Get documents about "3rd 20grade 20science 20pacing 20guide
Shared by: A6524fjQ
-
Stats
- views:
- 0
- posted:
- 11/10/2011
- language:
- English
- pages:
- 24
Document Sample
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
The Nature of Science frameworks are essential components to the science education of all students. Additionally, they
should be integrated with appropriate content at the discretion of the instructor.
FIRST NINE WEEKS
1.1 Enduring Understanding - Observations are used to learn about the world around us.
1.1a Essential Question - What are the expectations of the science lab?
NS.1.3.9 Apply lab safety rules as they relate to Apply lab safety rules as they relate *list safety rules Look at Preparing for xxxii TE/SE,
specific science lab activities to specific science lab activities *apply safety rules to lab activities Arkansas Lab Science: AR 24 SE/TE
*practice safety rules in lab Safety Guide Lesson 2, 3
activities for further R36-Safety tips
vocabulary are given in
activities for
home and
school at the
end of each
chapter Lab
Manual 1-2
NS.1.3.1 Communicate observations orally, in writing, Communicate observations orally, *restate observation observe Preparing for Resources for
and in graphic organizers in writing, and in graphic organizers *record observation properties Science: Teachers and
-T-chart *discuss observation compare/contra Lesson 2, 3 Students- back
-pictograph *present observation in a graphic st R37 of TE
-Venn diagrams organizer process
-bar graphs *identify graphic
-frequency tables -T-chart organizers
-pictograph data
-Venn diagram identify
-bar graph
-frequency table
Revised 5-09 Page 1 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
NS.1.3.2 questions that guide EACH Develop questions that guide
DevelopTHE GOAL FOR scientific STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.for
*define scientific process hypothesize How to Plan a Preparing xxvi-xxvii
inquiry scientific inquiry *describe the scientific process predict Scientific Science: TE/SE
*develop questions that guide inquiry Investigation ( Lesson 2, 3
scientific inquiry questions-i.e. w/questions) by R38
choice Diane Wooters
questions, yes United
and no, how Streaming
many times, Video:
what will Everyday
happen if Science:
cause and Discovering the
effect Scientific
Method (20:51)
NS.1.3.3 Conduct scientific investigations individually Conduct scientific investigations *restate the purpose of collaborate Read Aloud Preparing for Directed
and in teams individually and in teams investigation experiment Selection: Science: Inquiry
-lab activities *discuss and describe purpose to a inquiry Jake Drake: Lesson 2, 3 Explores
-field studies partner hypothesize Know it All, by R39 SE/TE pg.
*conduct investigation materials Andrew 4,36,68,100,14
purpose Clemens. This 8,172,196,220,
procedure book takes 244,276,300,32
data Jake through a 4,356,388,420,
results science fair 452,476-
collect and project, Activity Book
record specifically pg. 1-25
conclusion pertaining to
magnets.
NS.1.3.4 Communicate the results of scientific Communicate the results of *restate purpose of investigation analyze Preparing for Resources for
investigations scientific investigations *discuss results of investigation results Science: Teachers and
with a partner solution Lesson 2, 3 Students- back
*present results in an appropriate conclusion R40 of TE
manner
Revised 5-09 Page 2 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
NS.1.3.6 Collect and analyze measurable empirical Collect and analyze measurable
THE GOAL FOR EACH STUDENT IS PROFICIENCY IN *define measurable empirical empirical Preparing
ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.for
evidence as a team and/or as individuals empirical evidence as a team evidence (observable, Science:
and/or as individuals *record measurable empirical measurable, Lesson 2, 3
evidence as a team and/or as detectable R41
individuals data)
*analyze measurable empirical evidence
evidence as a team and/or as data
individuals
NS.1.3.7 Make and explain predictions based on prior Make and explain predictions *define predictions predict Preparing for
knowledge based on prior knowledge *make predictions personal Science:
*relate predictions to prior Experience Lesson 2, 3
knowledge schema R42-
*explain predictions Investigate
preceding each
lesson offers
opportunities to
make
predictions: “I
predict _____
because_____.
