Long Branch High School



long branch public schools

Science Curriculum Guide

3rd Grade

2011-2012

LONG BRANCH PUBLIC SCHOOLS

Long Branch, New Jersey

BOARD OF EDUCATION

BILL DANGLER, PRESIDENT

TARA BEAMS, VICE PRESIDENT

MARY L. GEORGE

LUCILLE M. PEREZ

AVERY W. GRANT

MICHELE CRITELLI

ARMAND R. ZAMBRANO, JR

JAMES N. PARNELL

ALLAN MENKIN

ADMINISTRATION

Administration/Educational Center

540 Broadway

(732) 571-2868

MICHAEL SALVATORE

Superintendent of Schools

Alvin L. Freeman

Assistant Superintendent of Schools

Garry Penta

District Administrator

JanetLynn Dudick

District Manager for Personnel and Special Projects

Peter E. Genovese III

School Business Administrator/Board Secretary

Nancy L. Valenti

Assistant School Business Administrator/Assistant Board Secretary

CURRICULUM WRITING COMMITTEE

Administration

Roberta Freeman

Committee Leader

Nicholas Montesano

Teacher(s)

Beth Behnken

Michelle Clary

Joy Daniels

Melanie Harding

Developed & Written:

July 2011 - August 2011

Board Approved:

September 21, 2011

Table of Contents

Page

Introduction 5

Pacing Guide 7

Units of Study

Unit 1 9

Unit 2 14

Unit 3 21

Unit 4 28

Course Introduction

Students in third grade will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. After completion of third grade science, students will complete on their own, cumulative progress indicators in Life Science, Physical Science and Earth Science found in the NJCCS. Physical and Earth Sciences are main focus areas of third grade curriculum.

3rd Grade HSP/Harcourt New Jersey Edition, the board approved science program, is designed to fully engage students as they learn science. Students will learn to use tools to investigate in labs, projects and daily assignments. Many of the investigations are conducted in small cooperative learning groups in which students plan and find solutions with other students.  The program also includes information about various New Jersey Excursion projects.

Students have opportunities to experiment, hypothesize, analyze, test, talk, explain, and justify their ideas.  Think Central, HSP/Harcourt curriculum website provides students with the opportunity to read grade level science books, see multi-media biographies, play games and visit various other websites to enhance their learning on topics introduced in the classroom.

Assessments

Throughout the course the students will demonstrate their knowledge on chapter assessments, labs, investigations, and various projects.  Students will also be required to keep a notebook containing academic vocabulary in science.  Informal assessments will measure student’s growth in attaining the science standards.

Class Structure

The order of events in a class period will vary with each lesson.  The following outlines a typical class structure:

Anticipated sequence of activities for beginning/during/after chapter:

• Essential questions (anticipatory)

• Introduce- Assess Prior Knowledge

• Vocabulary Preview

• Investigate-Guided Inquiry (Investigations/Labs)

• Teach-Active Instruction

• Essential questions (reflection)

• Assessment- varied (Chapter Test, Performance Task)

• Project Based Learning Opportunity or Literature connection activity

 Resources

HSP/Harcourt 3rd Grade New Jersey Edition Teacher Kit

Lab Manual Workbook

Reading Support and Homework Workbook

Assessment Guide

ESL Support Guide

Student Edition

HSP Material Kits

Think Central- curriculum on line

Science Literature & Technology sites defined in Unit Curriculum plan

|LIFE SCIENCE |

|September|Develop and use evidence-based criteria to determine if an unfamiliar object is living or nonliving. ( Interact |

|-November|with and cause changes in their environment, exchange materials such as gases, nutrients, water, and waste with the|

| |environment, reproduce, grow an develop in a predictable manner) Unit A Chapter 1 Lesson 1 |

| |Compare and contrast structures that have similar functions in various organisms, and explain how those functions |

| |may be carried out by structures that have different physical appearances. Semi covered in Unit A Chapter 1 |

| |Compare the physical characteristics of the different stages of the life cycle of an individual organism, and |

| |compare the characteristics of life stages among species. Unit A Chapter 2 Lesson 1,2,3 Unit A Chapter 3 Lesson |

| |1,2,3 |

| |Model an adaptation to a species that would increase its chances of survival, should the environment become wetter,|

| |dryer, warmer, or colder over time. Unit A Chapter 2 Lesson 3, Unit A Chapter 3 Lesson 3 |

| |Predict the biotic and abiotic characteristics of an unfamiliar organism's habitat. Evaluate similar populations |

| |in an ecosystem with regard to their ability to thrive and grow. Unit B Chapter 4 Lesson 1 |

| |Explain the consequences of rapid ecosystem change (e.g., flooding, wind storms, snowfall, volcanic eruptions), and|

| |compare them to consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures,|

| |change in yearly rainfall). Unit B Chapter 4 Lesson 4 |

| |Identify sources of energy (food) in a variety of settings (farm, zoo, ocean, forest.) Describe the interactions of|

| |systems involved in carrying out everyday life activities. Unit B Chapter 5 |

|EARTH SCIENCE |

|December-|Formulate a general description of the daily motion of the Sun across the sky based on shadow observations. Explain|

|February |how shadows could be used to tell the time of day. |

| |Identify patterns of the Moon's appearance and make predictions about its future appearance based on observational |

| |data. Unit D Chapter 10 |

| |Generate a model with explanatory value that explains both why objects roll down ramps as well as why the Moon |

| |orbits Earth. |

| |Analyze and evaluate evidence in the form of data tables and photographs to categorize and relate solar system |

| |objects (e.g., planets, dwarf planets, moons, asteroids and comets) Unit D Chapter 10 Lesson 3 |

| |Use data gathered from observations of fossils to argue whether a given fossil is terrestrial or marine in origin. |

| |Unit C Chapter 6 Lesson 3 |

| |Create a model to represent how soil is formed. Unit C Chapter 8 Lesson 2 |

| |Categorize unknown samples as either rocks or minerals. Unit C Chapter 6 Lesson 1,2 |

| |Describe the relationship between the Sun and plant growth. |

| |Identify patterns in data collected from basic weather instruments. Unit D Chapter 9 Lesson 3 |

| |Trace a path a drop of water might follow through the water cycle. Unit D Chapter 9 Lesson 2 |

| |Model how the properties of water can change as water moves through the water cycle. Unit D Chapter 9 Lesson 2 |

| |Explain how clouds form. |

| |Observe daily cloud patterns, types of precipitation, and temperature, and categorize the clouds by the conditions |

