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					                                                      Manatee Core Curriculum Unit Overview
                                                                Science Grade 3
                                                             Unit 1: Scientific Method (15 Days)

            Key Learning:        Some scientific questions cannot be answered directly and require an indirect method of investigation.



                                                                 Unit Essential Question
                            How can we apply scientific skills, process, and methods of inquiry to solve real-world problems?



           Concept                          Concept                         Concept                          Concept                        Concept
Questioning                      Investigations                  Generating Models and            Analyzing and Making           Charting, Graphing, Keeping
SC.3.M.1.1                       SC.3.N.1.1                      Explanations                     Conclusions                    Records
                                                                 SC.3.N.3.1; SC.3.N.3.2;          SC.3.N.1.6; SC.3.N.1.7;        SC.3.N.1.3
                                                                 SC.3.N.33                        SC.3.N.1.4; SC.3.N.1.5;
                                                                                                  SC.3.N.1.2
Lesson Essential Question(s)     Lesson Essential Question(s)    Lesson Essential Question(s)     Lesson Essential Question(s)   Lesson Essential Question(s)
 What questions do you           How do you plan a              Why are models used to          How do you compare            How do scientists record
   have about the world             scientific investigation?       represent a scientific            and explain the               data?
   around you?                    How do you write a               concept?                          differences in the          What are some different
 How can you find reliable         scientific plan?              How do models represent            observations made by          ways to display data?
   answers to your                                                  approximations of natural         various groups?             How do you present your
   questions?                                                       phenomena?                     How do we make                  conclusions?
                                                                  How does evidence                  inferences based on our
                                                                    support an explanation?           observations?
                                                                                                   Why do scientists
                                                                                                      question, discuss and
                                                                                                      explain their work?
                                                                                                   What is empirical
                                                                                                      evidence?
     Concept Assessment              Concept Assessment               Concept Assessment              Concept Assessment             Concept Assessment
Ticket -Out-the-Door (Teach      Ticket-Out-the-Door: Create     Make a model: Students will      Teach! Strategies Resource,    Graph – Students will create a
Strategies Resource p. 373):     and write a graphic organizer   make a model of something        p. 382 – There are three       graph using supplied data.
Write five questions about an    that has the steps to the       that interests them. Student     steps to analyzing data and    Graph will include title, labels,

