

3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in

common birth, growth, reproduction, and death.

3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from

parents and that variation of these traits exists in a group of similar organisms.

3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.

Examples of the environment affecting a trait could include normally tall plants grown with insufficient

water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.

3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among

individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

Examples of cause and effect relationships could be plants that have larger thorns than other plants may be

less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals

may be more likely to survive and therefore more likely to leave offspring.

3-LS2-1. Construct an argument that some animals form groups that help members survive.

3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments

in which they lived long ago. Examples of data could include type, size, and distributions of fossil

organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical

plant fossils found in Arctic areas, and fossils of extinct organisms. Assessment Boundary: Assessment does

not include identification of specific fossils or present plants and animals. Assessment is limited to major

fossil types and relative ages.

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well,

some survive less well, and some cannot survive at all. Examples of evidence could include needs and

characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in

which the parts depend on each other.

3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes

and the types of plants and animals that live there may change. Examples of environmental changes could

include changes in land characteristics, water distribution, temperature, food, and other organisms.

Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include

the greenhouse effect or climate change.

Cross Cutting Concepts

Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)

Patterns of change can be used to make predictions. (3-LS1-1)

Cause and effect relationships are routinely identified and used to explain change. (3-LS3-2),(3-LS4-2)

Cause and effect relationships are routinely identified and used to explain change. (3-LS2- 1),(3-LS4-3)

Observable phenomena exist from very short to very long time periods. (3-LS4-1) Systems and System

Models

A system can be described in terms of its components and their interactions. (3-LS4-4)

Connections to Engineering, Technology, and Applications of Science Interdependence of Science,

Engineering, and Technology

Knowledge of relevant scientific concepts and research findings is important in engineering. (3-LS4-4)

Disciplinary Core Ideas:

Life Cycles and Traits - LS1.B: Growth and Development of Organisms

Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and

diverse life cycles. (3-LS1-1)

Many characteristics of organisms are inherited from their parents. (3-LS3-1)

Other characteristics result from individuals’ interactions with the environment, which can range from diet

to learning. Many characteristics involve both inheritance and environment. (3- LS3-2) LS3.B: Variation of

Traits

Different organisms vary in how they look and function because they have different inherited information.

(3-LS3-1)

The environment also affects the traits that an organism develops. (3-LS3-2) LS4.B: Natural Selection

Sometimes the differences in characteristics between individuals of the same species provide advantages in

surviving, finding mates, and reproducing. (3-LS4-2)

Relationships in Ecosystems - LS2.C: Ecosystem Dynamics, Functioning, and Resilience

When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of

resources, some organisms survive and reproduce, others move to new locations, yet others move into the

transformed environment, and some die.

Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may

serve different functions and vary dramatically in size. (Note: Moved from K–2) (3-LS2-1) LS4.A:

Evidence of Common Ancestry and Diversity

Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (Note: Moved

from K–2) (3-LS4-1)

Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their

environments. (3-LS4-1) LS4.C: Adaptation

For any particular environment, some kinds of organisms survive well, some survive less well, and some

cannot survive at all. (3-LS4-3) LS4.D: Biodiversity and Humans

Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-

LS4-4)

Cross Cutting Concepts

Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)

Patterns of change can be used to make predictions. (3-LS1-1)

Cause and effect relationships are routinely identified and used to explain change. (3-LS3-2),(3-LS4-2)

Cause and effect relationships are routinely identified and used to explain change. (3-LS2- 1),(3-LS4-3)

Observable phenomena exist from very short to very long time periods. (3-LS4-1) Systems and System

Models

A system can be described in terms of its components and their interactions. (3-LS4-4)

Connections to Engineering, Technology, and Applications of Science Interdependence of Science,

Engineering, and Technology

Knowledge of relevant scientific concepts and research findings is important in engineering. (3-LS4-4)

Interdisciplinary Connections:

ELA/Literacy

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as

the basis for the answers. (3-PS2-1), (3-PS2-3)

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in

technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-PS2-3)

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g.,

comparison, cause/effect, first/second/third in a sequence). (3-PS2-3)

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

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief

notes on sources and sort evidence into provided categories. (3-PS2- 1), (3-PS2-2)

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and

detail. (3-PS2-3)

Technology:

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e.

games, museums).


solving problems.





Mathematics

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

Analyze and Interpret Data: K–2 experiences and progresses to introducing quantitative approaches to collecting

data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be

used.

Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1)

Unit Understandings (Performance Expectations):

Analyze and Interpret Data: K–2 experiences and progresses to introducing quantitative approaches to collecting

data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be

used.

Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1)

Engage in argument from evidence: builds on K–2 experiences and progresses to critiquing the scientific

explanations or solutions proposed by peers by citing relevant evidence about the natural and designed worlds.

Construct an argument with evidence, data, and/or a model. (3-LS2-1)

Construct an argument with evidence. (3-LS4-3)

Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the

criteria and constraints of the problem. (3-LS4-4)

Unit Essential Questions by Investigation

Investigation 1 – Origin of Seeds

Students conduct a seed hunt by opening fresh fruit and locating the seeds. They describe and compare seed

properties. Students examine and sort a selection of seeds – bean, pea, sunflower, and corn.

How are seeds alike and different?

What effect does water have in seeds?

How much water does a seed soak up?

How do seeds disperse away from the parent plant?

Investigation 2 – Growing Further

Students examine germinated seeds to determine similarities and differences in the way the organisms grow. They

set up a hydroponic garden to observe the life cycle of a bean plant

What structures does a seedling have to help it grow and survive?

What is the sequence of the bean plant’s life cycle?

How do the roots of schoolyard plants compare to the roots of bean plants?

Investigation 3 – Meet the Crayfish

Students observe and record some of the structures of a crustacean, the crayfish, and compare it to other organisms.

They establish feeding and maintenance schedule for the organisms.

What are the structures of a crayfish?

How do crayfish structures and behaviors help crayfish survive?

What kind of behavior do crayfish display in their habitat?

How are the structures of crayfish and other animals alike and different?

What is needed to sustain a food chain?

Investigation 4- Human Body

Students observe the articulated human skeletal system in action, use posters and a sense of touch to estimate and

refine a count of the 206 human bones, and build skeleton puzzles from memory.

What are the functions of the skeletal system?

In what ways are the skeletons of a rodent and a human similar?

What makes our skeletal system flexible?

How are fingerprints alike and different?


Students will know…

Investigation 1 – Origin of Seeds

Seeds develop in the plant part called a fruit.

Different kinds of fruits have different kinds and numbers of seeds; seeds have a variety of properties.

A seed is an organism, a living thing.

Seeds undergo changes in the presence of water.

A seed contains the embryo plant and stores food.

A seed grows into a new plant (reproduction).

Seed-dispersal mechanisms (wind, water, and animals) move seeds away from parent plants.

Investigation 2 – Growing Further

Germination is the onset of a seed’s development.

Plants need water, light, space, and nutrients to grow.

The life cycle is the sequence of stages during which a seed grows into an adult (mature) plan and produces

seeds, which in turn produce new plants of the same kind.

The fruit of the plant develops from the flower.

Roots function to take up water and nutrients so they can be transported to other parts of the plant. Different

kinds of plants have different root systems.

Investigation 3 – Meet the Crayfish

Crayfish have observable structures and behaviors that serve various functions in growth, survival, and

reproduction.

Different organisms can live in different environments; organisms have adaptations that allow them to

survive and reproduce in those environments.

Organisms are related in feeding relationships called food chains.

Difference in characteristics between individuals of the same species may provide an advantage in

surviving.

Some animals claim a territory that they defend against others of their kind. Some organisms live in social

groups that many help the individuals in the group survive.

Investigation 4- Human Body

A skeleton is a system of interacting bones. Humans have about 206 bones. Bones have several functions:

support, protection, and movement.

The number and kinds of bones in an organism are characteristics inherited from the parents of the

organism.

Muscles attach across joints to move bones.

Fossils are important evidence about extinct organisms and past environments.

Fingerprints can be sorted into three groups based on basic pattern: whorl, arch, and loop.


Assessment




Survey/Post tests

End of Unit Assessment (available in Foss Module)

o Students use properties of the species to identify specific characteristics of the species.

o Students evaluate a scenario to determine the question being tested.