| |that form precipitation. |

|PHYSICAL SCIENCE |

|March-Jun|Identify objects that are composed of a single substance and those that are composed of more than one substance |

|e |using simple tools found in the classroom. |

| |Plan and carry out an investigation to distinguish among solids, liquids, and gasses. Unit E Chapter 11 |

| |Determine the weight an volume of common objects using appropriate tools |

| |Categorize objects based on the ability to absorb or reflect light and conduct heat or electricity. Unit E Chapter |

| |14 Lesson 3 |

| |Predict and explain what happens when a common substance, such as shortening or candle wax, is heated to melting |

| |and then cooled to a solid. Unit E Chapter 11 |

| |Compare various forms of energy as observed in everyday life and describe their applications. Unit E Chapter 12 |

| |Compare the flow of heat through metals and nonmetals by taking and analyzing measurements. Unit E Chapter 14 |

| |Lesson 1 |

| |Draw and label diagrams showing several ways that energy can be transferred from one place to another. Unit E |

| |Chapter 12 |

| |Illustrate and explain what happens when light travels from air into water. Unit E Chapter 14 Lesson 2 |

| |Repair an electric circuit by completing a closed loop that includes wires, a battery (or batteries), and at least |

| |one other electrical component to produce observable change. Unit E Chapter 13 Lesson 1 Insta-Lab |

| |Demonstrate through modeling that motion is a change in position over a period of time. Unit F Chapter 15 |

| |Identify the force that starts something moving or changes its speed or direction of motion. Unit F Chapter 15 |

| |Lesson 2 & 3 |

| |Investigate and categorize materials based on their interaction with magnets. Unit E Chapter 13 Lesson 2 & 3 |

| |Investigate, construct, and generalize rules for the effect that force of gravity has on balls of different sizes |

| |and weights. Unit F Chapter 15 |

Unit 1

Science Practices

|Unit Plan 1 |

| |

|Grade: 3rd Subject Area: Science Anticipated time frame: Intro 6 days /180 days |

|Unit: 5.1 Science Practices |

|Strand: A. Understand Scientific Explanations, B. Generate Scientific Evidence Through Active Investigations, C. Reflect on |

|Scientific Knowledge, D. Participate Productively in Science |

|Desired Outcomes |

|Standards addressed: 5.1 Science Practices All students will understand that science is both a body of knowledge and an |

|evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices |

|strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. |

|A. Understand Scientific Explanations: Students understand core concepts and principles of science and use measurement and |

|observation tools to assist in categorizing, representing, and interpreting the natural and designed world. |

|B. Generate Scientific Evidence Through Active Investigations: Students master the conceptual, mathematical, physical, and |

|computational tools that need to be applied when constructing and evaluating claims. |

|C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time. |

|D. Participate Productively in Science: The growth of scientific knowledge involves critique and communication, which are social |

|practices that are governed by a core set of values and norms. |

|Enduring Understandings: |Essential Questions: |

|Students will understand… | |

|Science is evidence-based and continually refines and revises the|What are some examples of revised predictions and explanations |

|knowledge learned to draw new conclusions |based on learning new information? |

|Science categorizes the world we live in so that we can better | |

|understand our environment and how to protect it from harm |How does learning about the traits of different organisms help us|

|Science and mathematics are inter-related. Instruments of |protect them? |

|measurement can be used to safely gather accurate information for| |

|making scientific comparisons of objects and events |How are math and science related? |

|Outcomes of investigations are used to build and refine | |

|questions, models, and explanations |How do we use scientific evidence to make daily decisions in our |

| |everyday life? |

|Learners will know: |Learners will be able to ON THEIR OWN: |

|Science Vocabulary (inquiry, forceps, infer, variable, formulate,|Explain in their own words the meaning of the following |

|scientific method, investigation, experiment, hypothesis) |vocabulary words; inquiry, forceps, infer, variable, formulate,|

|Fundamental scientific concepts and principles and the links |scientific method, investigation, experiment, hypothesis |

|between them are more useful than discrete facts. |Demonstrate understanding of the interrelationships among |

|Connections developed are used to explain, interpret, build, and |fundamental concepts in the physical, life, and Earth systems |

|refine explanations, models, and theories. |sciences. |

|Outcomes of investigations are used to build and refine |Use outcomes of investigations to build and refine questions, |

|questions, models, and explanations. |models, and explanations. |

|Tools and technology are used to gather, analyze, and communicate|Use scientific facts, measurements, observations, and patterns in|

|results |nature to build and critique scientific arguments. |

|Evidence is used to construct and defend arguments. |Design and follow simple plans using systematic observations to |

|Reasoning is used to support scientific conclusions. |explore questions and predictions |

|Scientific understanding changes over time as new evidence and |Measure, gather, evaluate, and share evidence using tools and |

|updated arguments emerge. |technologies. |

|Revisions of predictions and explanations occur when new |Formulate explanations from evidence. |

|arguments emerge that account more completely for available |Communicate and justify explanations with reasonable and logical |

|evidence. |arguments. |

|Science has unique norms for participation. These include |Monitor and reflect on one’s own knowledge regarding how ideas |

|adopting a critical stance, demonstrating a willingness to ask |change over time. |

|questions and seek help, and developing a sense of trust and |Revise predictions or explanations on the basis of learning new |

|skepticism. |information. |

|Instruments of measurement can be used to safely gather accurate |Actively participate in discussions about student data, |

|information for making scientific comparisons of objects and |questions, and understandings. |

|events. |Work collaboratively to pose, refine, and evaluate questions, |

|Organisms are treated humanely, responsibly, and ethically. |investigations, models, and theories. |

| |Demonstrate how to safely use tools, instruments, and supplies. |

| |Handle and treat organisms humanely, responsibly, and ethically. |

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|Assessment Evidence |

|Teacher observation |

|Student/teacher conferencing |

|Student demonstrations during projects, labs, investigations and class work |

|Student Journals |

|Reading Support and Homework pages |

|Chapter Test |

|Online Assessment- |

|Observation Checklist |

|Long Option Performance Task |

|Performance Assessment Task |

|Labs |

|Class discussion of Essential Questions |

|Student Self Assessment- Investigation (Lab Manual) |

|Self Assessment (Assessment Guide) |

| |

| |

|(Rubric for Projects/Performance Tasks/Investigation/Labs ) |

|0. Even with considerable teacher assistance, could not complete tasks |

|1. Required significant teacher assistance: prompting, directions and reminders |