                                                                                                                                                             2010
                                                                                                                                                         SCIENCE-5
                                                        Manatee Core Curriculum Unit Overview
                                                                  Science Grade 3
 object using the five senses.     Scientific Method.             will describe and label their       drawing conclusions.            scale, and key.
                                                                  model and tell why models are
                                                                  important.
  Instructional Suggestions          Instructional Suggestions      Instructional Suggestions           Instructional Suggestions       Instructional Suggestions
Model/Introduce/Demonstrate       Model/Introduce/Demonstrate Model/Introduce/Demonstrate            Model/Introduce/Demonstrate Model/Introduce/Demonstrate
  Have students or teacher         Discovery Education           Whole class activity               Create an interactive         Whole class activity
    select a mystery object to         Streaming video to           demonstrating the parts of            bulletin board with            demonstrating the parts of
    put into a bag or a box.           introduce how to do an       a plant using (clay or flour &        photographs of different       a plant using (clay or flour
    Teacher asks questions to          investigation.               water mixture).                       states of matter and           & water mixture).
    model how to identify the          “Investigation Design       Do a Kagan Roundtable                 changes that have taken  Do a Kagan Roundtable
    object.                            Considerations”              activity to discuss why               place. Students use sticky     activity to discuss why
  Identify rules and               Model FCAT strand in a         models are used to                    notes to identify matter       models are used to
    procedures for science             baggie to show the           represent a scientific                changes.                       represent a scientific
    instruction in your                thought process. Model       concept by reflecting on                                             concept by reflecting on
    classroom. Lab Safety              the thinking,                background knowledge.             Suggested Activities:              background knowledge.
    Guidelines (Teach!                 investigation and plan on                                       Groups share their
    Strategies Resource p. 399)        chart paper or Elmo        Suggested Activities:                   photographs and            Suggested Activities:
                                       filling in together as a    Create a poster classifying           storyboards of changes     Penny Drop Experiment –
 Suggested Activities:                 class.                       different plants.                     in matter.                 using eye droppers, students
  Have a selection of objects                                     Create a diorama to show           Create concept maps to       predict how many drops sit on
    or pictures that represent     Suggested Activities:            seasonal changes in plants.           Classify type of matter    top of the penny. Use
    each on the six units. Put      FCAT strand in a baggie       Do a triarama of the                  found.                     different years for the pennies
    into centers. Students              with supplies for an        different ways that plants         Penny Drop Experiment        because a new penny has an
    rotate around and write             investigation. Students     respond to stimuli (heat,             –using eye droppers,       edge and holds more water.
    questions.                          use the contents in the     light and gravity).                   students predict how       An old penny is smoother and
  Discuss questions, how do            baggy to perform an        Go on a nature walk and               many drops sit on top of does not hold as much water.
    scientists use questions to         investigation.              draw things found in                  the penny. Use different Students should record data
    solve problems?                 Working in small groups,       nature.                               years for the pennies      and draw conclusions based
  Collect animal pictures.             students are given a       Walk around school to find            because a new penny        on their observations.
    Tape one picture on the             form with the five steps    examples of changes in                has an edge and holds
    back of each student and            of the investigation to     matter. Photograph and                more water. An old
    have a pair ask each other          record the steps in their   create a storyboard                   penny is smoother and
    questions to try and                investigation as they       documenting various                   doesn’t hold as much
    identify their animal.              work.                       changes in matter. eFolio)            water. Students should
  Quick Write how creating         Use the Five Senses                                                  record data and draw
                                        Observation Chart (TSR                                            conclusions based on
                                                                                                                                                                 2010
                                                                                                                                                            SCIENCE-6
                                                      Manatee Core Curriculum Unit Overview
                                                                Science Grade 3
    question changed your             p. 375) with mystery                                            their observations.
    thinking. (eFolio)                object in box.
   KNW activity – (Teach!           Working in small groups,
    Strategies Resource p. 379)       blindfolded students will
                                      use the five senses to
                                      identify each baby food
                                      stage 1-3 by age.
                                      Students will create a
                                      chart to record their
                                      investigation plan.
          Vocabulary                       Vocabulary                      Vocabulary                      Vocabulary
Reliable, Formulate,              Investigate, Observe,           Model, Evidence,                Data, Interpret, Estimate,     Graphs, Pictorial graph, Bar
Hypothesis, Inquiry, Prediction   Research Plan, Scientific       Representation, Scale           Analyze, Conclusions, Infer,   graph, Line plot, Tally chart,
                                  Method, Hypothesis                                              Communication, Validate,       Records
                                                                                                  Empirical evidence
Unit Assessment    Use a mystery picture and ask students to write questions to identify what the picture represents.            Students will develop a
                   http://www.offwell.free-online.co.uk/mystery/mystery_index.htm                                                science experiment for a
                                                                                                                                 science fair project. (TSR p.
                                                                                                                                 385)
                                                                                                                                 Rubric for the end product
                                                                                                                                 (TSR pp. 395-396)
Resources          Elementary Teach – Strategies and Resources (TSR)
                   Harcourt Science
                   http://search.discoveryeducation.com
                   http://thehappyscientist.com




                                                                                                                                                            2010
                                                                                                                                                         SCIENCE-7
                                                Manatee Core Curriculum Unit Overview
                                                          Science Grade 3
                                               Unit 2: Properties and Changes in Matter (30 Days)


             Key Learning:       Matter can be identified and grouped according to its unique characteristics and properties.


                                                        Unit Essential Question
                                               How do you measure and compare matter?



