Science Pacing Guide – 3rd Grade
MONT STANDARDS AND CONCEPT/TOPIC TERMS TASKS ASSESSMENT
H ELEMENTS: /VOCABULARY /ACTIVITIES
Aug. -- S3E1. Students will Differentiate Minerals (a) 1a.Create a brochure about Pre and Post Test
Sept. investigate the physical between a rock and Properties (a) common rocks and minerals in
8 attributes of rocks and a mineral Rock (a) your area. Compare/contrast rocks and
weeks soils. Sedimentary (a) 2a.Research how the rock is minerals using a Venn
a. Explain the difference Igneous (a) formed. diagram.
between a rock and a Metamorphic (a) 1b.Use common objects to
mineral. Granite (a) conduct hardness test and Completed log book showing
b. Recognize the physical Kaolin (a) compare results. observations and test results.
attributes of rocks and Obsidian (a)
minerals using observation Marble (a) Linking the Language
(shape, color, texture), Basalt (a) Activities
measurement, and simple Pumice (a) AIMS activities
tests (hardness). Flint (a) Recommended Books:
Limestone (a) Everybody Needs a Rock
Sandstone (a) How to Dig a Hole to the
Shale (a) Center of the Earth
Cont'd S3E1. Students will • Recognize the Clay (c) 1c.Test soils and measure Compare/contrast Georgia
investigate the physical physical attributes Loam (c) times for water drainage. soils using Frayer model (see
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attributes of rocks and of rocks and Sand (c) Linking the Language).
soils. minerals through Soil (c) 1d.Fill can 1/3 full with water.
c. Use observation to investigations, such Humus (c) Drop in small pieces of brick. Record observations from
compare the similarities as: Silt (c) 10 people shake it vigorously activity 1D in Science
and differences of texture, ○ observation Weathering (d) 100 times. Observe journals/log books.
particle size, and color in (shape, color, and Erosion (d) fragments, water and inside of
top soils (such as clay, texture) Delta (d) container. This shows the Observe texture, particle size,
loam or potting soil, and ○ measurement Topsoil (c) effects of erosion. color in clay, loam, and sand.
sand). ○ simple tests Subsoil (c)
d. Determine how water (hardness) Bedrock (c)
and wind can change • Compare and Mantle Linking the Language activities Observe and research how
rocks and soil over time contrast top soils Core wind and water change rocks
using observation and (clay, loam or Crust AIMS activities over time.
research.. potting soil, and compost
properties, such as:
○ particle size
• Determine using
research how water
and wind can
change rocks and
soil over time
October S3E2. Students will Distinguish fossils Fossil (a) 1a.Compare/contrast fossils Write a story about the life of a
2 investigate fossils as as evidence of Mold (b) with living organisms. fossil.
weeks evidence of organisms organisms that Cast (b) 2a.”Faking Fossils” Collect
that lived long ago. a. lived long ago by Extinct (a) mud and fill a large pan. Coat Record observations from
Investigate fossils by using Sediment (b) objects to put in mud with activity 2a in science
observing authentic fossils investigations, such Impressions (b) petroleum jelly. Stir in objects. journals/log books.
or models of fossils or view as: Decay (b) Press mud down firmly. Put
information resources ○ identifying Petrified (b) mud in the sun to dry. Break Observe real fossils or models
about fossils as evidence authentic fossils Preserved (b) apart the mud and find the of fossils, look at information
of organisms that lived ○ analyzing models fossils. about fossils.
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long ago. of fossils
b. Describe how a fossil is ○ using information Recommended Books: Tell how a fossil is formed.
formed. resources about Fossil Fever
fossils What Makes a Fossil?
• Describe how a
fossil is formed
Oct. – S3P1. Students will Categorize different Heat (a) 1a.Harcourt Science “Rubbing Describe an object and how it
Nov investigate how heat is ways to produce Fuel (a) Objects Together” p. F36-F37. is insulated.
4 produced and the effects heat energy, such Friction (a) Tree Map showing ways to
weeks of heating and cooling, as: Conductor (b) produce heat energy.
and will understand a ○ burning Insulator (b) 1b.”How to Melt an Ice Cube” List ways to produce heat
change in temperature ○ rubbing (friction) (AIMS activity) energy.
indicates a change in ○ mixing one thing
heat. a. Categorize ways with another Investigate insulation.
to produce heat energy • Determine how Investigate heat transfer from
such as burning, rubbing insulation affects the sun.