|2. Required some direction, hints, and reminders |

|3. Did with no teacher assistance |

| |

|(Grades for Projects/ Performance Tasks) |

|100%- After completion student can explain results of task orally or in writing using correct science vocabulary and terminology. |

|90%- After completion student can explain results of task orally or in writing using science vocabulary and terminology with hints |

|and reminders from the teacher. |

|80%- After completion student has difficulty explaining results of task orally or in writing using science vocabulary and |

|terminology even with significant teacher assistance. |

|70%- Student did not complete task/project |

| |

|Chapter Test-Use grading system in TLG |

|Learning Plan |

| Anticipated sequence of activities for beginning/during/after chapter: |

|Essential questions (anticipatory) |

|Introduce- Assess Prior Knowledge |

|Vocabulary Preview |

|Investigate-Guided Inquiry (Investigations/Labs) |

|Teach-Active Instruction |

|Essential questions (reflection) |

|Assessment- varied (Chapter Test, Performance Task) |

|Project Based Learning Opportunity or Literature connection activity |

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|HSP Third Grade Science TLG: |

|5.1 Science Practices should be utilized in lessons through Earth Science, Life Science and Physical Science. However, there are |

|introductory “Getting Ready for Science” lessons which introduce the concepts of Science Practices at the beginning of the Life |

|Science units of study. |

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|Learning Resources |

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|Other HSP Resources: |

|Lab Manual Workbook |

|Reading Support and Homework Workbook |

|Assessment Guide |

|ESL Support Guide |

|Student Edition |

|HSP Material Kits |

| |

|Technology: |

| |

|For the student-Learning Site, ebook |

|For the teacher- Online TE and Planning Resources, Video Podcasts, Electronic Transparencies, Online Assessment |

| |

|Activity Video/DVD- provides activity previews, background information, and expected results. |

| |

|Large variety of webpages for third grade science by subject |

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|Science Literature: |

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|Leveled Readers are available online. Books are leveled as follows; |

|Below-Level/Intervention, On-Level/Enrichment, Above-Level/Challenge |

Unit 2

Life Science

|Unit Plan 2 |

| |

|Grade: 3rd Subject Area: Science Anticipated time frame: |

|Unit: 5.3. Life Science |

|Strand: A. Organization and Development, B. Matter and Energy Transformations, C. Interdependence, D. Heredity and Reproduction, E. Evolution and |

|Diversity |

|Desired Outcomes |

|Standards addressed: 5.3 Life Science All students will understand that life science principles are powerful conceptual tools for making sense of the |

|complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical |

|world, and the order of natural systems can be modeled and predicted through the use of mathematics. |

|A. Organization and Development: Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular |

|units are composed of molecules, which also carry out biological functions. |

|B. Matter and Energy Transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of |

|obtaining food, and some organisms obtain their food directly from other organisms. |

|C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs. |

|D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences |

|their traits, and they pass this on to their offspring during reproduction. |

|E. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different |

|environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of |

|time. |

|Enduring Understandings: |Essential Questions: |

|Students will understand… |Are there basic needs common to all living things? Are some needs more |

|Cells are the building blocks of all the many types of living things |important to some organisms than others? |

|All living things have characteristics in common. |How are structures of organisms related to their function? |

|Traits are passed from parents to offspring creating unique individuals. |How are life cycles among all living things the same or different? |

|All living things interact with each other and the environment. |How do individual differences occur within species? |

|The flow of energy and the recycling of matter impact ecosystems. |How do behaviors impact the environment? |

| |What relationships do living things have with their environment? |

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|Learners will know: |Learners will be able to ON THEIR OWN: |

|Science vocabulary (organism, cell, life cycle, metamorphosis, larva, |Explain in their own words the meaning of the following vocabulary words; |

|pupa, inherit, root, nutrients, stem, leaf, seed, deciduous, evergreen, |organism, cell, life cycle, metamorphosis, larva, pupa, inherit, root, |

|photosynthesis, chlorophyll, oxygen, vertebrate, mammal, bird, reptile, |nutrients, stem, leaf, seed, deciduous, evergreen, photosynthesis, |

|amphibian, fish, invertebrate, environment, ecosystem, population, |chlorophyll, oxygen, vertebrate, mammal, bird, reptile, amphibian, fish, |

|community, habitat, desert, grassland, forest, adaptation, instinct, |invertebrate, environment, ecosystem, population, community, habitat, |

|hibernate, migrate, camouflage, mimicry, resource, producer, consumer, |desert, grassland, forest, adaptation, instinct, hibernate, migrate, |

|decomposer, herbivore, carnivore, omnivore, food chain, energy pyramid, |camouflage, mimicry, resource, producer, consumer, decomposer, herbivore, |

|predator, prey, food web, molecules, reproduce) |carnivore, omnivore, food chain, energy pyramid, predator, prey, food web, |

|Living organisms: Interact with and cause changes in their environment. |molecules, reproduce |

|Exchange materials (such as gases, nutrients, water, and waste) with the |Develop and use evidence-based criteria to determine if an unfamiliar object|

|environment. Reproduce. Grow and develop in a predictable manner. |is living or nonliving. |

|Essential functions required for the well-being of an organism are carried|Compare and contrast structures that have similar functions in various |

|out by specialized structures in plants and animals. |organisms, and explain how those functions may be carried out by structures |

|Essential functions of the human body are carried out by specialized |that have different physical appearances. |

|systems: Digestive, Circulatory, Respiratory, Nervous, Skeletal, Muscular,|Describe the interactions of systems involved in carrying out everyday life |

|Reproductive |activities. |

|Almost all energy (food) and matter can be traced to the Sun. |Identify sources of energy (food) in a variety of settings (farm, zoo, |

|Organisms can only survive in environments in which their needs are met. |ocean, forest). |

|Some changes in ecosystems occur slowly, while others occur rapidly. |Predict the biotic and abiotic characteristics of an unfamiliar organism’s |

|Changes can affect life forms, including humans. |habitat. |

|Plants and animals have life cycles (they begin life, develop into adults,|Explain the consequences of rapid ecosystem change (e.g., flooding, wind |

|reproduce, and eventually die). The characteristics of each stage of life |storms, snowfall, volcanic eruptions), and compare them to consequences of |

|vary by species. |gradual ecosystem change (e.g., gradual increase or decrease in daily |

|Individuals of the same species may different in their characteristics, |temperatures, change in yearly rainfall) |