                  Concept                                            Concept                                                  Concept
Properties of Matter                           Changes in Matter                                        Measuring and Comparing
SC.3.P.8.3                                     SC.3.P.9.1                                               SC.3.P.8.1; SC.3.P.8.2
        Lesson Essential Question(s)                       Lesson Essential Question(s)                             Lesson Essential Question(s)
 How can the properties of matter be           How does matter change?                                 What is mass?
    identified?                                 How does temperature affect the states of               How can we measure and compare
                                                   matter?                                                  temperature of solids and liquids?
                                                What are the states of matter?                          How do we measure mass of solids and
                                                                                                            liquids?
                                                                                                         How do we measure volume of solids and
                                                                                                            liquids?
                                                                                                         How can we compare the mass and volume of
                                                                                                            solids and liquids?
            Concept Assessment                                   Concept Assessment                                     Concept Assessment
Students create a main idea map or a matrix.   Sing the song- 3 States of Matter or draw pictures and   Students complete a performance task using a
(TSR p. 259) Students give examples of each    label the 3 states of matter.                            balance scale for mass and a cylinder for volume
property.                                      Sing the song- 3 States of Matter or draw pictures and   of solids.
Students create a main idea map or a matrix.   label the 3 states of matter.                            Sing the song- 3 States of Matter or draw pictures
(TSR p. 259) Students give examples of each                                                             and label the 3 states of matter.
property.
          Instructional Suggestions                         Instructional Suggestions                           Instructional Suggestions
Model /Introduce/Demonstrate:                  Model/Introduce/Demonstrate:                          Model/Introduce/Demonstrate:
 Show Discovery Education Streaming            Demonstrate ice changing from solid to liquid in a  Go to AMNH Website to Space Jello
    video-Properties of Matter.                  glass, showing condensation.                          experiment. Read together and then make
                                                Put a water bottle in the freezer to show change in   Jello together.
                                                                                                                                                     2010
                                                                                                                                                  SCIENCE-8
                                                     Manatee Core Curriculum Unit Overview
                                                               Science Grade 3
Suggested Activities:                                  matter and how it expands.                         Harcourt Science Up Close website: Comparing
 Students will be grouped in teams of four           Teach song Three States of Matter.                  Mass.
   and given a “Matter Bag” with 4 objects
   to fill in the matter characteristic chart.   Suggested Activities:                                 Suggested Activities:
 Read aloud What’s the World Made of?            Show video clip, Phase Changes and Water:            Do activities for Science Up Close in groups.
   (All About Solids, Liquids, and Gasses)          Liquid, Solid, and Gas from Discovery Education.
 Read aloud What is Matter?                      Do a physical change activity TRB 5:1 Physical
                                                    Change in paper by following directions on the
                                                    website.
                                                  Read aloud, Magic School Bus Gets Baked in a
                                                    Cake by Joanna Cole
                                                  Students go on Brain Pop: Matter Changing
                                                    States .
                                                  Teacher and students will create a 3 tab foldable
                                                    of the 3 states of matter.
                 Vocabulary                                            Vocabulary                                          Vocabulary
Physical Property, States, Size, Shape, Color,   Melting, Freezing, Boiling, Molecules, Evaporation,   Temperature, Density, Mass, Volume,
Texture, Hardness                                Condensation, Steam, Solids, Liquids and Gas          Thermometer
                             Scientific Journal
Unit Assessment              Harcourt Science Book – Chapter Test AG-1&2 excluding questions regarding mixtures and solutions.
                             Harcourt Science Book – Performance Task AG-5
Resources                    Discovery Education- http://player.discoveryeducation.com/index.cfm?guidAssetId=6BAA6AFA-8229-4AAF-AFD9-
                             01EC31E9FD05&blnFromSearch=1&productcode=US
                             Song: Three States of Matter - http://www.songsforteaching.com/jennyfixmanedutunes/3statesofmatter.htm
                             Five Senses Observation Chart –TSR p. 375
                             What’s the World Made of? by Kathleen Weidner Zoehfeld
                             What is Matter? by Don L. Curry
                             Discovery Education - http://player.discoveryeducation.com/index.cfm?guidAssetId=C8FF1037-3A12-4F83-BC55-
                             E6A9C717B65F&blnFromSearch=1&productcode=US
                              Utah Education Network (TRB 5:1) - http://www.uen.org/Lessonplan/preview.cgi?LPid=2690
                             Brain Pop - http://www.brainpop.com/science/matter/matterchangingstates
                             American Museum of Natural History (AMNH) -
                             http://www.amnh.org/ology/index.php?channel=einstein#features/stufftodo_einstein/jello.php?TB_iframe=true&height=570&
                             width=750
                             Harcourt Science book – 3rd Grade - http://www.harcourtschool.com/menus/science/grade3_fl.html

                                                                                                                                                    2010
                                                                                                                                                SCIENCE-9
                                               Manatee Core Curriculum Unit Overview
                                                         Science Grade 3
                                                           Unit 3: Animals (15 Days)


              Key Learning:         Classification is based on specific characteristics and behaviors.


                                                        Unit Essential Question
                                                      How do we classify animals?



                               Concept                                                                   Concept
Classifying Animals                                                      Animal Behaviors
SC.3.L.15.1                                                              SC.3.L.17.1
                Lesson Essential Question(s)                                                  Lesson Essential Question(s)
 What animal characteristics determine how they are grouped?             How do the changing seasons affect animals?
                                                                          What are some animal behaviors?
                                                                             What behaviors make animals unique?
                         Concept Assessment                                                        Concept Assessment
Give students a “new” found animal with a list of characteristics;       Make a graphic organizer or foldable: using the words hibernate,
students will classify new animal and draw a picture.                    migrate, and adapt. (use this assessment after completing activity
                                                                         How do Seasons Affect Animal Adaptation?)
                                                                         Working in a group – students will list different nocturnal animals.
                                                                         Students will write about and illustrate one animal. Examples can
                                                                         include: bats, owls, spiders, frogs, and skunks. Students should be
                                                                         able to describe what special features a nocturnal animal has,
                                                                         including special eyes that reflect light.
                                                                         http://alex.state.al.us/lesson_view.php?id=6859
                     Instructional Suggestions                                                  Instructional Suggestions
Model/ Introduce/Demonstrate:                                            Model/ Introduce/Demonstrate:
 Watch Discovery Education video, Animal Groups: Beginning               Introduce web-questing by previewing the Changing Season site
  Classification. Discuss.                                                   with the students.