”Basal: Theme
1
Revised 5-09 Page 3 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
THE GOAL FOR EACH STUDENT used in the science REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
1.1b Essential Question - What tools are IS PROFICIENCY IN ALLlab?
NS.1.3.5 Estimate and measure length, mass, Estimate and measure length, *define estimate and measure elapsed http://www.bea Ch. 1, Lesson SE/TE xxviii-
temperature, and elapsed time using mass, temperature, and elapsed *define SI units of measurement for time/duration conlearningcen 2Ch. 11, xxxi
International System of Units (SI) time using International System of length, mass, temperature, and mass ter.com/WebLe Lesson 1, 2R
Units (SI) time balance ssons- click on 32-35-Saxon
*recognize appropriate measuring scale measuring lesson
tools for length, mass, temperature, measure tools numbers:·
and elapsed time thermometer Length: 6, 7,
*use appropriate tools for measurement 32, 54, 85, 99,
estimating and measuring length, terms 114· Mass: 95·
mass, temperature, and elapsed Temperature:
time using SI units 18, 29, 46, 83·
Elapsed time:
1, 65Math links
in Reading
Review Lab
Manual 3-8
Revised 5-09 Page 4 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
NS.1.3.8 THE GOAL age appropriate Use simple equipment, age- *name appropriate equipment CURRENT
Use simple equipment, FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS ATand balance AND Preparing
PREVIOUS GRADES.for xxviii-xxxi
tools, technology, and mathematics in appropriate tools, technology, and tools lens Science: Se/TE
scientific investigations mathematics in scientific *describe the functions of these thermometer Lesson 1-
investigations tools microscope “Investigate”
*use appropriate tools in the preceding each
investigation lesson offers
opportunities to
use equipment
and tools ·
measuring
mass of an
object·
measuring
dimension and
capacity Lab
Manual 3-8
Revised 5-09 Page 5 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
Understanding - Animals are PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
1.2 Enduring THE GOAL FOR EACH STUDENT IS classified in specific ways.
1.2a Essential Question - What animals are classified as vertebrates or invertebrates?
LS.2.3.1 Classify animals as vertebrates and Classify animals as vertebrates and *define vertebrate invertebrate United Ch. 3, Lesson Directed
invertebrates according to their structure invertebrates according to bone *define invertebrate vertebrate Streaming 2, 3-Classify Inquiry TE/SE
structure *classify animals as vertebrates or spine Videos: vertebrates pg. 36
invertebrates skeleton Animals according to Chapter 2 pg.
Around Us: their structure: 36-43 ( Lesson
Invertebrates: Bones· Earth 1) ESL p. 7
What Are animals: cats· pg. 39-40
They? (13:00 Water animals: Activity
mins.) fish· Air Book/DVD
(vertebrates) animals: birds.
Amphibians: Classify
Amazing invertebrates
Animals according to
(22:34) In their structure:
Scholastic No bones·
Teaching Earth animals:
Resources: worms· Water
"Digging animals:
Bones" and " shrimp· Air
8 Reasons to animals:
Love an insects that fly
Octopus"
Revised 5-09 Page 6 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
Understanding - All living things have a life ALL REQUIREMENTS AT CURRENT
1.3 Enduring THE GOAL FOR EACH STUDENT IS PROFICIENCY INcycle to continue the species. AND PREVIOUS GRADES.
1.3a Essential Question - What is the difference between complete metamorphosis, incomplete metamorphosis, and
embryonic development?
LS.3.3.3 Differentiate among complete Compare and contrast complete *define complete metamorphosis metamorphosis *Metamorphosi Ch.1, Lesson Ch. 2- Lesson
metamorphosis, incomplete metamorphosis, metamorphosis, incomplete *illustrate complete metamorphosis complete s: life cycle of a 2AE Life 2 pg. 44-47
and embryonic development metamorphosis, and embryonic *define incomplete metamorphosis incomplete frog Science Wkbk pg. 17-
development *illustrate incomplete embryonic * Incomplete SASLE: 17A
metamorphosis adult metamorphosis Lesson 2-Big
*define embryonic development stage terms : diagram the idea is one of
*illustrate embryonic development reproduction life cycle of the change Draw
*compare and contrast the different life cycle dragonfly - and label steps
lifecycles www.naturegrid of
.org metamorphosis
* Embryonic · Draw and
development: label the steps·
life cycle of the Observe chicks
chicken hatch (Benton
(resource: U of County
A poultry Extension
science Service)·
department) Observe
mealworms,
frogs· Record
life cycle Basal:
Theme 4,
“Butterflies”
Revised 5-09 Page 7 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
Understanding - Animals have specific systems that allow them to function in PREVIOUS GRADES.
