Toledo Federation of Teachers Curriculum Alignment Map - Science by 2NdVg3

VIEWS: 56 PAGES: 31

									                                                                                                                       Toledo Federation of Teachers
                                     Curriculum Alignment Map - Science
                                                                    Quarter 1
                                                                    Grade 3
  Theme:                                     Enduring Understanding:                              Essential Questions:
  Observations of the Environment
                                             Students need to understand the science of the       How can I explain science in our world?
                                             physical world around them in greater depth by
                                             using scientific inquiry.
  Topic:


                                                                  Quarter 1
        Content Statements                       Inquiry Strategies and                           Resources                        Key terms
                                                       Resources
   Science Inquiry and Application            Model Curriculum                         Harcourt                                Observation
                                                                                                                              Investigation
  During the years of PreK-4, all students    Scientific Inquiry, Scientific Ways of   Getting Ready for Science              Natural environment
  must become proficient in the use of the    Knowing, and Science and                 Lesson 1 pp. 1-9                       Data
  following scientific processes, with        Technology are now embedded into          Investigate p. 3                     Conduct
  appropriate laboratory safety               the content statements. The Model         LM pp. 13-15                         Reasonable explanation
  techniques, to construct their knowledge    Curriculum provides suggestions           Transparency RS 1                    Communicate
  and understanding in all science content    and resources to engage students                                                Science concepts
  areas: MC p.89                              in science inquiry.                      Getting Ready for Science              Science knowledge
   Observe and ask questions about                                                    Lesson 2 pp.10-17                      Accurate science
       the natural environment MC p. 89                                                 Investigate p. 11
                                                                                        LM pp. 16-18
                                                                                        Transparency RS 2
                                              Look for:

MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                       Grade 3        Page 1
     Plan and conduct simple                                                   Getting Ready for Science
      investigations MC p. 89              Visions into Practice                Lesson 3 pp. 18-23
                                            Designing Technological/            Investigate p. 19
     Employ simple equipment and tools       Engineering Solutions using        LM 19-21
      to gather data and extend the           Science Concepts                   Transparency RS 3
      senses MC p. 89
                                              Demonstrating Science            TPS Science Curriculum Website
     Use appropriate mathematics with         Knowledge                            Safety is Elementary
      data to construct reasonable                                                       o Attachment A
      explanations MC p. 89                   Interpreting and Communicating       Technology Makes Our Life
                                               Science Concepts                       Easier?
     Communicate about observations,                                               Images of Science
      investigations and explanations         Recalling Accurate Science
                                                                                    Men and Women Scientist
      MC p. 89

     Review and ask questions about the                                        IMS Lessons can be found on the
      observations and explanations of                                          ODE website and search IMS
      others. MC pp. 89                                                         Lessons. www.ode.state.oh.us

                                                                                IMS Lesson
                                                                                Can We Investigate? Yes We Can!
                                                                                http://dnet01.ode.state.oh.us/IMS.Ite
                                                                                mDetails/LessonDetail.aspx?id=090
                                                                                7f84c805309b7
  Assessment
  Formative and Summative Assessment options:

  Harcourt
      Reading Review p. 9
      Reading Review p. 17
      Reading Review p. 23
      Review and Test Preparation p. 24 and 25
      Chapter Test pp. AG xxv-xxviii


  TPS Science Curriculum Website
  Assessments can be found throughout the following lessons and in the evaluate section of each 5E.
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                Grade 3   Page 2
        Safety is Elementary
        Technology Makes Our Life Easier
        Images of Science
        Men and Women Scientist




                                                                                                     Toledo Federation of Teachers
                                  Curriculum Alignment Map - Science
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                     Grade 3      Page 3
                                                                Quarter 1
                                                                 Grade 3
                                                             Physical Science
  Theme:                                    Enduring Understanding:                             Essential Questions:
  Observations of the Environment
                                            A relationship exists between matter and            What would the world be like if matter never changes
                                            energy. Matter is found in all substances on        state? (http://marianne.connectspace.org/?page_id=796)
  Topic:                                    Earth and has specific properties. Heat is a
  Matter and Forms of Energy
                                            familiar form of energy that can change the         What causes change in our physical world?
                                            states of matter.