|and sometimes these differences give individuals an advantage in surviving|Compare the physical characteristics of the different stages of the life |

|and reproducing in different environments. |cycle of an individual organism, and compare the characteristics of life |

|In any ecosystem, some populations of organisms thrive and grow, some |stages among species. |

|decline, and others do not survive at all. |Model an adaptation to a species that would increase its chances of |

| |survival, should the environment become wetter, dryer, warmer, or colder |

| |over time. |

| |Evaluate similar populations in an ecosystem with regard to their ability to|

| |thrive and grow. |

|Assessment Evidence |

|Teacher observation |

|Student/teacher conferencing |

|Student demonstrations during projects, labs, investigations and class work |

|Student Journals |

|Reading Support and Homework pages |

|Chapter Test |

|Online Assessment- |

|Observation Checklist |

|Long Option Performance Task |

|Performance Assessment Task |

|Labs |

|Class discussion of Essential Questions |

|Student Self Assessment- Investigation (Lab Manual) |

|Self Assessment (Assessment Guide) |

| |

| |

|(Rubric for Projects/Performance Tasks/Investigation/Labs ) |

|0. Even with considerable teacher assistance, could not complete tasks |

|1. Required significant teacher assistance: prompting, directions and reminders |

|2. Required some direction, hints, and reminders |

|3. Did with no teacher assistance |

| |

|(Grades for Projects/ Performance Tasks) |

|100%- After completion student can explain results of task orally or in writing using correct science vocabulary and terminology. |

|90%- After completion student can explain results of task orally or in writing using science vocabulary and terminology with hints and reminders from |

|the teacher. |

|80%- After completion student has difficulty explaining results of task orally or in writing using science vocabulary and terminology even with |

|significant teacher assistance. |

|70%- Student did not complete task/project |

| |

|Chapter Test-Use grading system in TLG |

|Learning Plan |

| Anticipated sequence of activities for beginning/during/after chapter: |

|Essential questions (anticipatory) |

|Introduce- Assess Prior Knowledge |

|Vocabulary Preview |

|Investigate-Guided Inquiry (Investigations/Labs) |

|Teach-Active Instruction |

|Essential questions (reflection) |

|Assessment- varied (Chapter Test, Performance Task) |

|Project Based Learning Opportunity or Literature connection activity |

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|Learning Resources |

|HSP Third Grade Science TLG: |

|UNIT A: Living Things in Our World- Chp. 1,2,3 |

|UNIT B: Living Things Interact- Chp. 4,5 |

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|Other HSP Resources: |

|Lab Manual Workbook |

|Reading Support and Homework Workbook |

|Assessment Guide |

|ESL Support Guide |

|Student Edition |

|HSP Material Kits |

| |

| |

|Technology: |

| |

|For the student-Learning Site, ebook |

|For the teacher- Online TE and Planning Resources, Video Podcasts, Electronic Transparencies, Online Assessment |

| |

|Activity Video/DVD- provides activity previews, background information, and expected results. |

| |

| |

|Videos |

|Pictures and information about animals |

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|Large variety of webpages for third grade science by subject |

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|* Smartboard |

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|Habitat adventure Panda challenge |

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|Mammal Index- See animals live! Live stream camera in real time at zoo |

|Go to our animals-click on live animal cam for a variety of species (Lions, pandas, gorillas, |

|ferrets, fist) |

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|San Diego Live Zoo Cam (Elephants, |

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|The great plant escape- Mysteries |

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|Science Literature: |

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|Leveled Readers are available online. Books are leveled as follows; |

|Below-Level/Intervention, On-Level/Enrichment, Above-Level/Challenge |

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|Other book ideas |

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|Title |

|Author |

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|A House Spider's Life |

|John Himmelman |

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|A New Duck |

|Pamela Hickman |

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|A New Frog |

|Pamela Hickman |

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|A Wood Frog's Life |

|John Himmelman |

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|Chickens Aren't the Only Ones |

|Ruth Heller |

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|From Tadpole to Frog |

|Wendy Pfeffer |

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|If My Mom Were a Platypus |

|Dia L. Michels |

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|Mealworms: Raise Them, Watch Them, See Them Change |

|Adrienne Mason |

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|The Life Cycle of a Honey Bee |

|Bobbie Kalman |

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|The Magic School Bus Inside a Beehive |

|Joanna Cole |

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|Why Frogs Are Wet |

|Judy Hawes |

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|A Tree is a Plant |

|Clyde Robert Bulla |

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|From Seed to Plant |

|Gail Gibbons |

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|The Reason for a Flower |

|Ruth Heller |

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|Desert Food Chains |

|Bobbie Kalman |

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|Coral Reef Food Chains |

|Kelly Macaulay |

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|Forest Food Chains |

|Bobbie Kalman |

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|Horseshoe Crabs and Shorebirds: |

|The Story of a Food Web |

|Victoria Crenson |

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|Pass the Energy, Please! |

|Barbara Shaw McKinney |

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|Seashore Food Chains |

|John Crossingham |

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|The Magic School Bus ChapterBook |

|Food Chain Frenzy |

|Anne Capeci |

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|Tundra Food Chains |

|Kelley Macaulay |

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|What Are Food Chains and Webs? |

|Bobbie Kalman |

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|What Do You Do When Something |

|Wants to Eat You? |

|Steve Jenkins |

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|Nature's Green Umbrella |

|Gail Gibbons |

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|One Day in the Tropical Rain Forest |

|Jean Craighead George |

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|Plants and Planteaters |

|Michael Chinery |

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|Project Based Learning Activities: |

|Highlighted projects indicate that standards match this unit plan |

|[pic] |

|Project 1- Habitats Classroom Project |

|Length- On-going |

|Prior to starting project: During Life Science Unit |

|Essential Question(s): How do different habitats affect human, plant and animal life? Why |

|are there different types of habitats? |

|Description: Students will exchange a series of six emails exchanging information about |

|habitats, including their plant and animal life. Chosen habitats will be from their ePals’ |

|country. Students will focus each email on a different aspect of habitats and will maintain an |

|ongoing discussion about habitats. Students will create final presentations about habitats, |

|including their plant and animal life. The presentations will highlight habitats from their ePals' |

|country. |

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|Science Standards Addressed: 5.3 Life Science |

|Other Standards Addressed in Following Curriculum Areas: Reading, Writing |

|Resources Needed: pencil, paper, email, project rubric |

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|Project Based Learning Activities: |