1.4 Enduring THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT ANDtheir environment.
1.4a Essential Question - What are the major organs and functions of the respiratory and muscular system?
LS.2.3.2 Identify major parts and functions of the Locate the major parts and explain *define body systems respiratory Magic School R 8-9: Arkansas
following systems, respiratory, muscular the functions of the respiratory and *identify the major parts of the trachea Bus: Inside the muscular Resources :
muscular systems respiratory and muscular system lungs Human Body supplementatio Respiratory pg.
*explain the functions of the alveoli Magic School n of respiratory AR 2-3
respiratory and muscular system air sacs Bus: Flexes its is needed Muscular pg.
oxygen and Muscles SASLE: AR 4-5
carbon dioxide Magic School Lesson 4LM 22- SE/TE pg. 124-
inhale Bus Works Out 25SASLE: 125
exhale by Joanna Cole Lesson 3AE Ch. 4 Lesson 6
muscular United Life Science- pg. 124
contract Streaming The Human
relax Video: Inside Body by
voluntary Story with Slim Heather Amery
involuntary Goodbody, Diagram, label,
tendon The: The build a model,
joint Breath of Life: explain
The Inside
Story of
Respiration
Revised 5-09 Page 8 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
SECOND NINE WEEKS
THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
2.1 Enduring Understanding - The Earth has layers.
2.1a Essential Question - What are the characteristics of the layers of the Earth?
ESS.8.3.6 Describe the layers of the Earth Describe the layers of Earth *draw and label the layers of the crust Magic School Ch. 6, Lesson Wkbk pg. 74-
-crust -crust Earth mantle Bus: Inside the 1Ch. 7, Lesson 74-A
-mantle -mantle *describe the layers of Earth inner core Earth by 1AE Earth ESL pg. 35
-inner core -inner core *crust outer core Joanna Cole Science Flipchart
-outer core -outer core *mantle United Activity 105-
*inner core Streaming 107
*outer core Video: Ch. 8, Lesson
Geologist's 1, pg. 217
Notebook:
Digging
Through Earth
(10:00)
Compare Earth
to an apple
using a Venn
Diagram
2.2 Enduring Understanding - The constructive and destructive processes forming land surfaces include wind, water, and
ice.
2.2a Essential Question - How do forces cause changes on Earth's surface?
ESS.9.3.1 Analyze the effect of wind and water on Investigate and describe the effect *define erosion erosion http://www.brig Ch. 7, Lesson Ch. 8, Lesson
Earth's surface of wind and water on Earth's *define weathering weathering ht.net/~double/ 2-Module 19:7 3
surface *describe the effect of wind and erode.html Forces of Wkbk pg. 76-
water on Earth's surface AIMS- Rain Weathering· 76A
*investigate the effect of wind and Away Activity Describe in ESL pg. 37
water on Earth's surface Magic School writing Guided Inquiry,
Bus Rocks and Activity Book
Rolls, The pg. 103-104
(26:12)
Revised 5-09 Page 9 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
Understanding - Earth materials have different identifiable properties.
2.3 Enduring THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
2.3a Essential Question - What are the properties of rocks and minerals?
