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					                                                 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
                                                             Slate (a)
                                                             Conglomerate (a)
                                                             Gneiss (a)

                                                             Hardness (b)
                                                             Texture (b)
                                                             Luster (b)
                                                             Quartz (b)
                                                             Mica (b)
                                                             Copper (b)
                                                             Diamond (b)
                                                             Gold (b)
                                                             Silver (b)
                                                             Talc (b)
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

Science Third Grade                                                                                                                     Page 1
          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
                                         sand) by
                                         properties, such as:
                                         ○ texture
                                         ○ particle size
                                         ○ color
                                         • Determine using
                                         observation and
                                         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
         and cooling.

         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
                                       samples (hot,
                                       warm, and cold)

Science Third Grade                                                                                                                       Page 3
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                                                      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

Science Third Grade                                                                                                                            Page 4
           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)

Science Third Grade                                                                                                                              Page 5
grade    consumers, and                Create a food chain or web.
map -    decomposers in a
August   community.
         b. Demonstrate the flow of
         energy through a food
         web/food chain beginning
         with sunlight and including
         producers, consumers,
         and decomposers.

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