|Highlighted projects indicate that standards match this unit plan |

|[pic] |

|Project 2- Bergen County Zoological Park (New Jersey Excursions TLG) |

|Length- 1-2 Days each |

|Prior to starting project: During or after Life Science Unit |

|Essential Question(s): How are animals differ from one another in their own species? |

|Description: Read Bergen County Zoological Park (SE page 40-41) |

|Visit Complete writing prompt. |

|Science Standards Addressed: 5.3 Life Science |

|Other Standards Addressed in Following Curriculum Areas: Reading, Writing |

|Resources Needed: pencil, paper, computer, trip permission slip to see a zoo (optional), |

|Project rubric |

|Literature Connection: Literature in SE |

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|[pic] |

|Project 3- Liberty Science Center (New Jersey Excursions TLG) |

|Length- 1-2 Days |

|Prior to starting project: During or after Life Science Unit |

|Essential Question(s): What protects you from being the “hunted” in your environment? |

|Description: Discuss “hunted” and “prey”. Read, “Liberty Science Center” in SE page |

|42-43. Visit Complete writing prompt. |

|Science Standards Addressed: 5.3 Life Science |

|Other Standards Addressed in Following Curriculum Areas: Reading, Writing |

|Resources Needed: pencil, paper, computer, trip permission slip to visit liberty science center |

|(optional),project rubric |

|Literature Connection: Literature in SE |

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|[pic] |

|Project 4- Newark Museum (New Jersey Excursions TLG) |

|Length- 1-2 Days |

|Prior to starting project: During or after Life Science Unit |

|Essential Question(s): What are some healthful practices you could follow to avoid getting |

|sick and spreading germs? |

|Description: Discuss germs and the body war exhibit found at the Newark Museum. |

|Read, Newark Museum” in SE page 43-44. |

|Visit Complete writing prompt. |

|Science Standards Addressed: 5.3 Life Science |

|Other Standards Addressed in Following Curriculum Areas: Reading, Writing |

|Resources Needed: pencil, paper, computer, trip permission slip to visit Newark Museum |

|(optional),project rubric |

|Literature Connection: Literature in SE |

| |

|[pic] |

|Project 5- Your Heart Has a Beat (TLG 46) |

|Length- 1-2 Days |

|Prior to starting project: During or after Life Science Unit |

|Essential Question(s): What kinds of activities would increase your heartbeat rate? |

|Description: Hands on experiment. Short video clip of how heart works at, |

| |

|Science Standards Addressed: 5.3 Life Science |

|Other Standards Addressed in Following Curriculum Areas: Reading, Writing, Health |

|Resources Needed: pencil, paper, clock or watch, project rubric |

|Literature Connection: Literature in SE |

| |

Unit 3

Earth Science

|Unit Plan 3 |

| |

|Grade: 3rd Subject Area: Science Anticipated time frame: 55 days |

|Unit: 5.4. Earth Science |

|Strand: A. Objects in the Universe, B. History of Earth, C. Properties of Earth Materials, E. Energy in Earth Systems, F. Climate and Weather, G. |

|Biogeochemical Cycles |

|Desired Outcomes |

|Standards addressed: 5.4 Earth Systems Science All students will understand that Earth operates as a set of complex, dynamic, and interconnected |

|systems, and is a part of the all-encompassing system of the universe. |

|A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. |

|As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces within stars govern its evolution through|

|the processes of stellar birth and death. These same processes governed the formation of our solar system 4.6 billion years ago. |

|B. History of Earth: From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geologic, biological, |

|physical, and chemical processes. |

|C. Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar system, and provides us with the raw resources |

|needed to sustain life. |

|E. Energy in Earth Systems: Internal and external sources of energy drive Earth systems. |

|F. Climate and Weather: Earth’s weather and climate systems are the result of complex interactions between land, ocean, ice, and atmosphere. |

|Enduring Understandings: |Essential Question(s): |

|Students will understand… |How do people use and impact the environment? |

|Living things use Earth’s resources to meet their needs. Some of these |What changes have occurred to the Earth over time and how have those changes |

|resources can be recycled or reused. |impacted Earth and how will changes continue to impact Earth? |

|The earth’s surface, atmosphere, and life have changed immensely |How can present and past conditions impact the future? |

|throughout time and will continue to change. |How does maintaining a healthy atmosphere affect the future of the |

|The atmosphere and its health impact human beings. |environment? |

|Learners will know: |Learners will be able to ON THEIR OWN: |

|Science Vocabulary (mineral, rock, igneous rock, sedimentary rock, |Explain in their own words the meaning of the following vocabulary words; |

|metamorphic rock, fossils, landform, mountain, valley, canyon, plain, |mineral, rock, igneous rock, sedimentary rock, metamorphic rock, fossils, |

|plateau, weathering, erosion, glacier, earthquake, volcano, flood, |landform, mountain, valley, canyon, plain, plateau, weathering, erosion, |

|resource, renewable resource, reusable resource, nonrenewable resource, |glacier, earthquake, volcano, flood, resource, renewable resource, reusable |

|humus, sand, silt, clay, loam, pollution, conservation, reduce, reuse, |resource, nonrenewable resource, humus, sand, silt, clay, loam, pollution, |

|recycle, fresh water, glacier, groundwater, condensation, evaporation, |conservation, reduce, reuse, recycle, fresh water, glacier, groundwater, |

|precipitation, water cycle, atmosphere, oxygen, weather, temperature, |condensation, evaporation, precipitation, water cycle, atmosphere, oxygen, |

|anemometer, axis, rotation, moon phases, lunar cycle, lunar eclipse, solar|weather, temperature, anemometer, axis, rotation, moon phases, lunar cycle, |

|eclipse, planet, orbit, solar system, star, constellation |lunar eclipse, solar eclipse, planet, orbit, solar system, star, constellation|

|Objects in the sky have patterns of movement. The Sun and Moon appear to |Formulate a general description of the daily motion of the Sun across the sky |

|move across the sky on a daily basis. The shadows of an object on Earth |based on shadow observations. Explain how shadows could be used to tell the |

|change over the course of a day, indicating the changing position of the |time of day. |

|Sun during the day. |Identify patterns of the Moon’s appearance and make predictions about its |

|The observable shape of the Moon changes from day to day in a cycle that |future appearance based on observational data. |

|lasts 29.5 days. |Generate a model with explanatory value that explains both why objects roll |

|Earth is approximately spherical in shape. Objects fall towards the center|down ramps as well as why the Moon orbits Earth. |