ESS.8.3.1 Distinguish among Earth's materials Classify Earth's materials as *define Earth's materials as properties United Ch. 6, Lesson Direct Inquiry
-rocks -rocks -rocks rocks Streaming 1-3Ch. 8, pg. 196-197,
-minerals -minerals -minerals minerals Video: Rocks: Lesson 2 Wkbk pg. 62-
-fossils -fossils -fossils fossils The Solid Earth 63
-soils -soils -soils soils Materials #1 ESL pg. 30
*categorize Earth's materials as (20:00) Activity Book
-rocks Online pg. 91-92, DVD
-minerals activities: Flipchart pg. 13
-fossils "Make a fossil:
-soils Lasting
Impressions"
"Soil activity:
Soil soak
experiment"
ESS.8.3.4 Identify the physical properties of minerals Identify the physical properties of *define the following properties as physical United Ch. 6, Lesson ESL pg. 32
-hardness minerals they relate to minerals properties Streaming 1 Ch. 7 Lesson
-color -hardness -hardness hardness Videos: Junior 2, pg. 202
-luster -color -color color Geologist: Wkbk pg. 65
-streak -luster -luster luster Rocks and
-streak -streak streak Minerals (8:28
*identify the physical properties of crystal mins..)
minerals by testing Moh's scale Geologist's
-hardness Notebook:
-color What Exactly
-luster Are Minerals?
-streak (10:00 mins..)
Revised 5-09 Page 10 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
ESS.8.3.2 rocks GOAL FOR EACH STUDENT IS PROFICIENCY IN
Classify THE by their properties Classify rocks by their properties *define rock properties size AIMS- A Ch. 6,Lesson
ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Lesson AR 4,
-size -size -size shape Hard(ness)) 1, 2-Everyone pg. AR 8-9
-shape -shape -shape color Test Needs a Rock Flipchart 14
-color -color -color texture Experiment; by Byrd Baylor Ch. 7, Lesson
-texture -texture -texture patterns Pet Rock; Rock Use Module 1, pg. 198
-patterns -patterns -patterns and Rule; A 19:1 Wkbk. Pg. 64
*classify rocks by their properties Pocketful of ESL pg. 31
Science
2.3b Essential Question - How are rocks used?
ESS.8.3.7 Identify common uses of rocks and minerals Identify common uses of rocks and *define rock construction United Ch. 6, Lesson Ch. 7, Lesson
minerals (e.g. construction and *define minerals Streaming 2Ch. 8, Lesson 2, pg. 204-205
manufacturing materials, jewelry, *list common uses of rocks and Videos: Uses 1, 2, 3- Wkbk pg. 67
decorations) minerals of Rocks and Research rocks
Minerals (18:00 using
mins.) technology
Sylvester and
the Magic
Pebble (11:17)
After hearing
the story, write
about being a
rock. Where
are you? What
do you look
like? Use
science terms
in the
description.
Revised 5-09 Page 11 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
Understanding - The rock cycle is the set IN geologic processes CURRENT AND material GRADES.
2.4 Enduring THE GOAL FOR EACH STUDENT IS PROFICIENCY of ALL REQUIREMENTS ATin which earthPREVIOUS is transformed from
one rock type to another.
2.4a Essential Question - How do rocks form?
ESS.8.3.3 Identify the three categories of rocks Identify the three categories of *define the three categories metamorphic United Ch. 6, Lesson Ch. 7, pg. 194-
-metamorphic rocks -metamorphic morph Streaming 2 201
-igneous -metamorphic -igneous sedimentary Videos: Wkbk. Pg. 61
-sedimentary -igneous -sedimentary sediment Geologist's ESL pg. 31
-sedimentary *identify the three categories of weathering Notebook: In District
rocks cemented Three Rocks Notebook:
-metamorphic igneous (11:00 mins..) numerous
-igneous magma/lava Rocks and activities for
-sedimentary volcano Minerals: The exploring
crust Hard Facts various
mantle (17:00 mins.) categories of
TLC rocks
Elementary
School:
Geological
Processes
(24:36)
Magic School
Bus Blows Its
Top, The
(23:56)
Revised 5-09 Page 12 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
Understanding - Matter exists in different IN ALL
2.5 Enduring THE GOAL FOR EACH STUDENT IS PROFICIENCY states.REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
2.5a Essential Question - How can physical properties be used to identify matter?