                                                                 Quarter 1
          Content Statements                       Inquiry Strategies and                         Resources                        Key terms
                                                         Resources
  **The following two content statements         Investigate the states of matter       Harcourt                             State of Matter
  and their concepts should be taught            using a (classroom-made) lava          N/A – Harcourt does not address      Liquid
  together in a unit**                           lamp. Change conditions of the         this content statement in your 3rd   Solid
                                                 lava lamp (e.g., temperature of        grade textbook.                      Gas
  1. All objects and substances in the           liquids, size of bottle) and record                                         Properties
  natural world are composed of matter.          the results. MC p. 111                 The following are resource
  MC p. 110                                           Note: This is not a kit. For     options:
                                                          directions on constructing         Harcourt On-line textbook
  Matter takes up space and has mass*.                    the lava lamp, visit                     o Grades 3rd and 4th
  MC p. 110                                               http://www.sciencebob.com/e        Borrow 4th grade teacher
                                                          xperiments/lavalamp.php               manual from 4th grade
  *While mass is the scientifically correct term Given three different items,                   teacher in your building.
  to use in this context, the NAEP 2009          measure as many properties for              TPS Science lessons
  Science Framework (page 27) recommends each item as possible. Record the                      posted on the TPS intranet
  using the more familiar term "weight" in the measurements for each item on a
  elementary grades with the distinction         separate index card. Switch            Harcourt On-line textbook
  between mass and weight being introduced samples with another group and               http://www.eharcourtschool.com/
  at the middle school level. In Ohio, students identify which set of                   Grade 3
  will not be assessed on the differences        measurements belong with which
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                       Grade 3       Page 4
  between mass and weight until Grade 6.       item. MC p. 111                             Log in
  MC p. 110                                                                                    o toledoteacher3
                                               If you have access to a freezer the             o toledo3
                                               following investigation is                 Chapter 11
                                               recommended by the ODE.                         o Lesson 2
  2. Matter exists in different states, each         Predict the fastest way for                  pp.382-389
  of which has different properties.                   ice to form. Design an         Grade 4
  MC p. 114                                            investigation to determine         Log in
                                                       what parameters ensure                  o toledoteacher4
  The most common states of matter are                 the fastest formation (e.g.,            o toledo4
  solids, liquids and gases. MC p. 114                 change temperature of the          Chapter 10
                                                       starting water using cold,              o Lesson 2
  Shape and compressibility are properties             room-temperature and                         pp. 348-355
  that can distinguish between the states of           very hot water, condition               o Investigate p. 349
  matter. MC p. 114                                    the starting water with salt
                                                       or sugar, change the           Harcourt textbook 4th grade
  One way to change matter from one state              starting water by adding       (borrow from 4th grade teacher)
  to another is by heating or cooling.                 food coloring). MC p. 115           Chapter 5
  MC p. 114
                                                                                                 o Lesson 2
                                               Have students create data sets of                    pp. 220-225
                                               physical properties for given                     o Investigate p. 21
                                               substances (use a variety of each
                                               state of matter). Have students        TPS Science Curriculum
                                               study each others description/data     Website:
                                               sets and match the data set with           States of Matter
                                               the given substance. Have
                                               students explain why each data
                                               set matches a given substance.
                                               MC p. 115
                                                                                      Hot Links:
                                                                                      Unit on Physical Science
                                                                                      http://betterlesson.com/unit/2600/
                                                                                      physical-science#

                                                                                      Unit on Matter
                                                                                      http://www.vrml.k12.la.us/rpautz/s
                                                                                      cicorner/scicompcur/elementary/g

MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                      Grade 3   Page 5
                                                                                   rade4science/Documents/Matter_
                                                                                   unit.doc

                                                                                   Solids and Liquids, an
                                                                                   interactive simulation from BBC
                                                                                   Schools, has children determine
                                                                                   the melting point of different
                                                                                   substances to observe the
                                                                                   properties of liquids and solids.
                                                                                   http://www.bbc.co.uk/schools/ks2
                                                                                   bitesize/science/materials/solids_li
                                                                                   quids_gases/play.shtml

                                                                                   Gases Around Us is an
                                                                                   interactive simulation from BBC
                                                                                   Schools that demonstrates that
                                                                                   gases expand to fill a container.
                                                                                   http://www.bbc.co.uk/schools/scie
                                                                                   nceclips/ages/9_10/gases.shtml

  Assessment
  Formative and Summative Assessment options:

  Harcourt
  N/A



  TPS Science Curriculum Website
  Assessments can be found throughout the following lessons and in the evaluate section of each 5E.
      States of Mater

  Model Curriculum
  The following assessment ideas were developed based on the Recalling Accurate Science section pp. 111 and 115
      While investigating the three states of matter have students:
            o Identify and describe the three different states of matter.
            o Name or record observable differences between them.

MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                  Grade 3   Page 6
             o   Recognize that matter continues to exist when broken into pieces too tiny to be visible.

  Other
  Assessment option can be found at the bottom of the following website page.
  http://betterlesson.com/unit/2600/physical-science#

  What do you think the word solid means?
  Give at least 2 examples of a solid and identify at least 2 properties of each example.

  What do you think the word liquid means?
  Give at least 2 examples of a liquid and identify at least 2 properties of each example.

  What do you think the word gas means?
  Give at least 2 examples of a gas and identify at least 2 properties of each example.




                                                                                                            Toledo Federation of Teachers
                                      Curriculum Alignment Map - Science
                                                               Quarter 2
                                                                Grade 3
                                                          Earth Space Science
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                            Grade 3      Page 7
  Theme:                                         Enduring Understanding:                            Essential Questions:
  Observations of the                            Earth’s nonliving resources such as                What are the properties of Earth’s nonliving
  Environment                                    water, air, rock, soil and their                   resources?
                                                 properties.
  Topic:
  Earth’s Resources


                                                                      Quarter 2
        Content Statements                          Inquiry Strategies and                          Resources                       Key terms
                                                          Resources
  Earth’s nonliving resources have                Plan and implement an                    Harcourt                            Soil
  specific properties. MC p. 90                   investigation to test specific           Chapter 1                           Organic
                                                  properties of different types of soil,   Lesson 1 pp. 30-37                  Resources
  Soil is composed of pieces of rock,             such as ability to absorb (hold)             Investigate Lab p. 31          Rock
  organic material, water and air and has         water, matching/designating soil             LM 26-28                       Properties
  characteristics that can be measured            color, the ability for water to pass         Transparency 4
  and observed. Rocks have unique                 through the soil, the filtering              RS 5-6
  characteristics that allow them to be           properties of soil. MC p. 91                 Mineral Collection (included
  sorted and classified. Rocks form in            http://dnet01.ode.state.oh.us/IMS.It           in material kits)
  different ways. Air and water are               emDetails/LessonDetail.aspx?id=09
  nonliving resources. MC p. 90                   07f84c80531714