|of the Earth because of the pull of the force of gravity. |Analyze and evaluate evidence in the form of data tables and photographs to |

|Earth is the third planet from the Sun in our Solar system, which includes|categorize and relate solar system objects (e.g., plants, dwarf planets, |

|seven other planets. |moons, asteroids, and comets). |

|Fossils provide evidence about the plants and animals that lived long ago,|Use data gathered from observations of fossils to argue whether a given fossil|

|including whether they lived on the land or in the sea as well as ways |is terrestrial or marine in origin. |

|species changed over time. |Create a model to represent how soil is formed. |

|Rocks can be broken down to make soil. |Categorize unknown samples as either rocks or minerals. |

|Earth materials in nature include rocks, minerals, soils, water, and the |Develop a general set of rules to predict temperature changes of Earth |

|gases of the atmosphere. Attributes of rocks and minerals assist in their |materials, such as water, soil, and sand, when placed in the Sun and in the |

|identification. |shade. |

|Land, air, and water absorb the Sun’s energy at different rates. |Identify patterns in data collected from basic weather instruments. |

|Weather changes that occur from day to day and across the seasons can be |Explain how clouds form. |

|measured and documented using basic instruments such as a thermometer, |Observe daily cloud patterns, types of precipitation, and temperature, and |

|wind vane, anemometer, and rain gauge. |categorize the clouds by the conditions that form precipitation. |

|Clouds and fog are made of tiny droplets of water and, at times, tiny |Trace a path a drop of water might follow through the water cycle. |

|particles of ice. |Model how the properties of water can change as water moves through the water |

|Rain, snow, and other forms of precipitation come from clouds; not all |cycle. |

|clouds produce precipitation. | |

|Most of Earth’s surface is covered by water. Water circulates through the | |

|crust, oceans, and atmosphere in what is known as the water cycle. | |

|Properties of water depend on where the water is located (oceans, rivers, | |

|lakes, underground sources, and glaciers). | |

|Assessment Evidence |

|Teacher observation |

|Student/teacher conferencing |

|Student demonstrations during projects, labs, investigations and class work |

|Student Journals |

|Reading Support and Homework pages |

|Chapter Test |

|Online Assessment- |

|Observation Checklist |

|Long Option Performance Task |

|Performance Assessment Task |

|Labs |

|Class discussion of Essential Questions |

|Student Self Assessment- Investigation (Lab Manual) |

|Self Assessment (Assessment Guide) |

| |

| |

|(Rubric for Projects/Performance Tasks/Investigation/Labs ) |

|0. Even with considerable teacher assistance, could not complete tasks |

|1. Required significant teacher assistance: prompting, directions and reminders |

|2. Required some direction, hints, and reminders |

|3. Did with no teacher assistance |

| |

|(Grades for Projects/ Performance Tasks) |

|100%- After completion student can explain results of task orally or in writing using correct science vocabulary and terminology. |

|90%- After completion student can explain results of task orally or in writing using science vocabulary and terminology with hints and reminders from the|

|teacher. |

|80%- After completion student has difficulty explaining results of task orally or in writing using science vocabulary and terminology even with |

|significant teacher assistance. |

|70%- Student did not complete task/project |

| |

|Chapter Test-Use grading system in TLG |

|Learning Plan |

| Anticipated sequence of activities for beginning/during/after chapter: |

|Essential questions (anticipatory) |

|Introduce- Assess Prior Knowledge |

|Vocabulary Preview |

|Investigate-Guided Inquiry (Investigations/Labs) |

|Teach-Active Instruction |

|Essential questions (reflection) |

|Assessment- varied (Chapter Test, Performance Task) |

|Project Based Learning Opportunity or Literature connection activity |

| |

| |

| |

| |

|Learning Resources |

| |

|Other HSP Resources: |

|Lab Manual Workbook |

|Reading Support and Homework Workbook |

|Assessment Guide |

|ESL Support Guide |

|Student Edition |

|HSP Material Kits |

| |

|Technology: |

| |

|For the student-Learning Site, ebook |

|For the teacher- Online TE and Planning Resources, Video Podcasts, Electronic Transparencies, Online Assessment |

| |

|Activity Video/DVD- provides activity previews, background information, and expected results. |

| |

| |

|Large variety of webpages for third grade science by subject |

| |

|* Smartboard |

| |

|Take a walk in this virtual Virginia forest and do field research using the scientific |

|methodologies that scientists use to monitor forest biodiversity |

|Several walks available |

| |

| |

| |

|Science Literature: |

| |

|Leveled Readers are available online. Books are leveled as follows; |

|Below-Level/Intervention, On-Level/Enrichment, Above-Level/Challenge |

| |

|Earth, Moon, Sun |

| |

| |

|NASA |

| |

| |

|Other Science book ideas |

| |

|Title |

|Author |

| |

|How to Dig a Hole to the Other Side of the World |

|Faith McNulty |

| |

|Planet Earth/Inside Out |

|Gail Gibbons |

| |

|The Magic School Bus Inside the Earth |

|Joanna Cole |

| |

|The Pebble in My Pocket |

|Meredith Hooper |

| |

|A Drop Around the World |

|Barbara Shaw McKinney |

| |

|Comets, Meteors, and Asteroids |

|Seymour Simon |

| |

|Destination: Space |

|Seymour Simon |

| |

|Earth: Our Planet in Space |

|Seymour Simon |

| |

|The Magic School Bus Lost in the Solar System |

|Joanna Cole |

| |

| |

| |

|Project Based Learning Activities: |

|Highlighted projects indicate that standards match this unit plan |

|[pic] |

|Project 1- Greenwood Observatory (New Jersey Excursion TLG 234-235) |

|Length- 1-2 Days |

|Prior to starting project: During or after competition of Earth Science |

|Essential Question(s): How does the study of planets and stars affect us in our daily lives? |

|Description: Discuss what an observatory is and what astronomers do at work. Read, |