PS.5.3.3 Determine the mass of solids Measure the mass of solids *define mass grams United Ch. 11, Lesson Wkbk. Pg. 95-
*identify units of metric units Streaming 1 96
measurement kilograms Video: Ch. 10, Lesson
gravity Properties of 2
mass Matter, Part 2: ESL pg. 94
density Liquids, Solids Guided Inquiry
weight and Gases pg. 290-291,
ounces (17:00) DVD
pounds States of
Matter
worksheet
PS.5.3.1 Compare and contrast objects based on two Compare and contrast objects *define property characteristics United Ch. 11, Lesson Ch. 10, p. 278-
or more properties based on two or more of the *identify properties of matter properties( Streaming 1-Use a Venn 283
following properties: size, shape, *compare and contrast objects senses) such Videos: diagram Wkbk. Pg. 94
color, texture, scent, taste, sound based on two or more properties as size, color, Properties of ESL pg. 93
texture Matter, Part 1 Flipchart 19-20
matter (20:00) Directed
Common Inquiry pg. 276,
Properties of DVD
Matter: Atoms,
Elements, and
States (24:00)
Magic School
Bus Meets
Molly Cule, The
(26:23)
Revised 5-09 Page 13 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
PS.5.3.4 THE GOAL FOR EACH STUDENT ISand contrast solids and
Compare and contrast solids and liquids Compare PROFICIENCY IN *define solid solid Bartholomew Ch. 11, Lesson Ch. 10, p. 284-
ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
liquids using common object (e.g. *define liquid liquid and the 2-Module 15: 3, 291 ESL
water vs. book) *classify objects as solid or liquid properties Oobleck by Dr. 4Making pg. 44
*compare and contrast solids and compare Seuss Oobleck· Do activity "Will
liquids contrast United Observe and it Float?" on
Streaming record· Use wkbk. Pg. 97-
Videos: Matter Venn diagram 99
and Its Activity
Properties: Flipchart 20
Observing The
Properties of
Matter (19:41)
Make a
collage to
compare solids
and liquids
PS.5.3.2 Demonstrate physical changes in matter Demonstrate physical changes in *define matter matter Ch. 10, p. 277
matter by simple means (tearing, *define physical change physical Ch.11, p. 303-
bending, etc.) *demonstrate how matter changes change 305
physically by simple means Directed
Inquiry p. 300--
Activity book
pp. 134-135
wkbk. Pg. 92-
93
ESL pg. 45
Revised 5-09 Page 14 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
THIRD ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
THE GOAL FOR EACH STUDENT IS PROFICIENCY IN NINE WEEKS
3.1 Enduring Understanding - Most objects in the Solar System are in a regular and predictable motion.
3.1a Essential Question - How do Earth and the moon interact?
ESS.10.3.3 Relate Earth's rotation to the day/night cycle Demonstrate Earth's rotation to *define rotation orbit United Ch. 10, Lesson Ch. 15, p. 418-
explain the day/night cycle *describe why there is day and rotation Streaming 1-What Makes 427
night revolution Videos: Day and Night Directed
*demonstrate the Earth's rotation axis Reasons for by Chris Inquiry, p. 420-
the Seasons, Arvetis and 421 with
The (26:05) Carole Palmer Activity Book
Science Facts Module 18:1 175-176
and Fun: Time Make a Wkbk. Pg. 140-
What's In A model 141
Shadow? ESL pg. 62-63
(15:00) Lesson AR-11,
pg. AR22-23
ESS.10.3.2 Demonstrate the orbit of Earth and its moon Demonstrate the orbit of Earth and *define orbit orbit United Ch. 10,Lesson Ch. 15, pg. 428-
around the sun its moon around the sun *demonstrate the orbit of the earth planet Streaming 1, 2-Make a 435
around the sun solar system Videos: Spin model Directed
*demonstrate the orbit of the moon rotation Around the Inquiry p. 420
around the Earth revolution Solar System, with wkbk.. 175
*demonstrate the orbit of the Earth axis A: Our Rocky ESL pg. 64-65
and its moon around the sun seasons Neighbors: The
year Inner Planets
satellite (15:00)
gravity Magic School
Bus Sees
Stars, The
(24:03)
Magic School
Bus: Out of
This World,
The (29:36)
Revised 5-09 Page 15 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
3.1b Essential Question - How do planets orbit the sun? ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
THE GOAL FOR EACH STUDENT IS PROFICIENCY IN
ESS.10.3.1 Demonstrate how the planets orbit the sun Demonstrate how the planets orbit *define orbit orbit Magic School Ch 10, Lesson Ch. 16
the sun *model orbit planet Bus: Lost in the 3-Make a Directed
*model planets orbiting the sun solar system Solar System model Inquiry pg. 452
by Joanna Cole and Activity
United book p. 185-
Streaming 186 with DVD
Videos: Closer Unit D
Look at the Guided Inquiry
Planets, A: p. 466-467 and
Space Science Activity book p.
