PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM ... · PDF fileDIVISION OF CURRICULUM AND INSTRUCTION SCIENCE – GRADE 3 ... How Living Things Function ... What is Understanding

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION

SCIENCE – GRADE 3

Length of Course: Term Elective/Required: Required School: Elementary Student Eligibility: Grade 3 Credit Value: N/A Date Approved: 11/22/10

SCIENCE – GRADE 3

TABLE OF CONTENTS

Statement of Purpose …………………………………………………………………… 3 Introduction ……………………………………………………………………………….. 5 Unit One: How Living Things Function (Life Science) ……………………………….. 7 Unit Two: The Earth in Space (Earth Science) ……………………………………….. 13 Unit Three: Matter (Physical Science) …………………………………………………. 19 Scientific Investigation Report Rubric (Grades 3-4) ………………………………….. 25 Scientific Observation Report Rubric (Grades 3-5) ………………………………….. 26 Appendix A ………………………………………………………………………………... 27 Appendix B ………………………………………………………………………………... 28 Appendix C ………………………………………………………………………………... 29 Framework for Essential Instructional Behavior (Draft 14) ....................................... 30

Modifications will be made to accommodate IEP mandates for classified students.

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SCIENCE – GRADE 3

SCIENCE CURRICULUM GUIDE KINDERGARTEN TO GRADE FIVE

STATEMENT OF PURPOSE

The purpose of this Science Curriculum Guide for Kindergarten to Grade Five is to provide experiences for our elementary students to build a deeper understanding of the natural world around them. These experiences are developed through the students‟ reading and observations, interaction with technology, and hands-on inquiry-based experiences. As stated in the New Jersey Core Curriculum Content Standards for Science, “Scientific Literacy assumes an increasingly important role in the context of globalization. The rapid pace of technological advances, access to an unprecedented wealth of information, and the pervasive impact of science and technology on day-to-day living require a depth of understanding that can be enhanced through quality science education. In the 21st century, science education focuses on the practices of science that lead to a greater understanding of the growing body of scientific knowledge that is required of citizens in an ever changing world.” Three topics of study have been identified as mandated for each grade level to ensure a greater depth of understanding of Life Science, Earth Science, and Physical Science. The units in this guide were based on the 2009 New Jersey Core Curriculum Content Standards and content-specific Cumulative Progress Indicators have been identified for each topic. Standard 5.1 Science Practices embody practical application of science knowledge and include understanding scientific explanations, generating scientific evidence, reflecting on scientific knowledge, and participating productively in science. Science content is presented in Physical Sciences, standard 5.2, Life Science, standard 5.3, and Earth Systems, standard 5.4. This guide was designed to provide a well balanced and focused science program in the elementary grades building a strong foundation in the three areas of science. The use of the scientific method is the basis for all inquiries and experiments so that students engage in hands-on investigations and learn to record their findings in lab reports in the upper elementary grades. In order to address the concepts and skills in each unit, teachers should select from the suggested activities and instructional strategies. Grade appropriate lab report guidelines and templates included for Grades Three to Five have been correlated to the format used in the middle school and can be adapted to meet the students‟ needs. On-going assessment of learning should be formal and informal. Examples of unit assessments have been provided; however, teachers may adapt or create assessments to measure the students‟ understanding of the unit objectives and essential questions. These grade level units have been revised and updated by: Kindergarten to Grade 3, 2008 Lynne Chonka #9 Laura Floursch #8 Aimee Petagna #14 Lynn Scherer #18 Douglas Stokes #16 Kindergarten to Grade 2, 2010 Christine Beni #10 Patricia Norman #11 Lynn Scherer #18

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SCIENCE – GRADE 3 Kelly Wojcik #18 Grades 4 to 5, 2008 Pamela Aurilio, #16 Anne Diehl, #17 Tori Kowalsky #17 Douglas Stokes #16 Grades 3 to 5, 2010 Dina O‟Brien #8 Donna Abatemarco #9 Patricia Norman #11 Denise Adams #14 Allyson Price #14 Douglas Stokes #16 Donald Plavoet #17 Under the direction of Lois Hagie and Mary Mavroudas, Elementary Supervisors Developing Partnerships to Support Science Understandings, Articulation between Elementary and Middle School Science 2009 -2010 Dina O‟Brien #8 Donna Abatemarco #9 Julie Uchitel #10 Kim Plodzien #11 Kelly Amabile #13 Yvonne Abrams #13 Allyson Price #14 Amy Fuentes #15 Fran Perilo #16 Donald Plavoet #17 Amy Marzano #18 Susan Kinahan JAMS Magdalena Zaremba JAMS Donna Kohut TJMS Regina Arnold TJMS Bronwyn Glor WWMS Janice Perlin WWMS Judy Freifeld HHMS Jill Sotsky HHMS Under the direction of Lois Hagie and Mary Mavroudas, Elementary Supervisors, and Laura Darrah and Peter Skarecki, Science Supervisors

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SCIENCE – GRADE 3 Introduction

The most precious resource teachers have is time. Regardless of how much time a course is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is imperative that teachers utilize the time they have wisely in order to maximize the potential for all students to achieve the desired learning. High quality educational programs are characterized by clearly stated goals for student learning, teachers who are well-informed and skilled in enabling students to reach those goals, program designs that allow for continuous growth over the span of years of instruction, and ways of measuring whether students are achieving program goals. The Edison Township School District Curriculum Template

The Edison Township School District has embraced the backward-design model as the foundation for all curriculum development for the educational program. When reviewing curriculum documents and the Edison Township curriculum template, aspects of the backward-design model will be found in the stated enduring understandings/essential questions, unit assessments, and instructional activities. Familiarization with backward-design is critical to

working effectively with Edison‟s curriculum guides. Guiding Principles: What is Backward Design? What is Understanding by Design?