Suggested Activities:                                                    Suggested Activities:
 Have students go to interactive website Animal Classification           Students will be put into 5 teams of 4 students each. Then the

                                                                                                                                                    2010
                                                                                                                                                SCIENCE-10
                                              Manatee Core Curriculum Unit Overview
                                                        Science Grade 3
    Game on Teachers domain.                                                teams will complete Changing Seasons Web Quest. (eFolio)
   Students will classify animal pictures into their appropriate        Students will complete a web-quest on Animal Behaviors in their
    groups.                                                                 groups. (eFolio)
 Choose an animal to research and report on for grade-wide zoo          Complete an observation log in your group.
    walk.                                                                Students will choose an animal of their choice to research.
Go to Apples4teachers site to play hangman giving the students a            Students will complete a report on their animal to share with the
clue for animal classification. They guess the correct letters of the       group.
animal.
                               Vocabulary                                                           Vocabulary
Birds, Reptiles, Amphibians, Arthropod, Vertebrate, Invertebrate,       Climate, Hibernation, Migration, Nocturnal
Mammals, Exoskeleton, Cold-blooded, Warm-blooded, Hibernation,
Nocturnal, Migration, Carnivore, Herbivore, Omnivore, Live birth,
Egg laying
Unit Assessment             Scientific journal
                            Multi-media presentation
                            Animal Report
                            Animal Brochure
                            Observation logs
Resources                   http://player.discoveryeducation.com/index.cfm?guidAssetId=239BE623-7C44-4FC9-AC0B-
                            87D06A4B88C7&blnFromSearch=1&productcode=US
                            http://www.teachersdomain.org/resource/lsps07.sci.life.oate.animalclass/
                            http://www.apples4theteacher.com/hangman.html
                            http://warrensburg.k12.mo.us/webquest/seasons/index.htm




                                                                                                                                                    2010
                                                                                                                                                SCIENCE-11
                                                  Manatee Core Curriculum Unit Overview
                                                            Science Grade 3
                                                               Unit 4: Energy (45 Days)


                    Key Learning:       Energy exists is many forms and can cause change.


                                                           Unit Essential Question
                                                               What is energy?



              Concept                              Concept                                    Concept                                  Concept
Forms of Energy                        Motion and Change                        Light                                    Friction
SC.3.E.6.1; SC.3.P.10.1                SC.3.P.10.2                              SC.3.P.10.3; SC.3.P.10.4                 SC.3.P.11.1; SC.3.P.11.2

  Lesson Essential Question(s)           Lesson Essential Question(s)             Lesson Essential Question(s)             Lesson Essential Question(s)
 What are the basic forms of           How is energy used?                     How do objects affect the               How do you create heat?
  energy?                               What affect does energy have             travel of light?
 Why is energy important?               on objects?                             How can light be reflected,
                                                                                  refracted, and absorbed?
                                                                                 What is the connection
                                                                                  between light and heat?

        Concept Assessment                     Concept Assessment                       Concept Assessment                      Concept Assessment
Energy Quiz – students make a          Checklist and scoring rubric to test     Small Group Task Test – students         Harcourt Science –Insta-Lab p. 111,
poster board that will display their   student mastery: Present a picture       draw a picture that demonstrates         How Hot? Students will explain
knowledge of energy, it will include   of a car on a high ramp and a car on     how light travels and explain their      what happened.
definition and types of energy.        a short ramp and ask the student         drawings.
Poster board should include            what picture shows the most              Task Test – performance task;
pictures of the concepts.              potential energy. And which ramp         students will be given a flashlight, a
                                       will cause the car to go the farthest.   shiny object, a cup and a book.
                                                                                Student should be able to
                                                                                demonstrate and explain
                                                                                refraction, reflection, and
                                                                                absorption.