  Note 1: Rock classification is not the          Plan and build a simple sediment         Lesson 2 pp. 38-47
  focus for this grade level; this is found in    tube that can demonstrate how                Investigate Lab p. 39
  grade 6. At this grade, the actual              sand, silt, clay and organic material
                                                                                               LM 29-31
  characteristics of rocks can be used to         settle in water. Use a clear jar or
                                                                                               Transparency 5
  sort or compare, rather than formal             vial with a lid and add several soil
                                                  samples, filling the container about         RS 7-8
  classification. MC p. 90
                                                  half way. Now, add water to the              Science Spin pp. 56-58
  Note 2: Properties of air and water have        container about ¾ full. Place lid on         Science Project p. 59
  been addressed in PreK. MC p. 90                container and shake. Let soil                Performance Assessment
                                                  samples settle in the jar and watch            p.61
                                                  layers form.
                                                                                           Hot Links:
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                        Grade 3      Page 8
                                              Based on the findings, ask:     When Rocks Tell Stories:
                                               Which soil type would           Describing Rock Properties
                                               create muddy water in a         http://education.usgs.gov/lessons/sc
                                               stream? Which soil type         hoolyard/RockDescription.html
                                               would wash away
                                               faster/farther? What            Harcourt
                                               properties of soil contribute   Chapter 2
                                               to these observations?          Lesson 2 pp. 72-79
                                               MC p. 91                            Investigate p. 73
                                                                                   LM 38-40
                                       Rock Sort                                   Transparency 8
                                       Gather a collection of rocks and list       RS 15-16
                                       properties of the rocks using the 5         Soil Samples (included in
                                       senses.                                       material kits)
                                           What do they have in
                                              common?                          FOSS kit
                                           What property makes each              Mock Rock Activity
                                              one unique?
                                           Discuss how rocks can be
                                              sorted/ grouped                  TPS Science Curriculum Website
                                                                                   Earth Pictures - ppt
                                       Recipe for Soil (Adapted from               How Much Soil Is There In
                                       Pebbles Sand and Silt Activity 4)             Our World?
                                           Give each student pair a zip           The Dirt on Soil
                                             bag with one vial of humus
                                                                                   What is Soil?
                                             (potting soil)
                                                                                   Properties of Soil - IMS
                                           Observe and describe the
                                                                                     Lesson
                                             humus – how does it look
                                                                                   Soil has Layers
                                             feel and smell?
                                           Explain that this is humus –
                                                                               Hot Links:
                                             mostly plant and animal
                                                                               www.hspscience.com
                                             material that has decayed or
                                                                               3rd grade Chapter 1
                                             rotted
                                                                                    Soil Formation
                                           Repeat with sand, gravel,
                                                                               3rd grade Chapter 2
                                             and clay
                                                                                    Soil Horizons
                                           Combine all ingredients and
                                             stir the mixture.
                                                                               United Streaming
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                               Grade 3   Page 9
                                                      o   Explain that they       http://streaming.discoveryeducation.
                                                          have just made soil-    com/
                                                          a combination of             How to Make Mud Pie
                                                          different earth              Getting to Know Soil
                                                          materials.
                                                      o   Ask: How would the      Underground Adventures
                                                          soil change if there    Lessons on Soil
                                                          was more of one         http://archive.fieldmuseum.org/unde
                                                          material in the soil?   rgroundadventure/teachers/soil_pro
                                                          More sand? More         perties.shtml
                                                          humus? More clay?
                                                          More gravel?            Underground Adventures
                                                                                  Book and Activity Guide Titles
                                                                                  http://archive.fieldmuseum.org/unde
                                                                                  rgroundadventure/resources/index.s
                                                                                  html#guides

                                                                                  Printables
                                                                                  http://education.usgs.gov/lessons/sc
                                                                                  hoolyard/Download.html
  Assessment
  Formative and Summative Assessment options:

  Harcourt
      Reading Review p.79

  TPS Science Curriculum Website
  Assessments can be found throughout the following lessons and in the evaluate section of each 5E.
      How Much Soil Is There In Our World?
      The Dirt on Soil
      What is Soil?
      Properties of Soil - IMS Lesson
      Soil has Layers

  Model Curriculum
  The following questions were developed based on the Recalling Accurate Science section p. 91

MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                  Grade 3   Page 10
        Identify 4 of Earth’s non-living resources.
        Explain why soil found in different environments may not be the same.
        Describe three ways rocks can be sorted based on their characteristics.

  Other
      Make a chart, identification key or a local soil map that can be used to interpret soil composition (sand, silt, clay, organic material) and/or
        compare soil types (based on properties of soil) http://www.kidsgeo.com/geology-for-kids/0014-properties-of-soil.php
      Make a dichotomous key to organize different types of rocks by grain size, texture, color or patterns. Graphically represent and clarify
        the sorted results http://www.rockhounds.com/rockshop/rockkey/index.html




                                                                                                                      Toledo Federation of Teachers
                                      Curriculum Alignment Map - Science
                                                                   Quarter 2
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                       Grade 3        Page 11
                                                                 Grade 3
                                                         Earth and Space Science
  Theme:                                    Enduring Understanding:                             Essential Questions:
  Observations of the Environment
                                            Earth’s nonliving resources such as water, air,     How can nonliving resources be used as energy
  Topic:                                    rock, soil can be used as energy sources.           sources?
  Earth’s Resources