Series (20:00) 187-188
Junior Space Flip Chart p. 31-
Scientist: Our 32 and Activity
Solar System book p. 189-
(09:33) 194
ESL pg. 68-69
3.2 Enduring Understanding - Specific tools are used to measure weather.
3.2a Essential Question - How can specific tools be used to collect and interpret weather data?
ESS.8.3.10 Construct and read a rain gauge Construct and read a rain gauge *identify a rain gauge rain gauge In Notebook: SASLE: Ch. 6 pg. 175
*explain the use of a rain gauge liquid Wonderful Lesson 7p. 325 Lesson AR-3,
*construct a rain gauge units of World of pg. AR6-7
*read a rain gauge measurement Weather:
increments "Constructing a
Rain Gauge"
and "Graphing
Rainfall"
Revised 5-09 Page 16 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
ESS.8.3.8 THE GOAL FOR time Chart precipitation levels over IN *define precipitation
Chart precipitation levels over EACH STUDENT IS PROFICIENCY timeALL REQUIREMENTS AT CURRENT AND precipitation United SASLE:
PREVIOUS GRADES. Ch. 6, pg. 175-
*chart precipitation levels over time rain gauge Streaming Lesson 7p. 325- 177
graph Video: Use Meeting ESL p. 28
chart Weather Board to chart
Smart: precipitation ·
Thunderstorms Collect data·
(15:00) Create graphs
PS.7.3.2 Calculate a change in temperature using the Calculate a change in temperature *identify Celsius thermometer http://www.bea Ch. 12, Lesson Ch. 6, p. 186-
Celsius scale using the Celsius scale *use thermometers to read degree conlearningcen 1Ch. 14, 187
temperature in Celsius Fahrenheit ter.com/WebLe Lesson 1- Activity Flip
*use mathematical computation to Celsius ssons- Saxon Lesson: Chart p.11 with
show change in temperature 83Daily Activity book p.
Meeting Board 85, 87-88,
using the
Celsius scale
3.3 Enduring Understanding - Safety procedures are used during severe weather.
3.3a Essential Question - How do people protect themselves during severe weather?
ESS.8.3.9 Demonstrate safety procedures related to Demonstrate safety procedures *identify types of severe weather flood Safety SASLE: Ch. 6 p. 180-
severe weather related to severe weather *demonstrate safety procedures hurricane Procedures: Lesson 6p. 252- 183
related to severe weather through tornado http://www.nws. Schools post Activity Flip
role play lightning noaa.gov/om/br severe weather chart p. 12 with
hail ochures/ttl.pdf procedures, Activity book p.
blizzard Read: Tornado i.e., tornado 86 and 89
Alert by drill National ESL p. 29
Franklyn M. Weather
Branley Service take
Magic School home book
Bus : Kicks up
a Storm by
Joanna Cole
Revised 5-09 Page 17 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
FOURTH NINE WEEKS
THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
4.1 Enduring Understanding - Magnets have a force that either attracts, repels, or doesn't effect objects.
4.1a Essential Question - What is the difference between magnets and non-magnets?