“Backward design” is an increasingly common approach to planning curriculum and instruction. As its name implies, “backward design” is based on defining clear goals, providing acceptable evidence of having achieved those goals, and then working „backward‟ to identify what actions need to be taken that will ensure that the gap between the current status and the desired status is closed.

Building on the concept of backward design, Grant Wiggins and Jay McTighe (2005) have developed a structured approach to planning programs, curriculum, and instructional units. Their model asks educators to state goals; identify deep understandings, pose essential questions,

and specify clear evidence that goals, understandings, and core learning have been achieved.

Program based on backward design use desired results to drive decisions. With this design, there are questions to consider, such as: What should students understand, know, and be able to do? What does it look like to meet those goals? What kind of program will result in the outcomes stated? How will we know students have achieved that result? What other kinds of evidence will tell us that we have a quality program? These questions apply regardless of whether they are goals in program planning or classroom instruction.

The backward design process involves three interrelated stages for developing an entire curriculum or a single unit of instruction. The relationship from planning to curriculum design, development, and implementation hinges upon the integration of the following three stages.

Stage I: Identifying Desired Results: Enduring understandings, essential questions, knowledge and skills need to be woven into curriculum publications, documents, standards, and scope and sequence materials. Enduring understandings identify the “big ideas” that students will grapple with during the course of the unit. Essential questions provide a unifying focus for the unit and students should be able to answer more deeply and fully these questions as they proceed through the unit. Knowledge and skills are the “stuff” upon which the understandings are built.

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SCIENCE – GRADE 3 Stage II: Determining Acceptable Evidence: Varied types of evidence are specified to ensure

that students demonstrate attainment of desired results. While discrete knowledge assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc…) will be utilized during an instructional unit, the overall unit assessment is performance-based and asks students to demonstrate that they have mastered the desired understandings. These culminating (summative) assessments are authentic tasks that students would likely encounter in the real-world after they leave school. They allow students to demonstrate all that they have learned and can do. To demonstrate their understandings students can explain, interpret, apply, provide critical and insightful points of view, show empathy and/or evidence self-knowledge. Models of student performance and clearly defined criteria (i.e.: rubrics) are provided to all students in advance of starting work on the unit task.

Stage III: Designing Learning Activities: Instructional tasks, activities, and experiences are aligned with stages one and two so that the desired results are obtained based on the identified evidence or assessment tasks. Instructional activities and strategies are considered only once stages one and two have been clearly explicated. Therefore, congruence among all three stages can be ensured and teachers can make wise instructional choices.

At the curricular level, these three stages are best realized as a fusion of research, best practices, shared and sustained inquiry, consensus building, and initiative that involves all stakeholders. In this design, administrators are instructional leaders who enable the alignment between the curriculum and other key initiatives in their district or schools. These leaders demonstrate a clear purpose and direction for the curriculum within their school or district by providing support for implementation, opportunities for revision through sustained and consistent professional development, initiating action research activities, and collecting and evaluating materials to ensure alignment with the desired results. Intrinsic to the success of curriculum is to show how it aligns with the overarching goals of the district, how the document relates to district, state, or national standards, what a high quality educational program looks like, and what excellent teaching and learning looks like. Within education, success of the educational program is realized through this blend of commitment and organizational direction.

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SCIENCE – GRADE 3

How Living Things Function- (Life Science) Targeted Standards: Standard 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. Standard 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. Standard 5.4 (Earth 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. Unit Objectives/Conceptual Understandings:

Students will understand that all organisms have basic needs. Students will understand that both plants and animals can be classified according to their parts and/ or characteristics. Students will understand that plants and animals grow, reproduce and die during their life cycles. Students will understand that scientists study fossils to learn about animals that lived long ago. Students will understand that some animals have become extinct and others are in danger of becoming extinct. Students will understand that offspring usually resemble their parents, but individuals in a species may have different traits. Essential Questions: Why are living things classified by their similarities and variations? Why do many species of animals and plants follow different

life cycles? How can humans protect animals from becoming extinct? Unit Assessment: Teacher-developed assessment that will demonstrate student understanding of the unit objectives and the essential questions

related to this unit. One example might be: Humans and dolphins have several traits in common. Since they have these common traits, they belong (classified) into the same animal groups (vertebrates & mammals). Draw a picture of a human and a dolphin side by side. Label their similar traits. Write the names of the animal groups that they belong to. Write a brief paragraph about their common traits.

Core Content Objectives

Instructional Actions

Cumulative Progress Indicators Concepts What Students Will Know

Skills What Students

Will Be Able To Do

Activities/Strategies

Technology Implementation/ Interdisciplinary Connections

Assessment Check Points

5.3.4.A Organization and Development 1. Develop and use evidence-based criteria to determine if an unfamiliar object is living or nonliving.