(friction), and mixing one heating and cooling Use thermometers to measure
thing with another. temperature
b. Investigate how
insulation affects heating
Content S3P1 cont'd • Recognize the Molecule (c) 1c. “Heat Energy and Color” Record observations from
c. Investigate the transfer transfer of heat Evaporate (c) (Primarily Physics) activity 1c in science
of heat energy from the energy from the Thermometer (d) journals/log books.
sun to various materials. Sun to various Temperature (d) 1d. “When Hot and Cold
d. Use thermometers to materials Degrees (d) Meet” Record observations in activity
measure the changes in • Measure using Fahrenheit (d) (Primarily Physics) 1d in science journals/log
temperatures of water thermometers the Celsius (d) books.
samples (hot, warm, cold) changes in
over time. temperature over
time of water
warm, and cold)
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Nov. – S3P2. Students will • Identify common Magnet (a) 1a. “Is It a Magnet?” Place Make a T-chart listing things to
Dec. investigate magnets and objects that are Pole (a) objects in a bag and test to which magnets are or are not
2 how they affect other attracted by Attract (b) see which objects are attracted.
weeks magnets and common magnets Repel (b) attracted to magnets.
objects. • Recognize that Magnetic field (b) “Super Searchers” Response
a. Investigate to find magnets attract “Who Wants to be a sheet
common objects that are and repel each Millionaire” website activity Find objects attracted to
attracted to magnets. other magnets.
b. Investigate how Super Searchers activity: Show how magnets attract and
magnets attract and repel www.zephyrus.co.uk/ repel.
each other. magnetismworksheet.html
Jan. – S3L1. Students will Differentiate Environment (a) 1a.Research a Georgia habitat Make a brochure persuading
March investigate the habitats between the Ecologist (a) in order to create a simulated people to visit a selected area
of different organisms habitats of Georgia Habitats (a) environment. in Georgia.
12 and the dependence of (including the Swamps (a) 1b. Research a Georgia
weeks organisms on their organisms that live Adaptations (b) habitat in order to create a Make a diorama simulating a
habitat. there), such as: Bark (b) simulated environment. Georgia habitat.
a. Differentiate between ○ mountains Appalachian (a) Identify Georgia habitats and
habitats of Georgia ○ marsh/swamp Mountains the plants and animals located
(mountains, marsh/swamp, ○ coast Blue Ridge (a) there.
coast, Piedmont, Atlantic ○ Piedmont Ridge and Valley
Ocean) and the organisms ○ Atlantic Ocean Piedmont (a) Identify features of Georgia
that live there. • Determine which Coastal Plain (a) plants.
b. Identify features of features of green Lower Coastal Post Test: Name that Habitat
green plants that allow plants allow them Plain (a) Students identify and name
them to live and thrive in to live and thrive in diorama’s simulated habitat.
different regions of different regions of
Georgia. Georgia List steps used to create
• diorama in science journals/log
Label regions on a map of
Georgia. Cut and paste plants
and animals in the correct
S3L1. Students will Determine which Beaks (c) 1c.Research a Georgia animal Identify changes to the habitat
investigate the habitats features of animals Gills (c) identifying body covering, size and explain how to solve it.
of different organisms allow them to live Hibernate (c) and relative scale of body
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and the dependence of and thrive in Migrate (c) parts, movements, food Draw a picture of the animal.
organisms on their different regions of Resources (d) gathering, other. Label parts and explain their
habitat. c. Identify features Georgia Flood (d) uses.
of animals that allow them • Predict what will Drought (d)
to live and thrive in happen to an Adaptations (c) Identify features of Georgia
different regions of organism if its 1d.Write scenarios depicting animals that allow them to live
Georgia. habitat is changed real life situations that cause there.
d. Explain what will happen changes to a habitat.
to an organism if the Students choose one and write Tell what happens to an
habitat is changed. about it. organism if a habitat is
March S3L2. Students will • Describe the Pollutants (a) 1a. Plant Pollution – Take Create a poster showing and
– May recognize the effects of effects of pollution Pollution (a) three small plants and apply explaining ways to protect the
8 pollution on the (such as littering) Smog (a) different substances to each environment.
weeks environment. on the habitats of Acid rain (a) one (water, oil, detergent).
a. Explain the effects of plants and animals Renewable Observe effects on each plant
pollution (such as littering) • Describe ways to resources (b) daily for one week. Record observations from
to the habitats of plants protect the Nonrenewable “Plant Pollution” in science
and animals. environment, such resources (b) 1b. Write a plan to create a journals/log books.
b. Identify ways to protect as: Conserve (b) poster explaining how to
the environment. ○ conservation of Recycle (b) protect your environment. Completed tree map
Conservation of resources 2b. Create a tree map
resources ○ recycling of showing reusable, renewable, Explain effects of pollution.
materials and recyclable columns. List
Recycling of materials items in appropriate column. Identify ways to protect the
environment, conservation and
May S4L1. Students will Strand: Producer (a) Tell the roles of producers,
describe the roles of Life Science Consumer (a) decomposers, and consumers.
*** Cut organisms and the flow Decomposer (a)
and of energy within an Content: Food Web (b) Tell about food webs/food
paste ecosystem. a. Identify Ecosystems Food Chain (b) chains.
from 4th the roles of producers, Community (b)
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grade consumers, and Create a food chain or web.
map - decomposers in a
b. Demonstrate the flow of
energy through a food
web/food chain beginning
with sunlight and including
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