Science 1st Nine Weeks Grade 3

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities).

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary core ideas is stated in the Framework as follows:

Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

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Science 1st Nine Weeks Grade 3

An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

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Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

Science Curriculum Maps Overview Shelby County Schools 2016-2017

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Science 1st Nine Weeks Grade 3

The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices). At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

Purpose of the Science Curriculum Maps

The Shelby County Schools curriculum maps are intended to guide planning, pacing, and sequencing, reinforcing grade level expectations of the grade/subject. Curriculum maps are NOT meant to replace teacher preparation or judgment; however, they serve as a resource for good first teaching and making instructional decisions based on best practices, and student learning needs and progress. Teachers should consistently use student data differentiate and scaffold instruction to meet the needs of students. The curriculum maps should be referenced each week as you plan your daily lessons, as well as daily when instructional support and resources are needed to adjust instruction based on the needs of your students.

How to Use the Science Curriculum Maps

Tennessee State Standards

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The TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

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TN Standards Learning Outcome Content ConnectionsStandard 1-Life Science –Cell Structure and Function- 2 weeks

0307.1.1 Use magnifiers to make observations of specific plant and body parts and describe their functions.

I can use the proper tools to view specific plant parts and body parts.

I can describe the functions of specific plant parts and body parts.

Essential Questions

How do magnifiers help to observe the detailed parts of plants and animals?

What are the functions of the major parts of plants and animals?

MacMillan/McGraw-Hill: A Closer Look Grade 3Explain:Lesson 1 Plants and Their Parts pp. 26-37Lesson 2 Animals and Their Structures pp. 38-45Labs and investigationsEngage/Explore: What are some plant parts? (TE) p. 27 Quick Lab Observe Stems (TE) p. 31 Think, Talk, Write Dinah Zike three tab Foldable How do animal’s parts help it meet its needs?

P. 39 Observe a sow bug. Students will predict how

the bug will react when it is touched gently with a cotton swab.

Online Resources: Interactive drag and drop online activity on

plant parts. Identification of Animals In this video

students’ will observe the different parts of animals.

Video resources: Parts of the plants . A plant has many different

parts that perform various functions. Learn about the Parts Of A Plant with Dr.

Binocs.

Academic Vocabulary Structures, roots, nutrients, stem, leaf, leaf vein, edible, Magnifier, skin, pores, lungs

Performance Tasks In the informational text students will

explore the beginning of the microscope and the person who discovered the cell. (Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.) As a class or in small groups, have students observe, classify, and dissect a number of examples of plant organs that have been obtained from the supermarket and pictures or models of animals.

Students should observe each vegetable, describe both its external and internal structure in detail, determine what plant part the vegetable represents, and describe the plant function. If working as groups, students will need to present their knowledge to the entire class.

Students will design an experiment to discover if a snail moves toward or away from bright light.

Standard 2-Life Science – Interdependence- 2 weeks0307.2.1 Categorize things as living or non-living0307.2.2 Explain how organisms with similar needs compete with one another for resources such as food,

I can engage with and categorize in a chart living and non-living things.

I can explain the needs organisms need in order to survive.

Essential Questions

MacMillan/McGraw-Hill: A Closer Look Grade 3Lesson 3 Resources in the Environment pp. 48-59Explain:Labs and Investigations : Engage/Explore:

Academic vocabularyEnvironment, resource, competition, organismPerformance TasksUsing the poem Living Things - Poem by Naveed Akram as an example, students will be evaluated in their understanding of living and

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TN Standards Learning Outcome Content Connectionsspace, water, air, and shelter. What are the basic characteristics of all living

things? What are the general needs of all living

things? What causes competition among organisms

of the same or different type? What are some outcomes of competition

among and within different groups of living things?

How do living and nonliving things differ? (TE) p. 49

Dinah Zike two tab foldable template Explore Musical Chairs (TE) p 56Video resources:Living and nonliving -Students learn that all living things have needs and some of these are air, water, and energy from food. What organisms need to survive? - This video is a fun way to show the students those needs and can also be used as a review.

nonliving things. (Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.) Label a drawing of an environment to

illustrate interrelationships among plants and animals

Use a T-Chart to compare and contrast the characteristics of living and nonliving things

Standard 3-Life Science – Flow of Matter and Energy- 2 weeks0307.3.1 Describe how animals use food to obtain energy and materials for growth and repair.

I can describe how animals use food to obtain energy through the use of a diagram.

Essential Questions

What is the basic difference between how plants and animals obtain materials for energy growth and repair?

What are the different ways that animals obtain food?

What does a food chain illustrate?

MacMillan/McGraw-Hill: A Closer Look Grade 3Explain:Energy Relationships pp. 60-73Labs and InvestigationsEngage/Explore:Explore: What kind of food do owls need? TE p.61Read a photo p. 66Think, Talk, Write p. 67Video Resources: How do beaver get their energy?Pink Palace:Coon Creek Science Center: (McNairy County) Programs: Can You Dig It? Introduction to Coon CreekIn the classroomSuitcase Exhibits: (free) Magnets & Magnetism, Microscopes & Cell Structure, Sun & Moon,Planets & Solar SystemExhibits: Human Impact, Changes, Backyard Wildlife Center

Academic vocabulary Food chain, producer, consumer, energy,

Performance TasksThis informational text will explain the different type of animal’s food in a food chain. (Cite specific textual evidence to support analysis of science and technical texts.)

Using the Essay Map tool online. Students will write about their knowledge of how animals obtain energy and materials for growth and repair.

Standard 5- Life Science – Biodiversity and Change - 2 weeks

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TN Standards Learning Outcome Content Connections

0307.5.1 Explore the relationship between an organism’s characteristics and its ability to survive in a particular environment.

0307.5.2 Classify organisms as thriving threatened, endangered, or extinct.

I can create a charted diagram that will explain the classification organisms as thriving, endangered or extinct.

I can write about how certain animal’s abilities to survive.

Essential Questions

What are some factors that can cause significant change to the environment?

How do individual plant and animal species respond to major changes in the environment?

What stages does a species can pass through on its way toward extinction?

What are driving factors that account for how well a particular type of organism survives in a given environment?

MacMillan/McGraw-Hill: A Closer Look Grade 3Explain:Lesson 2 Survival in Different Environmentspp. 130-143Lesson 4 Populations pp.154-163

Labs and Investigations:Engage/Explore:How can organisms be classified? (TE) p. 155Quick lab: A Changing Environment (TE) p. 157

Online resources:Return of the species Students can read on a variety of species that are categorized as endangered or are coming off of the endangered species list.Video resources:15 Rarest & Critically Endangered Animals on Earth students will view and learn about the 15 most endangered animals.

Academic vocabularyCamouflage, nocturnal, mimicry, hibernate, migrate, population, thriving, threatened, endangeredPerformance TasksStudents will understand more about Organism relationship through this informational text. Discussion charts should be created to show relations between each type of organism. (Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.)Science fair ideaStudents engage in researching actions that are currently in place to save the Javan Rhinoceros, Strawberry Tigers, Maui Dolphins, or the Ivory-Billed Woodpecker from extinction. Make predictions/inferences that includes graphs and charts about population, environmental change, as well as what would happen to the of animals species if protocols in place worked for the next 30 years and if they did not.

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