Living things can be classified into groups. Plants and animals are two of those groups.

Identify and use the scientific process during investigations and experiments. Recognize, define, and apply relevant vocabulary.

Make a class K-W-L Chart on plants. Use it to help guide instruction. Take a walk around school and observe the different types of plants.

Journal Responses Lab Investigations/ Reports

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SCIENCE – GRADE 3

How Living Things Function- (Life Science) (cont.)





Will Be Able To Do

Activities/Strategies Technology Implementation/ Interdisciplinary Connections


2. 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. 3. Describe the interactions of systems involved in carrying out everyday life activities.

Skeletal system Reproductive system

5.3.4.B. Matter and Energy Transformations 1. Identify sources of energy (food) in a variety of settings (farm, zoo, ocean, forest) 5.3.4.D. Heredity and Reproduction 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. 5.4.4.B. History of Earth 1. Use data gathered from observations of fossils to argue whether a given fossil is terrestrial or marine in origin.

Plants can grow on land or water, cannot move to a different place, and often have green leaves. Plants are made up of cells. A seed is the first stage of a new plant, beginning with germination and sprouting. Some parts of a plant are the roots, stem, and leaves. The different parts of a plant help the plant meet its basic needs. A plant makes its own food. Scientists classify plants: -Leaves are classified by leaf margin (outer edge), texture and vein pattern. -Stems can be woody or soft. Root systems can be fibrous or as a taproot. Plants have different parts that help them survive in different environments.

Observe germination and sprouting. Identify and describe the basic needs of plants. Identify the roots, stems, and leaves of plants and explain the function of each. Classify samples of leaves based on observable characteristics. Classify plants by shapes, textures and vein patterns of leaves and by their roots and stems. Identify the plant structures that allow growth, reproduction, and survival in different environments.

Model how backbones help vertebrates move. Classify vertebrates by their behaviors and physical traits and compare their characteristics. Identify and describe common invertebrates.

Plant and watch seeds grow. Record observations. Create a book that illustrates the parts of a plant and its basic needs. Design a plant: Give students the environment and have them create a plant to survive in that environment. Label the parts and their functions. Write a commercial that describes how a plant makes food. Write a story or comic strip about the adventures a seed may take as it ventures out on its own. Make a poster on how plants help mankind (food, medicines, shelter, etc.). Make a Venn Diagram comparing & contrasting plants and animals. Create an invertebrate/ vertebrate book of questions. Make an invertebrate/ vertebrate matching game.

Informal Assessments Formal Assessments Chapter Quizzes/ Tests Unit Assessment Performance Assessments Homework

http://education.state.nj.us/cccs/?_cpi;cpi_uid=5.5.4.A.4




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Will Be Able To Do




Most plants reproduce using seeds.

Plants spread seeds using wind, water and/ or animals.

Animals can be classified according to their backbone.

Animals with backbones are vertebrates. (Mammals, birds, fish, amphibians, reptiles)

Humans are mammals.

Animals without backbones are invertebrates. (Sponges, sea stars, sea urchins, worms, corals & jellies, snails & squids, arthropods) Arthropods are the largest group of invertebrates. (butterflies, ants, centipedes, millipedes, spiders, crabs, lobsters, etc) Fossils provide information about extinct animals and animals that lived long ago. If an animal‟s habitat changes, it may not find the food, water and shelter it needs to live and may become extinct.

Classify invertebrates by their physical characteristics. Describe fossils. Compare and contrast extinct animals. Explain why some species of animals are endangered. Observe Seed and Seedling stages. Identify and describe the life cycles of a flowering plant or conifer. Observe and describe the life cycle of the butterfly. Compare and contrast the life cycles of different types of animals. Compare the ways animals resemble their parents. Explain variation among individuals and species.

“What‟s New at Insect Zoo” Readers‟ Theater – TE p. A50 Make a class list of extinct and endangered species. Role play scenarios on how humans can protect endangered species. Write a letter to the government, outlining why an endangered animal should be protected. Make posters of different life cycles. Compare/ contrast as a class or in small groups. Make predictions (through drawings) of what animals/ plants will look like at different stages of their life cycle. Collect seeds and compare them. Create a chart that shows how students are similar to their parents. Use pictures to compare and contrast different traits of animals. How are they similar? Different? Sell Yourself: Write an advertisement about being an individual. Explore careers in science.

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Many modern animals are similar to extinct animals. An endangered species is a species that has so few individuals left it may soon become extinct. Endangered species and their habitats must be protected. Humans play an important part in protecting endangered species. A life cycle is a series of changes that a living thing goes through during its lifetime. Plants and animals have life cycles. Seeds (the first stage of the plant life cycle) are formed when pollen moves from one part of a plant to another. Flowering plants grow and reproduce by making fruits and seeds from flowers. Conifers grow and reproduce by making seeds from cones.