                                                                 Quarter 2
        Content Statements                      Inquiry Strategies and                          Resources                        Key terms
                                                      Resources
  **Look ahead to physical science           Research, design and/or construct      Harcourt                               Resources
  content statement. As Earth’s              a model of a simple energy             Chapter 2                              Energy
  resources are taught begin to              collection system for a specific       Lesson 1- pp. 64-71                    Renewable energy
  introduce the different forms of           location (use locations in Ohio or       96-97 Wind Farms                    Nonrenewable
  energy where applicable.**                 areas near                               TR 31 Opinion writing               Replenished
       Heat, electrical energy, light,      water/prairies/rivers/mountains).           renew/non-renewable, which is     Solar
         sound and magnetic energy           Provide a selection of everyday             best and why                      Finite
         are forms of energy. MC p.          materials for the model (rather than                                          Natural process
         118                                 a preplanned kit), such as PVC         www.hspscience.com
                                             piping and Mylar to make a windmill             3rd grade Chapter 2
  Earth’s resources can be used for          or water wheel to allow student-led
                                                                                              On the Resource Trail
  energy. MC p. 94                           investigation and design. MC p. 95
                                                                                             3rd grade Chapter 2
                                                                                              What are Different
  Many of Earth’s resources can be used      Use the Frayer Model to develop
  for the energy they contain. Renewable     the key terms:                                   Resources?
  energy is an energy resource, such as       renewable and non-renewable.
  wind, water or solar energy that is                                               Harcourt On-line textbook
                                                                                    www.eharcourtschool.com/
  replenished within a short amount of            Frayer Model Template
  time by natural processes.                                                           Grade 3
                                                   http://www.worksheetworks.co
  Nonrenewable energy is an energy                 m/miscellanea/graphic-               log in
  resource, such as coal or oil that is a          organizers/frayer.html                     o toledoteacher3
  finite energy source that cannot be                                                         o toledo3
  replenished in a short amount of time.                                                Chapter 12
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                     Grade 3       Page 12
  MC p. 94                                      Frayer Model Examples                      o Lesson 3
                                                 http://www.tantasqua.org/supe                pp. 420-425
                                                 rintendent/Profdevelopment/et              o Investigate p.421
                                                 frayermodel.html
                                                                                 Hard copy Leveled Reader grade 3
                                       Have students create foldable, such           Saving Earth’s Resources
                                       as, a standing cube or accordion                 pp. 2-5
                                       book. Students should explain
                                       earth’s resources and the energy          Harcourt On-line Leveled Readers
                                       they contain. Include an illustration     http://www.eharcourtschool.com/ind
                                       of the source of energy.                  ex.jsp
                                       Sample activity to demonstrate                 Log in
                                       each type of renewable energy                        o toledoteacher3
                                       http://www.infinitepower.org/lesson                  o toledo3
                                       plans.htm                                      Click on Leveled Readers
                                            Click on Elementary School                  Online
                                               Units of Study K-3                     Type in key words and click
                                                   o Look for Unit 3 p.35                on search or enter title
                                                 Energy Story: Tale of               Recommended Titles
                                                  Fern the Fossil                           o All About Energy
                                                  www.eia.doe.gov/.../Fern                  o Energy
                                                  FossilPrimary.pdf
                                                                                 Hot Links:
                                       Research the efficiency and cost of       The Infinite Power of Texas
                                       different types of energy resources       http://www.infinitepower.org/index.ht
                                       (renewable and/or nonrenewable).          m
                                       Compare and contrast the findings.             Back ground information:
                                       Present or discuss findings with the              The Rewards of Renewable
                                       class. MC p. 95                                   Energy
                                                                                         http://www.infinitepower.org/
                                                                                         newfact/new96-806-No2.pdf

                                                                                       Back ground information:
                                                                                        Renewable Energy for the
                                                                                        Home
                                                                                        http://www.infinitepower.org/
                                                                                        newfact/new96-808-
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                 Grade 3   Page 13
                                                                                 No04.pdf

                                                                          Energy Kids
                                                                          www.eia.gov/kids

  Assessment
  Formative or Summative Assessment options:

  Harcourt
      Reading Review p. 71

  http://www.infinitepower.org/newfact/new96-806-No2.pdf
        Look at page 3 of this resource. There is a picture of a house and the backyard. Students are asked “What can the sun do
         for you?”

  Model Curriculum
  The following questions were developed based on the Recalling Accurate Science section p. 95
      Identify 4 of Earth’s non-living resources and explain how they can be used for energy.
        Have students identify and illustrate different energy sources and sort them as renewable and nonrenewable. Next have
         them explain the differences between renewable and nonrenewable energy. MC p.95




MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                       Grade 3       Page 14
                                                                                                         Toledo Federation of Teachers
                                 Curriculum Alignment Map - Science
                                                        Quarter 3
                                                         Grade 3
                                                   Earth Space Science
  Theme:                              Enduring Understanding:                        Essential Questions:
  Observations of the
  Environment                         Earth has nonliving resources such as water,   How can we conserve or reduce the use of Earth’s
                                      air, rock, soil and can be used as energy      limited resources?
                                      resources.
  Topic:
  Earth’s Resources




MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                         Grade 3        Page 15
                                                               Quarter 3
        Content Statements                    Inquiry Strategies and                         Resources                           Key terms
                                                    Resources
  Some of Earth’s resources are             Design and carry out a plan to         Harcourt                               Resources
  limited. MC p. 97                         reduce the use of specific             Chapter 2                              Reduce
                                            resources at the school, school        Lesson 4 pp. 88-95                     Reuse
  Some of Earth’s resources become          district or local community.               Investigate p. 89                 Recycle
  limited due to overuse and/or                  Students can collect data on                                            Conserve
  contamination. Reducing resource use,              water use, paper use, soil    Harcourt Online Leveled Readers        Contamination
  decreasing waste and/or pollution,                 erosion, composting (food     www.eharcourtschool.com/               Renewable
  recycling and reusing can help conserve            waste), hazardous waste             Log in                          Non-renewable
  these resources. MC p. 97                      Examine the types of                       o toledoteacher3
                                                     programs available in the               o toledo3
                                                     local area. MC p. 98                Click on Leveled Readers
                                                                                          Online and enter titles or
                                            Plan and implement an                         search key words.
                                            investigation to collect and analyze         Recommended Titles
                                            data pertaining to the school’s                   o Conserving
                                            recycling rate to determine what                     Resources
                                            types of materials have a high                    o All About Energy
                                            recycling rate and which have low                 o Using Resources
                                            rates (and reasons why). Graph                       below level gr. 5
                                            and present the findings to school
                                            administrators or community            Hot Links:
                                            officials. MC p. 98                    Using and Saving Energy - students
                                                                                   learn about how they use energy at
                                                                                   home and school and simple ways
                                                                                   to conserve energy.
                                                                                   http://www.need.org/needpdf/Using
                                                                                   AndSavingEnergy.pdf
                                                                                        Energy use at school p. 93
                                                                                        Energy use at home p. 92
                                                                                        Wind turbines p. 21
                                                                                        Renewable and non-
                                                                                           renewable resources pp. 34-

MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                     Grade 3      Page 16
                                                                                         36, 77

                                                                                 Energy Expos -




                                                                                                               pp.
                                                                                 23-29
                                                                                 http://www.need.org/needpdf/Saving
                                                                                 %20Energy%20Expo.pdf
  Assessment
  Formative and Summative Assessment options:

  Harcourt
      Reading Review p. 95
      Review and Test Preparation pp. 100-101
      Performance Assessment p. 101
      Chapter Test pp. AG 7-10


  Model Curriculum
  The following questions were developed based on the Recalling Accurate Science section p. 98
  Conduct one of the investigations listed under Inquiry Strategies and Resources.
      Formative Assessment – Conference with students checking poster development and presentation fact. Students should practice
         presentation and receive descriptive feedback before formal presentation.
      Summative Assessment -Present findings to school and/or community officials. Students should share posters to support the plan they
         are promoting. Students should also give a brief presentation persuading others to take on their plan to reduce the use of a specific
         resource.

  Other
  Energy Expos projects pp. 23-29 http://www.need.org/needpdf/Saving%20Energy%20Expo.pdf
      Formative Assessment - Use the Student Guide to Create An Energy Exhibit to conference with students.
      Summative Assessment - Score Energy Expos projects using Student Guide to Create An Energy Exhibit.

MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                 Grade 3        Page 17
  Have students complete select activities in the Energy Carnival. http://www.need.org/needpdf/Energy%20Carnival.pdf
  Recommended activities:
      Energy Equations pg. 10-19
      Energy Jumble pg. 20-26
      Wheel of Energy pg. 60-66.




                                                                                                               Toledo Federation of Teachers
                                    Curriculum Alignment Map - Science
                                                             Quarter 3
                                                              Grade 3
                                                          Physical Science
  Theme:                                 Enduring Understanding:                          Essential Questions:
  Observations of the Environment
                                         A relationship exists between matter and         How does energy cause motion or create change?
  Topic:                                 energy. Matter has specific properties and is
  Matter and Forms of Energy             found in all substances on Earth. Heat is a
                                         familiar form of energy that can change the
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                Grade 3     Page 18
                                             states of matter. MC p.118




                                                                Quarter 3
        Content Statements                      Inquiry Strategies and                         Resources                           Key terms
                                                      Resources
  ** This content statement’s concepts        Explore ways that a pot of warm       Harcourt                                Matter
  are related to Earth Space Science          water can cause change (e.g.,         N/A – Harcourt does not address         Energy
  content statement - Earth’s                 warm water can cause butter to        this content statement in your 3rd      Properties
  resources can be used for energy. **        melt). MC p. 120                      grade text book.                        Change
                                                                                                                            Motion
  Heat, electrical energy, light, sound       Explain how warm water can cause      TR 66 Word Definition Map               Heat
  and magnetic energy are forms of            motion or create change.
                                                                                    on Energy                               Electrical energy
  energy. MC p. 118                           MC p. 120
                                              Try this:                                                                     Light
  There are many different forms of                Demonstrate movement in         Harcourt On-line textbook               Sound
  energy. Energy is the ability to cause              hot water.                    http://www.eharcourtschool.com/         Magnetic energy
                                                                                        Grade 3
  motion or create change. MC p. 118               Fill two clear cups with
                                                      water ¾ full. Use very warm        Log in
  Note: The different forms of energy that            water in one cup and cold                o toledoteacher3
  are outlined at this grade level should             water in the other cup.                  o toledo3
  be limited to familiar forms of energy           Add a few drops of red food          Click on your textbook
  that a student is able to observe.                  coloring to the hot water          Chapter 13 and 14
  MC p. 118                                        Add a few drops of blue                    o pp. 432- 485
                                                      food coloring to the cold
                                                      water.                        Harcourt On-line Leveled Readers
                                                   Observe and record your         http://www.eharcourtschool.com/ind
                                                      observations.                 ex.jsp
                                                   How does heat cause                  Log in
                                                      motion?                                  o toledoteacher3
                                                                                               o toledo3
                                                                                         Click on Leveled Readers
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                       Grade 3      Page 19
                                       Explain how a magnet can cause                 Online
                                       motion or create change. MC p. 120            Type in Energy in key
                                           Have students explore with                words and click on search
                                              magnets. How can magnets               Title – Energy
                                              cause motion?                          Title - It Takes Energy
                                                   o A magnet can cause                    o Connects to Earth
                                                      other magnets and                         Space Science
                                                      some metallic items                       content statements
                                                      to move toward it.
                                                   o A magnet can cause        Hot Links:
                                                      other magnets to
                                                                               www.hspscience.com
                                                      move away from it.
                                                                                   4th grade Chapter 5
                                                                                      Heat Makes the Difference
                                       Have students write and illustrate a        5th grade Chapter 1
                                       class book about energy. Use                   What are the Features of the
                                       observable forms of magnetic                   Sun?
                                       energy, electrical energy, light,
                                       sound and heat. Include                 NEED Project
                                       descriptions and illustrations. Share
                                                                               http://www.need.org/Curriculum-
                                       the finished product with students at
                                                                               Guides-by-Subject
                                       a different grade level. MC p. 121      The National Energy Education
                                                                               Development Project offers a large
                                                                               menu of resources focused on
                                                                               energy.
                                                                                    Primary Energy Infobook is
                                                                                       from the NEED Project and
                                                                                       addresses the content
                                                                                       statement.
                                                                                       An overview of energy and
                                                                                       the sources that provide us
                                                                                       with energy. Included is
                                                                                       background information for
                                                                                       teachers and basic
                                                                                       information and graphics for
                                                                                       students.
                                                                                       http://www.need.org/needpdf
                                                                                       /Primary%20Energy%20Info
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                   Grade 3   Page 20
                                                                                        book.pdf