PS.7.3.4 Differentiate between magnets and non- Differentiate between magnets and *identify magnetic and non- magnet United Ch. 13, Lesson Ch. 12, p. 337
magnets non-magnets magnetic materials non-magnet Streaming 2-AIMS: What (one tiny
*classify materials as magnetic or iron Videos: Magic Makes a Thing paragraph)
non-magnetic metal of Magnetism, Magnetic?·
nickel The (14:00) Explore·
Magnets: A Observe·
First Look Record data
(17:00)
Stage One
Science:
Magnets and
Electricity
(15:00)
Go on a
magnetic hunt
and "Making
Magnets"
4.1b Essential Question - How does distance effect magnets?
PS.7.3.5 Describe the effect of distance on attraction Describe the effect of distance on *define attraction attraction *"Magnet AE Physical Ch. 12, pg.
and repulsion attraction and repulsion *define repulsion/repel repulsion/repel Races" to test Science 332-337
*experiment with magnets testing North pole repulsion and SASLE: Lesson AR-7,
various distances to observe South pole attraction Lesson 9- pg. AR14-15
attraction and repulsion magnetic field *The Magic AIMS: What
*describe results of tests alignment School Bus Will a Magnet
and the Attract?
Electricity Field
Trip
Revised 5-09 Page 18 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
4.1c Essential Question - How can magnets be made? IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
THE GOAL FOR EACH STUDENT IS PROFICIENCY
PS.7.3.6 Construct a magnet by the Touch/Stroke Construct a magnet by the *explain the touch/stroke method magnet Making a Not present in
method touch/stroke method *construct a magnet using the non-magnet Magnet: 4th grade p.
touch/stroke method magnetic field http://webtech. 487-AIMS:
iron kennesaw.edu/ What Makes a
metal kallen/webques Thing
nickel t.html Magnetic?
What Makes a
Magnet by
Franklin
Branley
4.2 Enduring Understanding - Light is a form of energy that can change.
4.2a Essential Question - What happens to light when it moves from one material to another?
PS.7.3.1 Classify materials as those which can Classify materials as those which *define refract, reflect, and absorb reflect Magic School Ch. 14, Lesson Ch. 13, pg. 370-
reflect, refract, or absorb light can reflect, refract, or absorb light *classify materials as those which refract Bus: Makes a 2, 3-AIMS: 373
can reflect, refract, or absorb light absorb Rainbow by Light Rays ESL p. 57
light Joanna Cole Slow Down Activity Flip
light waves Online AIMS: Just Chart 25, and
translucent Search: Passing Activity book
transparent "Refraction Through· pg.157-159
opaque Action", Observe
prism "Mirror, Mirror materials·
on the Wall", Record in
"Jiggly classification
Lenses", or
"Ouch! That's
Hot! activities
teach
vocabulary
concepts
needed
Revised 5-09 Page 19 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
Understanding - All sounds are made when ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
4.3 Enduring THE GOAL FOR EACH STUDENT IS PROFICIENCY IN matter moves.
4.3a Essential Question - What causes sound?
PS.6.3.1 Identify characteristics of wave motion Define and label characteristics of *define wave wave length *discoveryscho AE Physical Ch. 13, pg. 362-
-amplitude wave motion *model wave motion- up and down, trough ol.com/lessonpl Science 365 ESL
-frequency -amplitude back and forth crest ans/programs/s SASLE: p. 55
-frequency *draw and label a diagram of a amplitude oundwaves/ Lesson 11 Lesson AR-8,
wave to show amplitude and frequency Online pg. AR 16-17
frequency energy Search:
Understanding
Waves
Experiment:
Sound Off!
Revised 5-09 Page 20 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
PS.6.3.2 THE relationship between sound Investigate the relationship
Investigate theGOAL FOR EACH STUDENT IS PROFICIENCY IN *define wave ear drum United Ch. 14, Lesson Ch. 14, pg. 393-
ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES.
and wave motion between sound and wave motion *model wave motion- up and down, ear canal Streaming 4-AIMS: 401
through the inquiry process back and forth volume Videos: Traveling Graphic
*draw a diagram of wave motion (amplitude) Wonder of Sounds: The Organizer
*determine cause and effect of pitch Sound, The. Science of trans. 3
sound and wave motion through the (frequency) (13:00) Sound by Neil Wkbk pg. 131-
inquiry process vibrate TLC Ardley 136
Elementary Flip Chart
School: Activity27-28
Introduction to with Activity
Physical book p. 166-
Science 170 ESL p.