Houghton Mifflin Investigate

“How Do Plants Use Their Parts?” TE p.A4 (Inquiry Skill – Observe) “How Do Parts Help Classify Plants?” TE p.A14 (Inquiry Skill – Communicate) “How Do Their Parts Help Plants Survive?” TE p. A22 (Inquiry Skill – Infer) “Which Animals Are Vertebrates?” TE p.A34 (Inquiry Skill – Use Models) “Which Animals Are Invertebrates?” TE p.A44 (Inquiry Skill – Experiment) “Which Animals Lived Long Ago?” TE p.A54 (Inquiry Skill – Classify) “Which Are Plant Life Cycles?” TE p.A68 (Inquiry Skill – Observe) “What are Some Animal Life Cycles?” TE p.A74 (Inquiry Skill – Communicate)

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Cumulative Progress Indicators

Concepts What Students Will Know


Will Be Able To Do



All animals have life cycles with some similarities, but butterflies and other insects change more than some other animals do. Amphibians change form during their life cycles. Reptiles lay eggs, but do not change form as they grow. Adult animals reproduce and make new offspring. Some animals are born live and others hatch from eggs. Offspring have traits similar to their parents. Offspring and their parents may not look exactly alike, but the differences are usually not extreme. Individuals of the same kind usually vary in appearance. An organism‟s traits can be affected by how it interacts with its environment.

“How can Living Things Vary?” TE p. A82 (Inquiry Skill – Use Numbers) Use of DVD‟s, VHS, CD Roms and the Internet.

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Resources: Essential Materials, Supplementary Materials, Links to Best Practices Houghton Mifflin Science 2007 text and support materials Unit A How Living Things Function Recommended Resources: GEMS Units: Bones and Skeletons Terrarium Habitats Ant Homes Underground Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner Internet Sources: (Developmentally appropriate books, lessons, and other resources.) See CRT www.sciencea-z.com (GEMS home site; source of program overview, professional development, activities, videos, networking, how to contact GEMS staff with questions or feedback, GEMS alignment with standards, etc.) www.lhsgems.org Growing Different Types of Plants http://www.nj.gov/education/njpep/frameworks/science/5.5.4a2-89.html Classifying http://www.nj.gov/education/njpep/frameworks/science/554b1.html http://www.nj.gov/education/njpep/frameworks/science/5.5.4b1-88.html Houghton Mifflin Science Support Website www.eduplace.com/ Cricket Connections Discover! Simulations Crossword Puzzles eGlossaries eWord Games Word Finds

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Consult IEPs and 504 plans to differentiate instruction based on individual needs. Utilize science support readers in small group settings. Utilize audio student book. Assign roles or specific tasks for group projects. Provide study guides. Provide extension menus. Utilize peer tutors Differentiate products/presentations to accommodate multiple intelligences and Gifted and Talented. Curriculum compacting for Gifted and Talented Provide support for independent study for Gifted and Talented.

http://www.sciencea-z.com/

http://www.lhsgems.org/

http://www.nj.gov/education/njpep/frameworks/science/5.5.4a2-89.html

http://www.nj.gov/education/njpep/frameworks/science/554b1.html

http://www.eduplace.com/

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SCIENCE – GRADE 3

The Earth in Space- (Earth Science) Targeted Standards: Standard 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. Standard 5.4 (Earth 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. Unit Objectives/Conceptual Understandings: Students will understand that the water supply is constantly being renewed through the water cycle.

Students will understand that our solar system is made up of the Sun, planets, and the moon. Students will understand that each part of the solar system has its own features. Students will understand that day and night are caused by the Earth‟s rotation. Essential Questions: How do cycles and patterns in space affect the Earth? How are the different parts of the solar system related? How do

atmospheric conditions affect the Earth? Unit Assessment: Teacher-developed assessments that will demonstrate student understanding of the unit and the essential questions. One

example might be: Students will create a model of one of the inner planets and produce a written or oral report. The report should include characteristics of the planet, and reasons why life can or cannot be sustained on that planet. The student could then report on what the planet would need in order for life to survive.






Will Be Able To Do



5.4.4.A. Objects in the Universe. 1. Formulate a general description of the daily motion of the Sun across the sky based on shadow observations. Explain how shadows could be used to tell the time of day. 2. Identify patterns of the moon‟s appearance and make predictions about its future appearance based on observational data.

Water moves in a cycle. Water on Earth is found in different states: solid, liquid, and gas. Water changes state when heat is added or taken away. Living things are part of the water cycle.

Identify and use the scientific process during investigations and experiments. Recognize, define, and apply relevant vocabulary. Explain that water exists naturally in three states on Earth and that it changes when heat is added or taken away.

Illustrate the different stages of the water cycle. Differentiate between solid, liquid, and gas. Identify object as solid, liquid, or gas. Create a story or comic strip about a drop of water moving through the water cycle.