Learning Activities





Recording notes









Teaching Strategies




Key points

Revision with color


Line of learning


Class debate

Critical competitor

Sentence starters

Feedback notes

Response log

Conferences

Centers



Word Wall



Use comprehensible input (content objectives, multiple exposures, visual input, supported reading,

procedural vocabulary)




RESOURCES

Teacher Resources:






o Module Summary





o FOSSmap


Science Notebooks


Assessment Guide

Equipment Needed:



Safety posters



Notebook Sheets

FOSS Web Resources

Word Wall materials



Science Notebooks




Online activities


Media Library


Class pages

Streamed videos







o Focus questions

o Module updates






UNIT OVERVIEW


Unit Title: Water and Climate


Unit Summary: In this unit of study, students organize and use data to describe typical weather conditions

expected during a particular season. By applying their understanding of weather-related hazards, students are able

to make a claim about the merit of a design solution that reduces the impacts of such hazards. The crosscutting

concepts of patterns, cause and effect, and the influence of engineering, technology, and science on society and the

natural world are called out as organizing concepts for these disciplinary core ideas. Students demonstrate grade

appropriate proficiency in asking questions and defining problems, analyzing and interpreting data, engaging in

argument from evidence, and obtaining, evaluating, and communicating information. Students are also expected to

use these practices to demonstrate understanding of the core ideas.

Approximate Length of Unit: 20 weeks

LEARNING TARGETS


Science

3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a

particular season. Examples of data could include average temperature, precipitation, and wind direction.

3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.

3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind

resistant roofs, and lightning rods.

Disciplinary Core Ideas:

ESS2.D: Weather and Climate

Scientists record patterns of the weather across different times and areas so that they can make predictions about what

kind of weather might happen next. (3-ESS2-1)

Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over

years. (3-ESS2-2)

ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps

to reduce their impacts. (3-ESS3-1)

Cross-Cutting Concepts

Patterns of change can be used to make predictions. (3-ESS2-1),(3-ESS2-2)

Cause and effect relationships are routinely identified, tested, and used to explain change. (3-ESS3-1)

Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and

Science on Society and the Natural World

Engineers improve existing technologies or develop new ones to increase their benefits (e.g., better artificial limbs),

decrease known risks (e.g., seatbelts in cars), and meet societal demands (e.g., cell phones). (3-ESS3-1)

Connections to Nature of Science

Science is a Human Endeavor. Science affects everyday life. (3-ESS3-1)

Interdisciplinary Standard Connections

ELA/Literacy

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the

basis for the answers. (3-ESS2-2)

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

(3-ESS2-2)

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-ESS3-1)

W.3.7 Conduct short research projects that build knowledge about a topic. (3-ESS3-1)

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes

on sources and sort evidence into provided categories. (3- ESS2-2)

Mathematics

MP.2 Reason abstractly and quantitatively. (3-ESS2-1), (3-ESS2-2), (3-ESS3-1) MP.4 Model with mathematics. (3-

ESS2-1), (3-ESS2-2), (3-ESS3-1)

MP.5 Use appropriate tools strategically. (3-ESS2-1)

3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms

(kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes

that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the

problem. (3-ESS2-1)

3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve

one- and two-step “how many more” and “how many less” problems using information presented in bar graphs. (3-

ESS2-1)

Technology:


solving problems.





21st Century Life and Skill Career Skills Standards

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

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

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

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

CRP9. Model integrity, ethical leadership and effective management.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence

Performance Expectations:

Students will be able to…

Analyze and Interpret Data builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data

and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate

relationships. (3-ESS2-1)

Engaging in Argument from Evidence builds on K–2 experiences and progresses to critiquing the scientific

explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and

constraints of the problem. (3-ESS3-1)

Obtaining, Evaluating, and Communicating Information builds on K–2 experiences and progresses to evaluating the

merit and accuracy of ideas and methods.

Obtain and combine information from books and other reliable media to explain phenomena. (3-ESS2-2)

Unit Essential Questions

Investigation 1 – Water Observations

Students investigate water – a critical factor defining weather and climate. Students observe the phenomena of water’s

observable properties, its interactions with other materials and substrates, and make connections to outdoor experiences with

water.

How does water interact with other materials?

What happens when water falls on different surfaces?

How does water move on a slope?

How much water can a dry sponge soak up?

What is the effect of rain on natural materials?

Investigation 2 – Hot Water, Cold Water

Students continue to investigate properties of water and observe the phenomenon of how temperature affects water’s state and

density. Students use standard metric units to measure temperature and observe the properties of water as it is heated, cooled,

and frozen.

How does temperature affect water and weather?

How can you measure temperature accurately?

What is the effect on water when it gets hot? Cold?

What happens when hot or cold water is put into room temperature water?