                                                                                 The Infinite Power of Texas
                                                                                 Lesson plans on energy
                                                                                 http://www.infinitepower.org/lessonp
                                                                                 lans.htm
                                                                                            o Click on Elementary
                                                                                                 School Units of Study
                                                                                                 K-3
                                                                                            o Click on Supplement
                                                                                                to Elementary Units of
                                                                                                Study

                                                                                 Great resources!
                                                                                  www.eia.gov/kids
  Assessment
  Formative and Summative Assessment options:

  Harcourt
      N/A

  Model Curriculum
  The following questions were developed based on the Recalling Accurate Science section pp.120-121

  Have each student write and illustrate a page about energy and create a class book. Each student’s page should include an observable form of
  magnetic energy, electrical energy, light, sound or heat. The page should include a description, illustration and how the form of energy they
  picked causes motion or creates change. Have students share the finished product with students at a different grade level. MC p. 121
       Formative Assessment: Conference with students as they develop their page of the class energy book. Is the description accurate? Did
         they include an illustration? Did they explain how the form of energy can cause motion or create change?
       Summative Assessment: Score student’s page using a rubric.

  Create a foldable like a standing cube:
      Give 2 examples of energy and how they can cause motion or create change. MC p.120
      Describe how a magnet can cause motion or create change. MC p.120




MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                   Grade 3      Page 21
                                                                                                                     Toledo Federation
                                                                                                                        of Teachers
                                    Curriculum Alignment Map - Science
                                                            Quarter 4
                                                              Grade 3
                                                           Life Science
  Theme                               Enduring Understanding:                            Essential Questions:
  Observations of the Environment                                                          Are details of a life cycle important to the
                                      All living organisms have different physical and     organisms’ survival?
                                      behavioral traits to allow them to meet their
                                      needs in different environments.                     What characteristic would you like to inherit from
  Topic                                                                                    another species and why?
  Behavior Changes and Growth
                                                                                           How does the environment affect learned and
                                                                                           instinctive behavior?

                                                           Quarter 4

MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                               Grade 3         Page 22
        Content Statements                         Inquiry Strategies and                       Resources                         Key terms
                                                         Resources
  **The following two content                  Study the life cycle of butterflies     Harcourt                            Inherited traits
  statements and their concepts                 Research and create a chart           Chapter 3                           Behavioral traits
  should be taught together in a unit**           about the habitat needs of           Lesson 1 pp. 114-119                DNA
                                                  butterflies. Include food source,        Insta-Lab p. 118               Heredity
  1. Plants and animals have life                 water, shelter, and space:               Venn Diagram TR57              Generation
     cycles that are part of their              What a Butterfly Needs                    Use chart TR60                 Immature
     adaptations for survival in their            Besides Nectar                           Use chart TR61                 Mature
     natural environments. MC p.107               http://www.gardenguides.com/6
                                                  31-butterflies-need-besides-         Lesson 4 pp. 136-143
  Over the whole earth, organisms are             nectar.html
  growing, reproducing, dying and                                                     Harcourt On-line textbook
  decaying. The details of the life cycle         Monarch and Milkweed               http://www.eharcourtschool.com/
  are different for different organisms,           http://www.fs.fed.us/wildflowers/  Grade 2
  which affects their ability to survive and       pollinators/monarchbutterfly/hab        log in
  reproduce in their natural environments.         itat/index.shtml                              o toledoteacher2
  MC p.107                                                                                       o toledo2
                                                Painted Lady                              Chapter 2
  Note: The names of the stages within            http://lhsfoss.org/fossweb/teach               o Lesson 3
  the life cycles are not the focus.              ers/materials/plantanimal/ladybu                   pp. 72-79
  MC p.107                                        tterfly.html                        Grade 3
                                                                                           log in
  Note: New organisms are produced by           Study the life cycle of a                       o toledoteacher3
  the old ones. MC p.107                          butterfly.                                     o toledo3
                                                  http://www.thebutterflysite.com/li       p. 40
                                                  fe-cycle.shtml
                                                                                      Grade 4
  2. Offspring resemble their parents
                                                Looking Closely at Butterflies            log in
     and each other. MC p.101
                                                  – time laps video and much                     o toledoteacher4
                                                  more!                                          o toledo4
  Individual organisms inherit many traits
  from their parents indicating a reliable
                                                  http://earthsbirthday.org/butterfli      Chapter 2
                                                  es/                                            o Lesson 1
  way to transfer information from one
  generation to the next. Although the                                                               pp.64-71
                                               Evaluate the design of three                Chapter 14
  immature stages of some living things        emergence cages for butterflies.
  may not resemble the parents once the                                                          o Lesson 2

MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                      Grade 3       Page 23
  offspring matures, it will resemble the      In the process of planning an                      pp. 446-455
  parent. MC p.101                              investigation to study the life
                                                cycle of a butterfly, evaluate the Hot Links:
  Some behavioral traits are learned            design of three emergence          www.hspscience.com
  through interactions with the                 cages. Evaluate each cage               3rd grade Chapter 3
  environment are not inherited.                using scientific knowledge about            Incomplete and Complete
  MC p.101                                      the needs of butterflies. Using             Metamorphosis
                                                the information from the study,         2nd grade Chapter 5
                                                design and build an “improved”              The Life Cycle of a Frog
                                                butterfly emergence cage.               1st grade Chapter 2 Animals
                                                Learn more at                               and Their Young
                                                http://monarchwatch.org/rear/ca
                                                ges.htm MC p. 105                  www.mschicago.org/
                                                                                   Watch free videos of Baby
                                            While studying life cycles ask: What Chicks hatching to
                                            details of an organisms’ life cycle compare/contrast similarities
                                            help it to survive? The life cycle of and differences between
                                            organisms can be observed in the       siblings.
                                            classroom or virtually.
                                             The Children’s Butterfly Site        http://science.pppst.com/dna.html
                                                http://www.kidsbutterfly.org/      Genetics, Heredity, DNA - FREE
                                                                                   lessons & presentations
                                             Life Cycles of Organisms K-4
                                                http://www.learningscience.org/l www.brainpop.com/health/growthde
                                                sc1blifecycles.htm                 velopmentandgenetics/heredity
                                                                                   Brain Pop-Animated Educational
                                            Explore how organisms reproduce,       Site for Kids – the educators
                                            grow and find shelter in habitats      section is free and filled with
                                            around the world. The National         lessons and games that can be
                                            Geographic website for kids houses downloaded.
                                            information about the life cycles of
                                            animals from around the world.
                                            http://kidsblogs.nationalgeographic.
                                            com/littlekids/

                                            The National Wildlife Federation
                                            features Ranger Rick, with links to a
                                            variety of different types of wildlife.
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                Grade 3   Page 24
                                       Plants and animals are featured in
                                       their natural habitats and their life
                                       cycles can be explored though
                                       stories and pictures.
                                       http://www.nwf.org/Kids.aspx

                                       Use webcams to view animals in
                                       their natural habitat or simulated
                                       environments to observe and
                                       record physical characteristics of
                                       the animals as well as behavioral
                                       traits that are taught from parent to
                                       offspring. Falcon cams are used by
                                       the Ohio Department of Natural
                                       Resources and can be used for this
                                       study at
                                       http://ohiodnr.com/wildlife/dow/falco
                                       ns/Default.aspx. MC p.102

                                       Based on data learned from the
                                       previous strategies develop a chart
                                       that compares features such as
                                       stages of development, food
                                       sources, where the plant or animal
                                       is found in the environment, and
                                       physical appearance to emphasize
                                       the similarity and differences
                                       between offspring and parents.

                                       Create two word webs
                                            Physical traits- brainstorm
                                               traits people might share
                                               with family members.
                                            Behavioral traits-
                                               brainstorm traits that are
                                               learned from parents.
                                       Make observations of parents and
                                       offspring record physical and
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                     Grade 3    Page 25
                                       behavioral traits. For example,
                                       make observations of the pictures
                                       in Harcourt pp. 116 and118. What
                                       traits has the young horse inherited
                                       from its parents? Brainstorm
                                       behavioral traits the young horse
                                       will learn. Arrange information in a
                                       graphic organizer such as a T-chart
                                       or foldable.

                                       Have students use a Venn diagram
                                       to compare/ contrast the life cycle
                                       of a dog and a butterfly. A dog and
                                       a butterfly are very different, yet,
                                       when comparing their life cycles
                                       they have similarities – both grow
                                       and change.

                                       Have students use a bar graph to
                                       show hair color of boys and girls in
                                       their class. Results will be charted
                                       on the graph. This will help students
                                       to differentiate their physical
                                       characteristics from one another
                                       and it correlates with how offspring
                                       resemble their parents.

                                       Once students have completed the
                                       T-chart on behavioral traits and the
                                       bar graph on hair color the teacher
                                       will use those results to
                                       compare/contrast the 2 traits using
                                       chart TR60.

                                       Do all dandelions look the same?
                                       Give examples of variations among
                                       individuals of local population of
                                       dandelions (e.g. height, color,
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                     Grade 3    Page 26
                                           weight)

                                                    Images of varieties of
                                                     dandelions can be found at:
                                                     https://www.google.com/sea
                                                     rch?q=dandelion+varieties&
                                                     hl=en&prmd=imvns&tbm=is
                                                     ch&tbo=u&source=univ&sa=
                                                     X&ei=ia7AT4OQN6G8iwLrq
                                                     MznBw&ved=0CG4QsAQ&b
                                                     iw=1311&bih=616
                                                    Teachers can use the
                                                     following website
                                                     http://plants.usda.gov to find
                                                     plant identification in order
                                                     to study the different
                                                     populations of dandelions.

  Assessment:
  Formative and Summative Assessment options:

  Harcourt
      Reading Review p. 119
      Reading Review p. 143

  Model Curriculum
  The following are suggestions based on the Recalling Accurate Science section p. 102
      Given labeled photographs of stages of animal or plant life cycles, place them in sequence from egg to adult.
      Have students choose an animal and describe the similarity and differences between offspring and parents. Describe two physical traits
         and two behavioral traits.




MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                               Grade 3        Page 27
                                                                                                                                   Toledo Federation
                                                                                                                                      of Teachers
                                    Curriculum Alignment Map - Science
                                                                   Quarter 4
                                                                     Grade 3
                                                                  Life Science
  Theme                                    Enduring Understanding:                                  Essential Questions:
  Observations of the environment
                                           All living organisms have different physical and         How do the physical features of living things help them
                                           behavioral traits to allow them to meet their needs in   adapt to their environment?
                                           different environments.
  Topic                                                                                             How do the parts of living things reduce or increase their
  Behavior Changes and Growth                                                                       chances of survival?



                                                                   Quarter 4
            Content Statements                  Inquiry Strategies and                              Resources                             Key terms
                                                      Resources

  Individuals of the same kind differ in     Make a chart of physical features          Harcourt                                    Characteristics
  their traits and sometimes the             of plants and animals that are                                                         Physical Features
  differences give individuals an            associated with the environment in         Chapter 3                                   Traits
  advantage in surviving and                 which they live (e.g. coloration,          Lesson 2 pp. 120-127                        Function

MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                             Grade 3          Page 28
  reproducing. MC p. 104                  location of eyes, type of feet)            When using this lesson intentionally   Survive
                                          MC p. 105                                  draw attention to physical features    Adaptation
  Plants and animals have physical         The following websites can be            that are associated with the           Camouflage
  features that are associated with the                                              environment where they live.           Mimicry
                                              used to showcase various
  environment where they live. MC p. 104                                                       Investigate p. 121
                                              animals with their
                                                                                               Transparency
                                              characteristics and traits in their                o IS 12
  Plants and animals have certain             natural environments. Students                     o RS 12
  physical or behavioral characteristics      can view the animals up close.                     o RS13
  that improve their chances of surviving         o http://nationalzoo.si.edu/                   o IS 14
  in particular environments. MC p. 104               Animal Cams                              Lab Manual 56
                                                                                               Reading Support &
  Individuals of the same kind have                  o   http://museumvictoria.com              Homework 26
  different characteristics that they have               au/bugs/life/index.aspx
  inherited. Sometimes these different                   Life as a Bug
  characteristics give individuals an                o   http://octopus.gma.org/tu Lesson 3 pp. 128-134
  advantage in surviving and reproducing.                rtles/tale2.html                 Investigate p. 129
  MC p. 104                                              A Tale of Two Turtles            Transparency
                                                                                                   o   IS 13
                                                     o   http://www.kidzone.ws/a                   o   RS 13
  Note: The focus is on the individual, not                                          Chapter 5
  the population. Adaption is not the                    nimals/life cycle.htm
                                                                                     Lesson 3 pp. 192-198
  focus at this time. MC p. 104                          Animals Grow Up:
                                                                                              Investigate p. 193
                                                         Simple Life Cycles
                                                                                              Transparency
                                                                                                     o IS19
                                                     o   http://www.enature.com                      o RS 43-44
                                                         Field Guides
                                                                                     Harcourt On-line textbook
                                                     o   http://plants.usda.gov      http://www.eharcourtschool.com/
                                                         Plant data base by          Grade 4
                                                         the United States                log in
                                                         Department of                          o toledoteacher4
                                                         Agricultural                           o toledo4
                                                                                          Chapter 1
                                                     o   http://animal.discovery.c              o Lesson 2
                                                         om                                        pp. 42-44 Vascular and
                                                         Wild Animals A to Z                       non-vascular Plants

                                              Using the above resources create a     Harcourt On-line Leveled Readers
                                              classroom book or write a report.      http://www.eharcourtschool.com/ind
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                     Grade 3       Page 29
                                            Have each student choose an             ex.jsp
                                            animal or plant that has a
                                            behavioral or physical characteristic   Grade 3
                                            and explain how that characteristic           Log in
                                            is an advantage for surviving in its               o toledoteacher3
                                            environment (e.g. what adaptations                 o toledo3
                                            does a pine tree have for living in     Titles:
                                            colder environments?) MC. p.105               Could a Bear Survive in the
                                                                                            Desert?
                                            Plan and conduct an experiment to
                                            find out the optimal conditions for     Keep On Reading Science! These are
                                            seed germination. Include in the        a series of individual content-area
                                            conclusions scientific information      literacy books that may be found at
                                            about why not all seeds germinate.      the local library.
                                            MC p. 105                                     Amazing Plants
                                                                                          Wild Cats
                                             Easy Peasy Seed Germination
                                                http://www.bbsrc.ac.uk/web/FIL
                                                                                    Hot Links:
                                                ES/Resources/seed.pdf
                                                                                    www.hspscience.com
                                                                                    3rd grade Chapter 5
                                                                                         Camouflage Field Book
                                                                                    2nd grade Chapter 3
                                                                                         How Fish Get Oxygen



  Assessment
  Formative and Summative Assessment options:

  Harcourt
      Reading and review p.199
      Performance Assessment p.211 Focus on that plants and animals have physical features that are associated with the environment where
        they live.
      Review and Test Preparation pp. 210-211

  Model Curriculum
  The following were developed based on the Recalling Accurate Science section p. 105
      Name some physical features of plants and animals that are associated with the environment in which they live (e.g. coloration, location
MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                   Grade 3      Page 30
         of eyes, type of feet). MC p.105
        Explain how these features give individuals an advantage in surviving and reproducing.

        Score the student book or report explaining how the behavioral or physical characteristic is an advantage of a specific animal or plant for
         surviving in its environment using a rubric. MC. p.105 http://rubistar.4teachers.org/
  Other
      Students will use a Venn diagram to compare/contrast the characteristics of a butterfly to that of a moth and explain how these features
        give individuals an advantage in surviving and reproducing.




MC [Model Curriculum] indicates content has been taken from the Ohio Department of Education’s Model Curriculum

Revised: 8/31/2012                                                                                                     Grade 3        Page 31

								
To top