Journal Responses Lab Investigations/ Reports Informal Assessments Formal Assessments

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SCIENCE – GRADE 3

The Earth in Space- (Earth Science) (cont.) Core Content Objectives





Will Be Able To Do



3. 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). 5.4.4.C. Properties of Earth Materials 1. Describe Earth as one of several planets that orbit the sun and the moon as a satellite of the Earth. 5.4.4.F. Climate and Weather 1. Identify patterns in data collected from basic weather instruments 5.4.4.G. Biochemical Cycles 1. Explain how clouds form. 2. Observe daily cloud patterns, types of precipitation, and temperature, and categorize the clouds by the conditions that form precipitation. 3. Trace a path a drop of water might follow through the water cycle. 4. Model how the properties of water can change as water moves through the water cycle

The atmosphere is the layer of air that covers the Earth‟s surface, to keep the Earth warm. There are different types of clouds. Weather is the condition of the atmosphere at a certain place and time. Weather can be measured as it changes. Climate is the average weather conditions in an area over time. Different regions around the world have different climates based on their locations. Scientists use telescopes to observe and learn about objects in space. The inner planets and the outer planets orbit the sun. Together they make up the solar system. The inner planets are small, ball shaped, solid, and rocky.

Describe the water cycle. Observe and record daily changes in weather. Demonstrate that the atmosphere is a layered blanket of air that surrounds the Earth. Identify the factors that make up weather. Describe weather maps and how they are used. Describe a location‟s average temperature and how it relates to latitude. Identify temperature and precipitation as the two main components of climate. Identify how climate and latitude are related. Identify telescopes as instruments used to study planets and stars. Identify the parts of the Solar System. Describe an asteroid and the asteroid belt.

Compare and contrast the different clouds in the sky. Create a poster about different types of clouds. Create a picture book/ dictionary of vocabulary words. Create a weather journal. Create graphs of daily temperatures in a location. Compose a weather report. Create a map of different climate zones. Match locations with the correct climate zone. Label the sun, planets, asteroid belt, and the moon on a diagram. Create posters about a planet. Create an informational book about an inner planet. Research an astronomer. Create a model of the Inner Planets.

Chapter Quizzes/ Tests Unit Assessment Performance Assessments Homework

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Earth rotates on its axis and revolves around the sun. Earth‟s rotation causes day and night. The moon‟s movement around the Earth causes the phases of the moon. The stars are large balls of hot gases that give off light and other forms of energy. The sun is the closest star to Earth. Stars can be grouped into constellations.

Model the orbits of the planets. Identify and describe the inner planets. Demonstrate how the Earth revolves around the sun. Model how the Earth‟s rotation causes day and night, and that the tilt of the Earth‟s axis causes changing daylight lengths throughout the year. Model the phases of the moon. Identify the moon as a satellite of Earth. Describe the moon and what causes its phases. Model constellations. Recognize constellations as patterns of stars in the sky.

Compare/contrast the inner planets Create a story about visiting one of the inner planets. Create a model of rotation and revolution using a ball and a lighted lamp. Illustrate the rotation of the Earth causing day and night. Create a story about a day in the life of a living thing on Earth from sunrise one day to sunrise the next. Illustrate the phases of the moon. Create a new constellation. Houghton Mifflin Investigate “What is the Water Cycle” TE p. D4 (Inquiry Skill- Predict) “Weather Report” TE p. D13 (inquiry Skill- Communicate) “World Weather” TE p. D23 (Inquiry Skill- Research) “Making a Telescope” TE p. D 37 (Inquiry Skill – Compare)

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“Planet Movements” TE p. D43 (Inquiry Skill – Use Models) “Orbiting the Sun” TE p. D 53 (Inquiry Skill – Predict) “A Long Day” TE p. D67 (Inquiry Skill – Use Models) “Moon Motion” TE p. D 73 (Inquiry Skill – Communicate) “Star Gazing” TE p. 83 (Inquiry Skill – Ask Questions) Science Curriculum Framework Activities (see websites in Internet Sources Section) Weather Journal. Students write daily weather conditions in their weather journals .In their journal entries, students could also write about the type of clothing they could wear outdoors and what activities they could do that day. Weather Station. Students establish a class weather station using homemade or basic instrumentation such as a thermometer, barometer, rain gauge, wind vane, and anemometer.

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Connect the Stars: Give student groups pieces of paper with stars in various positions. The students connect the stars to make an object and write a story that tells how the object entered the sky. Student groups act out their stories about their constellations.

Resources: Essential Materials, Supplementary Materials, Links to Best Practices Houghton Mifflin Science 2007 text and support materials Unit D The Earth in Space Recommended Resources: GEMS Units: Mystery Festival The Sun and Its Family (McGraw-Hill) Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner Internet Sources: (Developmentally appropriate books, lessons, and other resources.) See CRT www.sciencea-z.com (GEMS home site; source of program overview, professional development, activities, videos, networking, how to contact GEMS staff with questions or feedback, GEMS alignment with standards, etc.) www.lhsgems.org

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Consult IEPs and 504 plans to differentiate instruction based on individual needs. Utilize science support readers in small group settings. Utilize audio student book. Assign roles or specific tasks for group projects. Provide study guides. Provide extension menus. Utilize peer tutors. Differentiate products/presentations to accommodate multiple intelligences and Gifted and Talented.