How does water change when it gets really cold?

Where should an animal go to stay warm or to stay cool?

Investigation 3 – Weather and Water

Students compare local weather data that they observe and collect to meteorologists’ forecasts and historical weather data.

Students explore the phenomena of evaporation and condensation, which account for the transformation of water between

liquid and gas.

Steam seems to come and go on windows and bathroom mirrors. How does that happen and what does it have to do

with weather?

What does the weather forecast tell us?

What happens to wet paper towels overnight?

How does surface area affect evaporation?

What else affects how fast water evaporates?

What causes moisture to form on the side of a cup?

Investigation 4 – Seasons and Climate

Students analyze weather data, the everyday observable phenomena in the local atmosphere— temperature, wind, and

precipitation—and think about the long-term patterns of weather in a place or region, the phenomenon known as climate.

Is it warmer in the summer and cooler in the winter everywhere in the United States?

What are typical weather conditions in our region?

How do we describe different climates?

How do people deal with natural hazards such as floods?

Investigation 5 – Waterworks

Students investigate how water, a renewal resource, percolates (drains) down through soils. This phenomenon prevents water

from standing in pools everywhere and replenishes groundwater. Students compare what happens when water is poured

through two different earth materials, soil and gravel.

What happens to rainwater that falls on ground covered with soil?

What happens when water is mixed with other earth materials?

Do soils in the schoolyard drain water at the same rate?

What is needed to make a waterwheel system function well?

Extension Questions

What would happen if water runs out?

How does water and its use impact the environment?

What is typical weather in different parts of the world and during different times of the year?

How can the impact of weather-related hazards be reduced?


Students will know…

Investigation 1 – Water Observations

Water forms beads on waterproof materials and soaks into absorbent materials.

Water moves downhill. The angle of the slope and the amount of water affect flow.

Investigation 2 – Hot Water, Cold Water

Temperature is a measure of how hot matter is.

Water expands when heated and contracts when cooled.

A material that floats in water is less dense than the water; a material that sinks is denser.

Cold water is denser than warm water.

Water expands when it freezes; ice is less dense than liquid water.

Ice melts when heated; water freezes when cooled.

Investigation 3 – Weather and Water

Weather is measured using observations and tools such as thermometers, wind vanes, and rain gauges.

Evaporation is the process by which liquid (water) changes into gas (water vapor).

High temperatures, greater surface area, and moving air (wind) increase the rate of evaporation.

Condensation is the process by which gas (water vapor) changes into liquid water; it occurs on a cool surface.

Evaporation and condensation contribute to the movement of water through the water cycle.

Investigation 4 – Seasons and Climate

Typical weather in a region often varies with seasons. High and low temperatures and amount of precipitation are the main

ways to describe seasonal weather changes.

The Sun’s energy drives weather.

Weather data in tables and in graphic displays, may show patterns over time.

Climate is the average or typical weather that can be expected to occur in a region, based on long-term observation

and data analysis.

Weather-related natural hazards include tornadoes, hailstorms, blizzards, lightning, floods, and drought.

People often modify their homes and their way of life to deal with floods.

Wetland protection and restoration is one way to prevent floods.

Investigation 5 – Waterworks

Soil is rock particles mixed with organic material called humus.

Soils retain more water than rock particles alone.

Water drains more easily through some earth materials than through others.

The energy of flowing water can be used to do work; waterwheels are machines powered by flowing water.


Assessment




Survey/Post tests

Online Assessments

End of unit assessment (available in Foss module)

o Students explain the connection between the sun’s energy and weather.

o Students explain how flowing water can be used to do work.

o Students identify and explain what and how tools are used to measure weather and water.

Learning Activities





Recording notes









Teaching Strategies




Key points

Revision with color


Line of learning


Class debate

Critical competitor

Sentence starters

Feedback notes

Response log

Conferences

Centers



Word Wall



Use comprehensible input (content objectives, multiple exposures, visual input, supported reading, procedural

vocabulary)




RESOURCES

Teacher Resources:






o Module Summary





o FOSSmap


Science Notebooks


Assessment Guide

Equipment Needed:



Safety posters



Notebook Sheets

FOSS Web Resources

Word Wall materials



Science Notebooks




Online activities


Media Library


Class pages

Streamed videos







o Focus questions

o Module updates









CURRICULUM FOR SCIENCE GRADE 3 - Rahway Public ...

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