|“Greenwood Observatory” in SE. |

|Visit |

|Complete writing prompt. |

|Science Standards Addressed: 5.4 Earth Science |

|Other Standards Addressed in Following Curriculum Areas: Reading, Writing |

|Resources Needed: pencil, paper, computer, project rubric |

|Literature Connection: Literature in SE |

| |

| |

|Project Based Learning Activities: |

|Highlighted projects indicate that standards match this unit plan |

|[pic] |

|Project 2- Franklin Mineral Museum (New Jersey Excursion TLG 236-237) |

|Length- 1-2 Days |

|Prior to starting project: During or after competition of Earth Science |

|Essential Question(s): How do you think mining has changed over time? |

|Description: Discuss rocks and the minerals found in them. Read, |

|“Franklin Mineral Museum” in SE. |

|Visit |

|Complete writing prompt. |

|Science Standards Addressed: 5.4 Earth Science |

|Other Standards Addressed in Following Curriculum Areas: Reading, Writing |

|Resources Needed: pencil, paper, computer, project rubric |

|Literature Connection: Literature in SE |

| |

|Project Based Learning Activities: |

|Highlighted projects indicate that standards match this unit plan |

|[pic] |

|Project 3- Environmental Education Center (New Jersey Excursion TLG 238-239) |

|Length- 1-2 Days |

|Prior to starting project: During or after competition of Earth Science |

|Essential Question(s): How does solar energy and recycling help our environment? |

|Description: Read, “Environmental Education Center” article in SE. |

|Visit |

|Complete writing prompt. |

|Science Standards Addressed: 5.4 Earth Science |

|Other Standards Addressed in Following Curriculum Areas: Reading, Writing |

|Resources Needed: pencil, paper, computer, project rubric |

|Literature Connection: Literature in SE |

| |

|Project Based Learning Activities: |

|Highlighted projects indicate that standards match this unit plan |

|[pic] |

|Project 4- Is it Renewable? (New Jersey Excursion TLG -239) |

|Length- 1-2 Days |

|Prior to starting project: During or after competition of Earth Science |

|Essential Question(s): Which products in your classroom/school are renewable and which |

|products are not? |

|Description: Go on learning walk in class/school and list renewable and not renewable |

|products found. Make a poster (glogster) to encourage other students to |

|conserve these products. |

|Science Standards Addressed: 5.4 Earth Science |

|Other Standards Addressed in Following Curriculum Areas: Reading, Writing |

|Resources Needed: pencil, paper, computer, project rubric |

|Literature Connection: Literature in SE |

Unit 4

Physical Science

|Unit Plan 4 |

| |

|Grade: 3rd Subject Area: Science Anticipated time frame: 55 days |

|Unit: 5.2 Physical Science: |

|Strand: A. Properties of Matter, B. Changes in Matter, C. Forms of Energy, D. Energy Transfer and Conservation, E. Forces and Motion |

| |

|Desired Outcomes |

|Standards addressed: 5.2 Physical Science All students will understand that physical science principles, including fundamental ideas about matter, |

|energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science. |

|A. Properties of Matter: All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes |

|up space, and matter has inertia. |

|B. Changes in Matter: Substances can undergo physical or chemical changes to form new substances. Each change involves energy. |

|C. Forms of Energy: Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the |

|understanding that, for the most part, the natural world can be explained and is predictable. |

|D. Energy Transfer and Conservation: The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are |

|transferred from one object to another. |

|E. Forces and Motion: It takes energy to change the motion of objects. The energy change is understood in terms of forces. |

|Enduring Understandings: |Essential Questions: |

|Students will understand… | |

|Matter has properties that can be observed, described, and measured |Why is energy important? |

|You use many forms of energy everyday to grow and live. |What cycles affect our lives? |

|All energy can be considered as kinetic or potential. |How do we use and save energy resources everyday? |

|The universe is regular and predictable. | |

|Chemical and physical changes occur all around us. | |

|Learners will know: |Learners will be able to ON THEIR OWN: |

|Science Vocabulary (matter, physical property, mass, volume, density, |Explain in their own words the meaning of the following vocabulary words; |

|solid, liquid, gas, evaporation, condensation, mixture, solution, |matter, physical property, mass, volume, density, solid, liquid, gas, |

|energy, kinetic energy, potential energy, combustion, temperature, |evaporation, condensation, mixture, solution, energy, kinetic energy, |

|resource, fossil fuels, nonrenewable resources, renewable resources, |potential energy, combustion, temperature, resource, fossil fuels, |

|static electricity, current electricity, circuit, magnetic, generator, |nonrenewable resources, renewable resources, static electricity, current |

|temperature, thermal energy, heat, conduction, conductor, insulator, |electricity, circuit, magnetic, generator, temperature, thermal energy, |

|reflection, refraction, shadow, absorbed, opaque, transparent, |heat, conduction, conductor, insulator, reflection, refraction, shadow, |

|translucent, vibrations, loudness, pitch, |absorbed, opaque, transparent, translucent, vibrations, loudness, pitch, |

|Motion, distance, speed, force, gravity, weight, work |motion, distance, speed, force, gravity, |

|Some objects are composed of a single substance; others are composed of |weight, work |

|more than one substance. |Identify objects that are composed of a single substance and those that are |

|Each state of matter has unique properties (e.g., gases can be |composed of more than one substance using simple tools found in the |

|compressed, while solids and liquids cannot; the shape of a solid is |classroom. |

|independent of its container; liquids and gases take the shape of their |Plan and carry out an investigation to distinguish among solids, liquids, |

|containers). |and gasses. |

|Objects and substances have properties, such as weight and volume, that |Determine the weight and volume of common objects using appropriate tools. |

|can be measured using appropriate tools. Unknown substances can |Categorize objects based on the ability to absorb or reflect light and |

|sometimes be identified by their properties. |conduct heat or electricity. |

|Objects vary in the extent to which they absorb and reflect light and |Predict and explain what happens when a common substance, such as shortening|

|conduct heat (thermal energy) and electricity. |or candle wax, is heated to melting and then cooled to a solid. |

|Many substances can be changed from one state to another by heating or |Compare various forms of energy as observed in everyday life and describe |

|cooling. |their applications. |

|Heat (thermal energy), electricity, light, and sound are forms of |Compare the flow of heat through metals and nonmetals by taking and |

|energy. |analyzing measurements. |

|Heat (thermal energy) results when substances burn, when certain kinds |Draw and label diagrams showing several ways that energy can be transferred |

|of materials rub against each other, and when electricity flows through |from one place to another. |

|wires. Metals are good conductors of heat and electricity. Increasing |Illustrate and explain what happens when light travels from air into water. |

|the energy of any substance requires energy. |Repair and electric circuit by completing a closed loop that includes wires,|

|Energy can be transferred from one place to another. Heat energy is |a batter (or batteries), and at least one other electrical component to |

|transferred from warmer things to colder things. |produce observable change. |

|Light travels in straight lines. When light travels from one substance |Demonstrate through modeling that motion is a change in position over a |