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SCIENCE – GRADE 3

The Earth in Space- (Earth Science) (cont.) Let‟s Think About Day and Night http://pbskids.org/jayjay/care.curr.cl.l2.act.html Constellations http://www.col-ed.org/cur/sci/sci05.txt The Universe http://www.space.kids.us/exploreuniverse.html The Solar System http://www.space.kids.us/solarsystem.html Weather Journal http://www.nj.gov/education/njpep/frameworks/science/584b3.html Weather Station http://www.nj.gov/education/njpep/frameworks/science/584b3.html Moon Journal http://www.nj.gov/education/njpep/frameworks/science/594a2.html Connect the Stars http://www.nj.gov/education/njpep/frameworks/science/594c1.html www.eduplace.com/ Cricket Connections Discover! Simulations Crossword Puzzles eGlossaries eWord Games Word Finds

Curriculum compacting for Gifted and Talented Provide support for independent study for Gifted and Talented.

http://pbskids.org/jayjay/care.curr.cl.l2.act.html

http://www.col-ed.org/cur/sci/sci05.txt

http://www.space.kids.us/exploreuniverse.html

http://www.space.kids.us/solarsystem.html



http://www.nj.gov/education/njpep/frameworks/science/594a2.html

http://www.nj.gov/education/njpep/frameworks/science/594c1.html


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SCIENCE – GRADE 3

Matter (Physical Science) Targeted Standards: Standard 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. Standard 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. Unit Objectives/Conceptual Understandings: Students will understand that physical properties of matter can be observed with their senses

and measured with tools and that some physical properties make matter useful. Students will understand that physical changes in size, shape or state, can make matter more useful, but never change the makeup of matter. Students will understand that chemical changes, such as burning fuel or cooking food, produce new matter with different properties. Students will understand that when mixed together in any combinations, solids, liquids and gases retain their physical properties. Essential Questions: How does understanding matter make it useful for everyday living and problem solving? Unit Assessment: Teacher-developed assessment that will demonstrate student understanding of the unit objectives and the essential

questions related to this unit. One example might be: Students will find a simple recipe for pumpkin bread and then list the steps needed to make the bread. They will identify each step as a physical or chemical change.






Will Be Able To Do



5.2.4.A. Properties of Matter 1. Identify objects that are composed of a single substance and those that are composed of more than one substance using simple tools found in the classroom. 2. Plan and carry out an investigation to distinguish among solids, liquids, and gases.

Matter is anything that has mass and takes up space. Air is an example of matter. Solid, liquid and gas are three familiar states of matter. The physical properties of matter are characteristics of matter that can be observed with the five senses and measured using tools.

Identify and use the scientific process during investigations and experiments. Recognize, define, and apply relevant vocabulary.

Classify objects according to their observable properties. Describe the physical properties of matter.

Brainstorm a list of things that are matter, and formulate a class definition of matter. Blow up a balloon to demonstrate that air is matter. Discuss/ show/ model some tools that scientists use to measure matter.

Journal Responses Lab Investigations/ Reports Informal Assessments Formal Assessments Chapter Quizzes Tests

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SCIENCE – GRADE 3 Matter (Physical Science) (cont.)






Will Be Able To Do




3. Determine the weight and volume of common objects using appropriate tools. 5.2.4.B. Changes in Matter 1. 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.

All objects have mass, which is the amount of matter they contain. Matter takes up space, or has volume. State of matter, shape, size, color, texture, and temperature are some examples of physical properties of matter. A physical change in matter is a change in the way that matter looks. (example: size, shape or state of matter) Matter can change from one state to another when energy is added to or taken away from it. Folding, cutting, mixing and other physical changes make matter useful. A chemical property of matter describes how it reacts with other kinds of matter. Some chemical properties of matter are the ability to rust, burn, and explode.

Identify three familiar states of matter. Measure volume. Measure mass. Observe and describe physical changes in matter. Explain the difference between a physical change and a chemical change in matter. Explain how matter can change from one state to the next. Observe and describe a chemical change. Explain how a chemical change in matter changes the composition of the matter. Provide common examples of chemical changes. Recognize some examples of chemical changes that are useful. Create mixtures and identify the properties of their components. Compare and contrast pure substances and mixtures.

Make an, “I Know About the States of Matter Book”. Include examples of solids, liquids and gases. Observe matter by using the five senses. Practice recording findings/ observations in a journal. (smell samples, blindfolds, texture of different objects, etc) Create an advertisement/ commercial for some useful purposes of matter. Make a flip book on the changing states of matter. Compare and contrast the shapes of solids and liquids. Make a Venn Diagram comparing boiling and evaporation. How are they alike? Different? Create paper airplanes to demonstrate how “folding paper” is a physical change that makes matter useful.

Unit Assessment Performance Assessments Homework

Matter (Physical Science) (cont.)

21

SCIENCE – GRADE 3 Core Content Objectives





Will Be Able To Do



In a chemical change, one kind of matter becomes a new/ different kind of matter. In a chemical change, the original matter and the new matter have different properties. One‟s health depends on chemical changes that take place in the body. A single kind of matter with certain properties is called a substance. A mixture is a combination of two or more substances. Creating a mixture may change the physical characteristics of the combined substances, but their properties do not change. Mixtures can be made by combining solids with liquids, combining liquids with gases, or combining solids with gases.

Separate mixtures three ways: by hand, with tools, and through evaporation. Make and compare mixtures and solutions. Explain why a solution cannot be separated by hand.