(24:33) 61
Online Search:
"Riding the
Sound Wave",
"Understanding
Waves",
Journey to the
Center of the
Ear" ( The
Education
Center)
Revised 5-09 Page 21 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
PS.6.3.3 THE impact of the following Explain how the following variables *define pitch
Determine the GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. length * "Musical Ch. 14, Lesson Ch. 14, pg. 388-
variables on pitch affect pitch *demonstrate how particles move mass Bottles" AIMS 4SASLE: 391 Directed
-length -length to create pitch tension experiment Lesson 10- Inquiry pg. 388-
-mass -mass *explain how states of matter, states of matter "Sound in AIMS: What 389 with
-tension -tension length, mass, and tension affect variables Motion" Causes High Activity book p.
-state of matter -state of matter pitch pitch vibration and Low 163 Activity
particles experiment Pitched DVD, Unit C,
"Can Jam" Sounds? AIMS: Ch. 14
pitch Musical Bottles Lesson AR-10,
experiment Sound by pg. AR18-19
"Traveling Simon de
Sound" Pinna. Make a
experiment band using
kitchen
instruments!
Revised 5-09 Page 22 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
Understanding - There are IS PROFICIENCY IN of REQUIREMENTS AT CURRENT AND Arkansas.
4.4 Enduring THE GOAL FOR EACH STUDENTdifferent methodsALL producing electricity relative toPREVIOUS GRADES.
4.4a Essential Question - How is electricity produced in Arkansas?
ESS.8.3.5 Identify areas in Arkansas that are the main Identify areas in Arkansas that are *identify areas in Arkansas that are bauxite Arkansas Bauxite: Saline Lesson AR 6
sources of minerals the main sources of minerals the main sources of minerals novaculite Geological County, center pg. AR 12-13
-bauxite -bauxite -bauxite quartz crystal commission of state Ch. 7, pg. 202
-novaculite -novaculite -novaculite diamond (501)296-1877( Novaculite:
-quartz crystal -quartz crystal -quartz crystal bromine kits: rocks and center of state
-diamond -diamond -diamond natural minerals) Quartz: Hot
-bromine -bromine -bromine resources United Springs
mining Streaming Diamonds:
Video: Rocks Crater of
and Minerals: Diamonds
The Hard Facts State Park
(17:00) (only diamond
mine in U.S.)
Bromine:
southern part
of Arkansas
near Louisiana
border AE
Earth Science
SASLE:
Lesson
5(Pertains to
general skill,
not necessarily
specific to AR)
Revised 5-09 Page 23 of 24
3rd Grade Science
Arch Ford/Northwest Arkansas Instructional Alignment
Science Grade 3
AR Department of Education
SLE Essential Materials/ Scott
Objective Task Analysis Harcourt
Number CONTENT STANDARD/ Student Learning Vocabulary Resources Foresman
Expectations (SLE)
PS.7.3.3 THE GOAL FOR electricity Identify methods of producing
Identify methods of producing EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS ATofCURRENT AND PREVIOUS GRADES. 12, Ch. 13, pg. 374
*define the following methods producing SWEPCO: Ch. 8; Ch.
relative to Arkansas electricity relative to Arkansas producing electricity electricity Ecstatic About Lesson 3; Ch. Lesson AR 9
-hydroelectric -hydroelectric -hydroelectric hydroelectric Electricity ( 13, Lesson 1; pg. AR 18-19
-coal -coal -coal coal graphic Lesson 8
-oil -oil -oil oil organizer) (Pertains to
-natural gas -natural gas -natural gas natural gas general skill,
-nuclear -nuclear -nuclear nuclear http://rockhoun not necessarily
-solar -solar -solar solar dingar.com/geo specific to AR)-
-wind -wind -wind wind logy/energy.ht Arkansas
*identify methods of producing fossil fuel ml History p.23
electricity in Arkansas (map of
Arkansas with
natural
resources)
Guest
speakers Write
for information
Use technology
to research
electricity
Revised 5-09 Page 24 of 24