                                                                                                                                                               2010
                                                                                                                                                       SCIENCE-12
                                                Manatee Core Curriculum Unit Overview
                                                          Science Grade 3
   Instructional Suggestions             Instructional Suggestions         Instructional Suggestions               Instructional Suggestions
Model/Introduce/Demonstrate:          Model/Introduce/Demonstrate:      Model/Introduce/Demonstrate:            Model/Introduce/Demonstrate:
 Mechanical energy (kinetic and       Move It! Harcourt Science p.     Use a flashlight, something            Have students rub their hands
  potential): Using a ramp and a        143 use rice instead of bread     clear, opaque, and solid. Shine         together vigorously for 20
  matchbox car or a ball, show          crumbs.                           the flashlight through each.            seconds.
  students that potential is the       Graphic Organizer – Frayer       Graphic Organizer –
  car sitting at the top of the         Model Map.                        Frayer Model Map                      Suggested Activities:
  ramp, kinetic energy is the car                                        Refraction of Light – Teacher’s        Harcourt Science p. 133- Speed
  moving down the ramp.               Suggested Activities:               Domain Quick Time Video                  Ramp – see science background
  Harcourt, p. 66.                     Make an Obstacle Course -        Reflection – shine flashlight on         p. 132 for explanation of
 Graphic Organizer – a matrix           Harcourt Science p. T121A.       a mirror then on a rough                 friction.
  (Term, Definition, and               What is Motion – Harcourt         surface (shows diffused                Harcourt Science p. 109 –
  Example).                              Science, pp. 124-131.            reflection).                             Where’s the Heat? Observe,
                                       Greater Speeds – Harcourt        Graphic Organizer – Concept              record and draw conclusions.
Suggested Activities:                    Science, p. 130.                 Map                                    Harcourt Science pp. 110-111 –
 The Mummy’s Tomb Raceways:                                                                                       read about friction.
   The Mummy is building a roller                                       Suggested Activities:                    Frayer Model – vocabulary
   coaster: help with the concepts                                       How Light Moves Part One:                word friction.
   of Kinetic and Potential energy.                                        Lesson Plan from Teacher’s
 Observing Temperature –                                                  Domain
   Harcourt p. 67.                                                       Straight as an Arrow: Provide
 Sound and Solids: Listening                                              groups with *3 small pieces of
   Stick: Teacher’s Domain                                                 cardboard- make a hole in
 Harcourt Science: How Hearing                                            middle * one flashlight. Make
   Works 4th grade.                                                        the room dark, shine the light
 Why is energy important?: The                                            through the first card, line up
   Energy Story website.                                                   the holes with the first so the
                                                                           light shines through all three.
                                                                           What Happens to Beam? What
                                                                           shape is Beam?
                                                                         Task Test – performance task;
                                                                           students will be given a
                                                                           flashlight, a shiny object, a cup,
                                                                           and a book. Student should be
                                                                           able to demonstrated and

                                                                                                                                                  2010
                                                                                                                                            SCIENCE-13
                                                  Manatee Core Curriculum Unit Overview
                                                            Science Grade 3
                                                                                   explain refraction, reflection,
                                                                                   and absorption. How Light
                                                                                   Moves Part One: Lesson Plan
                                                                                   from Teacher’s Domain
                                                                                   Thermal and Light Energy –
                                                                                    Discovery Education
                                                                                    Streaming.
             Vocabulary                             Vocabulary                              Vocabulary                             Vocabulary
Light, Heat, Sound, Electrical,         Motion, Work, Force, Distance,         Reflection, Refraction, Absorption,    Friction, Conduction
Mechanical                              Speed                                  Light, Travel, Brightness, Intensity,
                                                                               Hue,
Unit Assessment       In groups of three, create a poster that displays student knowledge of energy. Be certain that the display includes a definition of
                      energy and an array of the types of energy. See the following rubric for energy activity grade:
                          0 Display shows no evidence of knowledge of energy.
                          1 Students are able to operationally define energy.
                          2 Students are able to operationally define energy and show knowledge of at least 3 types of energy.
                          3 Students are able to define energy and give examples with expertise.
                      Create a pop-up book. Each page has the different forms of energy or different concepts of energy.

Resources            The Atom’s Family: http://www.miamisci.org/af/sln/mummy/raceways.html
                     Teacher’s Domain: http://www.teachersdomain.org/resource/phy03.sci.phys.howmove.zlistenstick/
                     Harcourt Science: http://www.hspscience.com/
                     The Energy Story: http://www.energyquest.ca.gov/story/index.html




                                                                                                                                                            2010
                                                                                                                                                      SCIENCE-14
                                                   Manatee Core Curriculum Unit Overview
                                                             Science Grade 3
                                                                 Unit 5: Stars (50 Days)


            Key Learning: The stars (including the Sun) exhibit a variety of characteristics such as size, energy, and closeness to the Earth.