Mold clay to create different uses for matter. (Paperweight, bowl, statue, pencil holder, etc.) Brainstorm a class list of useful objects that were created through physical change. Design and create a new product made through physical changes to one or more materials. Make cause and effect pictures for common chemical changes. Make a poster on how you could stop iron from rusting. Create a picture of the human body and label it with examples of chemical changes that take place. Do a cooking demonstration to illustrate chemical changes. Explore “Extreme Science” TE p. E26 to understand how sand turns to glass. Brainstorm a list of substances.

22







Will Be Able To Do




A mixture can be separated using the physical properties of the matter that makes up the mixture. Some mixtures can be separated by hand; others can be separated by tools. A solution is a special kind of mixture in which two or more substances are evenly mixed. A solution is formed when one material dissolves, or mixes completely, in another material. Solutions can be mixtures of any combination of solids, liquids, or gases. Solutions can be separated by using the properties of their parts, such as the ability to change state.

Create mixtures using the substances previously brainstormed. Create a Venn diagram comparing/ contrasting substances and mixtures. Create a picture book of the 3 different types of mixtures. Create a poster about the different types of mixtures. Create a chart with the different ways to separate mixtures. Make a Venn Diagram comparing/contrasting mixtures and solutions. Illustrate the process of making and separating a solution. Houghton Mifflin INVESTIGATE “What Are Physical Properties?” TE p. E4 (Inquiry Skill – Compare) “What Is a Physical Change in Matter?” TE p. E12 (Inquiry Skill – Observe)

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SCIENCE – GRADE 3

Matter (Physical Science) (cont.)

“What Is a Chemical Change in Matter?” TE p. E20 (Inquiry Skill – Infer) “How Are Mixtures Made?” TE p. E32 (Inquiry Skill- Observe) “How Can Mixtures Be Separated?” TE p. E40 (Inquiry Skill-Record Data) “What Are Solutions?” TE p. E50 (Inquiry Skill- Analyze Data)

Resources: Essential Materials, Supplementary Materials, Links to Best Practices Houghton Mifflin Science 2007 text and support materials Unit E Matter Recommended Resources Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner Mystery Festival- GEMS Guide Related Literature Solids, Liquids, and Gases: From Ice Cubes to Bubbles- C. Ballard, Heinemann 2004 What‟s the Matter in Mr. Whisker‟s Room? – M.E.Ross, Candlewick 2004 Solids and Liquids: Science Facts and Experiments- D. Glover, Kingfisher 2002 Kitchen Science-C. Maynard, DK 2001 Matter and Materials: Hands-On Science- S. Angliss, Kingfisher 2001 I Wonder Why Soap Makes Bubbles and Other Questions About Science- B. Taylor, Kingfisher 1994

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Consult IEPs and 504 plans to differentiate instruction based on individual needs. Utilize science support readers in small group settings. Utilize audio student book. Assign roles or specific tasks for group projects. Provide study guides. Provide extension menus. Utilize peer tutors

24


Internet Sources: (Developmentally appropriate books, lessons, and other resources.) See CRT www.sciencea-z.com Solids, Liquids and Gases www.sciencea-z.com (GEMS home site; source of program overview, professional development, activities, videos, networking, how to contact GEMS staff with questions or feedback, GEMS alignment with standards, etc.) www.lhsgems.org Solids, Liquids and Gases www.sciencea-z.com Cabbage Juice, Liquid Layers, Magnifier projects http://www.nj.gov/education/njpep/frameworks/science/564a1.html More Magnifying Glass Activities http://www.nj.gov/education/njpep/frameworks/science/5.6.4a1-140.html Using Thermometers to Measure Ice and Water http://www.nj.gov/education/njpep/frameworks/science/564a3.html Comparing Mystery Liquids http://www.nj.gov/education/njpep/frameworks/science/564a4.html www.eduplace.com/ Cricket Connections Discover! Simulations Crossword Puzzles eGlossaries eWord Games Word Finds

Differentiate products/presentations to accommodate multiple intelligences and Gifted and Talented. Curriculum compacting for Gifted and Talented Provide support for independent study for Gifted and Talented.






http://www.nj.gov/education/njpep/frameworks/science/5.6.4a1-140.html




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SCIENCE – GRADE 3

Scientific Investigation Report Rubric (Grades 3-4) Title of Report Date

Authors' names: _________________________________ _________________________________ __________________________________ _________________________________

Beginning

0 Developing

1 Accomplished

2 Exemplary

3 Score

Introduction

Does not give any information about what to expect in

the report

Gives very little information

Gives too much information--more like

a summary

Presents a concise lead-in

to the report

Research Does not answer

any questions suggested

Answers some questions

Answers some questions and includes a few other interesting

facts

Answers most questions and includes many

other interesting facts

Procedure

No procedure listed.

Procedural steps are not sequential and/or details missing.

Most of the steps are present but are lacking sufficient detail.

Procedural steps are logical, sequential, and detailed.

Conclusion

No conclusion present.

Conclusion is present but is inaccurate, doesn‟t address the question/hypothesis, is not in paragraph form, and/or lacks supporting details.

Conclusion addresses the question/hypothesis in paragraph form, but lacks supporting details.

Conclusion addresses the question/ hypothesis in paragraph form, and includes supporting details.

Overall Presentation/ Mechanics

Report is illegible with many spelling and grammar errors.

Report is illegible with some spelling and grammar errors.

Report is clearly written but has few spelling and grammar errors.