|to another (air and water), it changes direction. |period of time. |

|Electrical circuits require a complete loop through conducting materials|Investigate and categorize materials based on their interaction with |

|in which an electrical current can pass. |magnets. |

|Motion can be describes as a change in position over a period of time. |Investigate, construct, and generalize rules for the effect that force of |

|There is always a force involved when something starts moving or changes|gravity has on balls of different sizes and weights. |

|its speed or direction of motion. A greater force can make an object | |

|mover faster and farther. | |

|Earth pulls down on all objects with a force called gravity. Weight is | |

|a measure of how strongly an object is pulled down toward the ground by | |

|gravity. With a few exceptions, objects fall to the ground no matter | |

|where they are on Earth. | |

|Assessment Evidence |

|Teacher observation |

|Student/teacher conferencing |

|Student demonstrations during projects, labs, investigations and class work |

|Student Journals |

|Reading Support and Homework pages |

|Chapter Test |

|Online Assessment- |

|Observation Checklist |

|Long Option Performance Task |

|Performance Assessment Task |

|Labs |

|Class discussion of Essential Questions |

|Student Self Assessment- Investigation (Lab Manual) |

|Self Assessment (Assessment Guide) |

| |

| |

|(Rubric for Projects/Performance Tasks/Investigation/Labs ) |

|0. Even with considerable teacher assistance, could not complete tasks |

|1. Required significant teacher assistance: prompting, directions and reminders |

|2. Required some direction, hints, and reminders |

|3. Did with no teacher assistance |

| |

|(Grades for Projects/ Performance Tasks) |

|100%- After completion student can explain results of task orally or in writing using correct science vocabulary and terminology. |

|90%- After completion student can explain results of task orally or in writing using science vocabulary and terminology with hints and reminders from|

|the teacher. |

|80%- After completion student has difficulty explaining results of task orally or in writing using science vocabulary and terminology even with |

|significant teacher assistance. |

|70%- Student did not complete task/project |

| |

|Chapter Test-Use grading system in TLG |

|Learning Plan |

| Anticipated sequence of activities for beginning/during/after chapter: |

|Essential questions (anticipatory) |

|Introduce- Assess Prior Knowledge |

|Vocabulary Preview |

|Investigate-Guided Inquiry (Investigations/Labs) |

|Teach-Active Instruction |

|Essential questions (reflection) |

|Assessment- varied (Chapter Test, Performance Task) |

|Project Based Learning Opportunity or Literature connection activity |

| |

| |

|Learning Resources |

| Other HSP Resources: |

|Lab Manual Workbook |

|Reading Support and Homework Workbook |

|Assessment Guide |

|ESL Support Guide |

|Student Edition |

|HSP Material Kits |

| |

|Technology: |

| |

|For the student-Learning Site, ebook |

|For the teacher- Online TE and Planning Resources, Video Podcasts, Electronic Transparencies, Online Assessment |

|Activity Video/DVD- provides activity previews, background information, and expected results. |

| |

| |

|Large variety of webpages for third grade science by subject |

| |

| |

| |

|Science Literature: |

| |

|Leveled Readers are available online. Books are leveled as follows; |

|Below-Level/Intervention, On-Level/Enrichment, Above-Level/Challenge |

| |

|Other Science book ideas |

| |

|Title |

|Author |

| |

|Awesome Experiments in Force & Motion |

|Michael A. Dispezio |

| |

|Motion: Push and Pull, Fast and Slow |

|Darlene R. Stille |

| |

| |

| |

|Project Based Learning Activities: |

|Highlighted projects indicate that standards match this unit plan |

|[pic] |

|Project 1- Waterloo Village (New Jersey Excursions TLG 444-445) |

|Length- 1-2 Days |

|Prior to starting project: During or competition of Physical Science |

|Essential Question(s): How does the iron in iron ore respond to heating? How do the other |

|minerals in iron ore respond to heating? |

|Description: Read, “Waterloo Village” in SE. |

|Visit . Complete writing prompt. |

|Science Standards Addressed: 5.2 Physical Science |

|Other Standards Addressed in Following Curriculum Areas: Reading, Writing |

|Resources Needed: pencil, paper, computer, project, rubric |

|Literature Connection: Literature in SE |

| |

| |

|Project Based Learning Activities: |

|Highlighted projects indicate that standards match this unit plan |

|[pic] |

|Project 2- Cape May Lighthouse (New Jersey Excursions TLG 446-447) |

|Length- 1-2 Days |

|Prior to starting project: During or competition of Physical Science |

|Essential Question(s): How does light behave when it hits different materials, such as |

|mirrors, wood, plastic, or fabric? Would any of these materials be useful in a lighthouse? |

|Description: Read, “Cape May Lighthouse” in SE. |

|Visit Complete writing prompt. |

|Science Standards Addressed: 5.2 Physical Science |

|Other Standards Addressed in Following Curriculum Areas: Reading, Writing |

|Resources Needed: pencil, paper, computer, project, visit to lighthouse (optional) |

|Literature Connection: Literature in SE |

| |

|Project Based Learning Activities: |

|Highlighted projects indicate that standards match this unit plan |

|[pic] |

|Project 3- Albert Einstein (New Jersey Excursions TLG 448-449) |

|Length- 1-2 Days |

|Prior to starting project: During or competition of Physical Science |

|Essential Question(s): How do we use Albert Einstein’s theories today? |

|Description: Read, “Albert Einstein” in SE. |

|Visit Complete writing prompt. |

|Science Standards Addressed: 5.2 Physical Science |

|Other Standards Addressed in Following Curriculum Areas: Reading, Writing |

|Resources Needed: pencil, paper, computer, project rubric |

|Literature Connection: Literature in SE |

| |

| |

|Project Based Learning Activities: |

|Highlighted projects indicate that standards match this unit plan |

|[pic] |

|Project 4- Ask Questions (New Jersey Excursions TLG 449) |

|Length- 1-2 Days |

|Prior to starting project: During or competition of Physical Science |

|Essential Question(s): Why is it important to ask questions? |

|Description: Collect 3 to 4 objects and write down questions about each object. Work with |

|partner/team to figure out how you can find answers to your questions. Share |

|your questions with the class. Are your questions similar or different from your |

|classmates. |

|Science Standards Addressed: 5.2 Physical Science |

|Other Standards Addressed in Following Curriculum Areas: Reading, Writing |

|Resources Needed: pencil, paper, project rubric |

|Literature Connection: Literature in SE |

| |

| |

| |

| |

| |

| |

| |

| |

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