                                                            Unit Essential Question
                                                     How is Earth influenced by the stars?



              Concept                              Concept                                    Concept                                  Concept
Properties and Characteristics of     Law of Gravity                        Sun                                         Telescopes
Stars                                 SC.3.E.5.4                            SC.3.E.5.2                                  SC.3.E.5.5
SC.3.E.5.1; SC.3.E.5.3                                                      Radiant Energy
                                                                            SC.3.E.6.1
  Lesson Essential Question(s)         Lesson Essential Question(s)                 Lesson Essential Question(s)           Lesson Essential Question(s)
 What are the characteristics of      What is gravity and how does         How does the Sun compare in                What scientific tools help us learn
   a star?                              it impact me?                            relationship to other stars?             about the stars?
 How are stars different?             What would happen if there           What forms of energy are emitted
 What makes our sun a star?            was no gravity?                          from the Sun?
                                                                             How does the Sun fuel life on Earth?
        Concept Assessment                   Concept Assessment                         Concept Assessment                      Concept Assessment
Frayer Diagram: What is a star?       Note to Absent Student: Write a       3-2-1: 3 facts about the Sun, 2 is write.   Ticket-out-the-Door: How does a
(huge sphere of hot, glowing gas).    note to an absent student about 3     2 sentences about the surface of the        telescope work?
Ticket-out-the-Door: Students         important details about gravity?      Sun, and
write answer on post-it. Post                                               1 is list the characteristics of the Sun
under E.Q.                                                                  (huge sphere of gas, creates heat and
What are the characteristics of a                                           light energy, medium size star closest to
star? (brightness, color, surface                                           the Earth).
temperature, size).
     Instructional Suggestions            Instructional Suggestions               Instructional Suggestions                  Instructional Suggestions
Model/Introduce/Demonstrate:          Model/Introduce/Demonstrate:          Model/Introduce/Demonstrate:                Model/Introduce/Demonstrate:
 See Stanford Solar Center           Teachers Domain:                       Compare the size of the Sun to the         Access the internet-

                                                                                                                                                          2010
                                                                                                                                                     SCIENCE-15
                                                    Manatee Core Curriculum Unit Overview
                                                              Science Grade 3
    website –Listen to the Sun:            Galileo: Sun-centered system:         size of the Earth. Draw a circle for   Discovery Education Streaming: TLC
    http://solar-                           In the early 1600s, most              each: Earth 1 cm diameter, Sun 109     Elementary School, The Moon and
    center.stanford.edu/singing/            people believed that the Sun          cm diameter.                           Beyond, The Telescope.
   Brainstorm: What is a star?             revolved around a stationary       Listen to the song Why Does the
   WebSite: Ask an Astronomer –            Earth. This video segment             Sun Shine? (www.kidsknow.com)          Suggested Activities:
    click on stars                          adapted from NOVA tells how       Project with Elmo the lines of the song     Read Science pp. 356-357. Hubble
                                            Galileo proved that the Sun,      or follow the lines from the weblink.         Telescope.
Graphic Organizer:                          not Earth, is at the center of                                                Expository Writing: write a report
Frayer Diagram - Vocabulary Words           our universe.                     Graphic Organizer:                            explain what the Hubble Space
Venn Diagram- Compare / Contrast        Sun’s Gravitational Pull             Web: Sun Fact Sheet                           Telescope is and how it helps
Stars                                  Ask Van:                                                                             scientists better study space
 Star Size: Make a Sun that is a      http://van.physics.illinois.edu/qa/    Suggested Activities:                         (science book p. 357).
    diameter of five centimeters       listing.php?id=184                      Compare the size of the Sun to the
    across. Make Castor A 10                                                     size of the Earth. Draw a circle for
    centimeters across. Make           Graphic Organizer:                        each: Earth 1 cm diameter, Sun 109
    Rigel, using butcher paper,        Frayer Diagram – gravity pulls two        cm diameter.
    tape two or three lengths          objects towards each other. The         Web: Sun Fact Sheet – using
    together, 100 centimeters          force of gravity depends on how           “Jigsaw” have students log on to
    across. Jupiter (the Star) is      much mass an object has.                  Ask an Astronomer (see Sun facts)
    5mm, the size of a hole punch.                                               students by table groups are
    This demonstrates that our Sun     Suggested Activities:                     assigned four of the sixteen facts to
    is somewhere in the middle.        All Fall Together activity:               research, write and share to the rest
                                        Miscellaneous materials of              of the class.
Suggested Activities:                       different sizes and different      View Sun images (photo gallery on
 Video by Discovery Education              mass. Drop them from the             National Geographic.com )
   Streaming A Closer Look at               same height. Do they land at       Read Aloud “The Sun” by P.
   Space: The Sun and Stars.                the same time? Students              Bourgeois pgs. 4, 6, and 7.
 Star Characteristics: Make a              make predictions and               Compare the size of the Sun to the
   matrix organizer, distance,              observations.                        size of the Earth. Draw a circle for
   luminosity, surface                  Gravitational force activity:           each: Earth 1 cm diameter, Sun 109
   temperature, size, and mass.             Display two identical balls or       cm diameter.
    Foldable: One                          other objects set 2 feet apart.    How big do you think the Sun is?
       characteristic of a star each        Remind students that there is        Size comparison -Draw the largest
       day. Brightness color,               a gravitational force between        circle on a piece of paper, glue
       surface temperature, size            the objects. Move the balls 4        radish seed to represent the Earth,
       and mass. Read Aloud “The            feet apart. Students should          label drawing.
                                                                                                                                                         2010
                                                                                                                                                     SCIENCE-16
                                                     Manatee Core Curriculum Unit Overview
                                                               Science Grade 3
         Sun” by P. Bourgeois pp. 4,         explain that the force              Watch the DVD All About the Sun
         6, & 7.                             decreased because the                Schlessinger Media. Students take
   Ask an Astronomer for Kids               distance between the objects         notes.
    website for characteristics of a         increased. Be sure that             Read Aloud The Sun by P. Bourgeois
    star: Brightness - Why do stars          students understand that the         pp. 8-12.
    twinkle? Teach students that             gravitational force decreased.      Use size comparison sheet to color
    twinkling occurs because air         Teacher Background Information:          the Sun yellow, orange flares and
    movements constantly change          The gravitational force between          brown sun spots. Label the drawing
    the path of light and brightness     the Earth and the Sun keeps our          (flares, sunspots etc.)
    is the actual amount of light        orbit stable so that we do not          Compare and Contrast Activity – the
    energy and the distance from         spiral into the Sun or out away          Sun and the Earth using cross
    Earth. Color – depends on            from it.                                 section of Sun (Sun on poster or
    surface temperature (make a          (Force and Motion: Stop Faking It        Google search: structure Sun see
    three column foldable) red is a      by NSTA press)                           images, and Earth from Reading
    cool star, yellow is a medium                                                 Street text book – Story Volcanoes
    star, and blue is a very hot star.   Discovery Education Streaming:           or Google search structure Earth)
    Give examples of each. Surface       TLC Elementary School: The Power        Discovery Education Streaming
    Temperature – varies from            of Gravity                               Video – A Closer Look at Space: The
    2500 K (Kelvin) to 50,000 K.                                                  Sun and Stars fill out a Venn
    Size/Mass – stars are                                                         Diagram or take notes. (vocabulary
    measured in terms of our sun.                                                 – radiant energy, gas)
    Astronomers measure mass of                                                  Read Aloud – Meet the Sun discuss
    stars in terms of the mass of                                                 various types of energy produced
    our sun.                                                                      from the Sun. (photosynthesis, heat,
    (www.kidsastronomy.com/star                                                   and light)
    s.htm)                                                                       Discovery Education Streaming
                                                                                  video: Closer Look: Our Sun – solar
                                                                                  energy .
                                                                                 Create a Frayer Model for solar
                                                                                  energy; giving examples and
                                                                                  pictures.
                                                                                 Compare and Contrast – life on
                                                                                  Earth with and without the Sun
                                                                                  using a Venn Diagram.
                                                                                 Solar Radiation:

                                                                                                                             2010
                                                                                                                         SCIENCE-17
                                                   Manatee Core Curriculum Unit Overview
                                                             Science Grade 3
                                                                                   http://www.geography4kids.com/fil
                                                                                   es/en_solarrad.html
                                                                                   Read together and complete TSR
                                                                                   main idea graphic organizer p. 260.
            Vocabulary                               Vocabulary                              Vocabulary                              Vocabulary
Star, Universe, Size, Gas, Galaxy,       Gravity, Force                        Energy, Conduction, Solar, Radiant,     Telescope
Luminosity, Temperature                                                        Energy
Unit Assessment          Students create a poster depicting a labeled diagram of the Sun. Students should be able to describe in words everything they
                             know about the Sun. (color, size, compare and contrast to other stars in our system, ) Other concepts to include: galaxy, energy,
                             universe, luminosity, force, etc.
                         Students create the front page of “The Solar System News.” The news should cover all the above information about the Sun, in
                             at least four articles. One article to cover each concept.

Resources              Stanford Solar Center: http://solar-center.stanford.edu/singing
                       Kids Astronomy: http://www.kidsastronomy.com/deep_space.htm
                       Ask an Astronomer FOR KIDS: http://coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/index.shtml
                       To see a diagram of a telescope: Think Quest: Space: An Exploration http://library.thinkquest.org/C0110484/content.php?id=51




                                                                                                                                                          2010
                                                                                                                                                      SCIENCE-18
                                            Manatee Core Curriculum Unit Overview
                                                      Science Grade 3
                                                          Unit 6: Plants (25 Days)


             Key Learning:   The characteristics of plants affect how they respond and grow in their environment.


                                                     Unit Essential Question
                                                 How do plants grow and change?



              Concept                             Concept                            Concept                              Concept
Classifying Plants                  Plant Structures and Their Roles     Plants Response to Stimuli           Seasonal Changes for Plants
SC.3.L.15.2                         SC.3.L.14.2; SC.3.L.14.1;            SC.3.L.14.2                          SC.3.L.17.1
                                    SC.3.L.17.2
   Lesson Essential Question(s)        Lesson Essential Question(s)        Lesson Essential Question(s)         Lesson Essential Question(s)
 How do we classify flowering       How do plants make food?            How do plants respond to            How do the changing seasons
    and non-flowering plants into    How do plants reproduce?              stimuli?                             affect plants?
    major groups?                    What would happen if plants
                                        did not exist?
       Concept Assessment                  Concept Assessment                    Concept Assessment                  Concept Assessment
Students will complete a T-Chart of Harcourt Science p. 375 Inquiry      Harcourt Science p. 385 Inquiry      Ticket-out-the-Door: Students tell
flowering and non-flowering plants Skill Mini Lesson : What Do Seeds     Skill Mini Lesson (see               how seasons affect plants.
using pictures and/or magazine      Need to Sprout? (see                 transparency)
cutouts.                            transparency)
   Instructional Suggestions           Instructional Suggestions            Instructional Suggestions            Instructional Suggestions
Model/Introduce/Demonstrate:        Model/Introduce/Demonstrate:         Model/Introduce/Demonstrate:         Model/Introduce/Demonstrate:
 Harcourt Science pp. 374-383 -     Harcourt Science p. 367.            Harcourt Science pp. 384-387.       Discovery Education Streaming
  Types of Plants- read and           Investigate - Needs of Plants.       Read and complete the                video segment: Plants Through
  discuss, complete graphic          Harcourt Science p. 375              Investigate on p. 385.               the Seasons.
  organizer – T-chart.                Investigate - Growing Lima          Harcourt Science p. 389             Harcourt Science pp. 378-379.
                                      Beans.                               Reading Review – complete            Read and discuss, students
                                     Harcourt Science pp. 366-373.        cause and effect activity.           should know the difference
                                      Read and discuss.                   Harcourt Science p. 385, How         between deciduous and
                                     Harcourt Science p. 371.             Does Lack of Sunlight Affect         evergreen plants. Students
                                                                                                                                                   2010
                                                                                                                                            SCIENCE-19
                                            Manatee Core Curriculum Unit Overview
                                                      Science Grade 3
                                        Students draw and label parts          Leaves of a Plant?–Two plants,       can complete a Frayer model
                                        of a plant.                            one in the sunlight, one in the      graphic organizer.
                                       Discovery Education Streaming          dark. Compare and record
                                        – The Science of Plants – plant.       every three days, and after
                                                                               two weeks, put the one in the
                                                                               dark back in the light for four
                                                                               or five days and compare
                                                                               record again. (Enough time for
                                                                               the sunlight to hit the leaves
                                                                               again.)
            Vocabulary                           Vocabulary                             Vocabulary                            Vocabulary
Leaf, Roots, Stem, Flower, Seed,     Photosynthesis, Chlorophyll,          Stimuli, Response, Environment        Dew, Frost
Shrub, Fern, Spores, Moss,           Germinate, Reproduction, Life
Flowering, Non-flowering             cycle, Nutrients
Unit Assessment             Harcourt Chapter Test – p. AG 73 – 76
                            Harcourt Performance Task – p. AG 77

Resources                 Discovery Education– Plant Lifecycle
                          Harcourt Science Book – 3rd Grade
                          Teaching Strategies and Resource
                          Simple Nature Experiments with Everyday Materials by Anthony D. Fredericks
                          How Leaves Change by Sylvia Johnson




                                                                                                                                                  2010
                                                                                                                                            SCIENCE-20

				
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