Report is clearly written and free of spelling and grammar errors.

Timeliness More than one week late

Up to one week late Up to two days late Report handed in on time

TOTAL

Rubric Totals A+ (18) B+ (14) C+ (10) D (6 and below) A (16-17) B (12-13) C (8-9) A- (15) B- (11) C- (7)

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SCIENCE – GRADE 3

Scientific Observation Report Rubric (Gr. 3-5)

Title of Report Date

Authors' names: _________________________________ _________________________________ __________________________________ _________________________________

Beginning

0

Developing

1

Accomplished

2

Exemplary

3

Score

Title Title is missing. Title is unrelated. Title is related. Title is concise and related.

Purpose Does not address an issue related to the investigation

Addresses an issue not related to the investigation

Addresses an issue somewhat related to the investigation

Addresses a real issue related to the investigation

Materials No materials are listed.

Minimal materials are listed.

Most materials are listed.

All materials used are listed.

Safety Safety rules are missing.

Safety rules are not related to the investigation.

Most related safety rules are present.

All related safety rules are present.

Procedure No steps are present.

Most steps are missing, confusing, or not sequential

Most steps are sequential and detailed.

All steps are clearly stated and sequential.

Observation/data collection

No information is recorded.

Information is recorded, but contains some inaccuracies.

Most information is complete with few inaccuracies.

All information is present and accurate.

Analysis No analysis is present.

Some evidence of analysis is present but illogical.

Most analysis is present and logical.

Analysis is present and logical.

Overall Presentation/ Mechanics

Investigation report is illegible with many spelling and grammar errors.

Investigation report is legible with some spelling and grammar errors.

Investigation report is clearly written, with few spelling and grammar errors.

Investigation is clearly written and free of spelling and grammar errors.

Timeliness More than one week late

Up to one week late

Up to two days late Report handed in on time.

Total Score

Rubric Totals A+ (25-27) B+ (19-20) C+ (13-14) D (8 and below) A (23-24) B (17-18) C (11-12) A- (21-22) B- (15-16) C- (9-10)

27

SCIENCE – GRADE 3 Appendix A

28

SCIENCE – GRADE 3 Appendix B

Laboratory Report Writing Expectations for Elementary School

The skills and practices listed below represent the minimum of what the students should be able to do and experience by the end of each grade level. This does not list all skills, only those that the committee found to be inconsistent and in need of clarification. These skills are in preparation for middle school and have been prepared to correlate with the middle school expectations. The laboratory report for grade 3 should be part of whole group instruction during the investigations. Through deliberate modeling of each step of the process of the laboratory investigations, teachers should:

Model the process of composing questions, hypotheses, lists, procedures, and conclusions.

Verbalize all thinking.

Guide and support students as they complete the graphic organizer. As a class with teacher support, grade 3 students will:

Fill in a template to formulate a question.

Fill in a template to generate a hypothesis.

Fill in a template to complete a material list. By the end of grade 3, students will independently:

Recognize the steps of the scientific method.

Write a conclusion based on the whole group investigation. By the end of grade 4, students will:

Receive a rubric that clarifies writing expectations.

Fill in a template to help formulate a question.

Fill in a template to help generate a hypothesis.

Fill in a template to help generate a material list

Formulate a paragraph conclusion based on the answers to related analysis questions. By the end of grade 5, students will:

Receive a rubric that clarifies writing expectations.

State a problem in the form of a question.

Write a hypothesis.

Generate a Materials list

Fill in a teacher generated data table.

Plot data on a graph with coordinates provided by the teacher.

Formulate a paragraph conclusion based on the answers to related analysis questions.

29

SCIENCE – GRADE 3 Appendix C

Laboratory Report Format – Grade 3 Name:__________________ Date:___________________

Title of Experiment:____________________________

(Create a question) What do we want to know? (what, why, how)

(Use your schema or background knowledge ) We already know that…

(Create an hypothesis) Based on our schema or background knowledge, we think….

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SCIENCE – GRADE 3

Appendix C (Make a list of materials) What do we need to conduct this investigation?

Conduct the experiment. Follow all directions for the investigation

carefully. Remember to follow safety rules!

(Analyze Results) What happened? During our experiment we found…

(Conclusion) Is my hypothesis correct? Why or why not? What have I learned?

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SCIENCE – GRADE 3

Public Schools of Edison Township Divisions of Curriculum and Instruction

Draft 14

Essential Instructional Behaviors

Edison’s Essential Instructional Behaviors are a collaboratively developed statement of effective teaching from pre-school through Grade 12. This statement of instructional expectations is intended as a framework and overall guide for teachers, supervisors, and administrators; its use as an observation checklist is inappropriate.

1. Planning which Sets the Stage for Learning and Assessment

Does the planning show evidence of: a. units and lessons directly related to learner needs, the written curriculum, the New Jersey Core Content

Curriculum Standards (NJCCCS), and the Cumulative Progress Indicators (CPI)? b. measurable objectives that are based on diagnosis of learner needs and readiness levels and reflective of the

written curriculum, the NJCCCS, and the CPI? c. lesson design sequenced to make meaningful connections to overarching concepts and essential questions? d. provision for effective use of available materials, technology and outside resources? e. accurate knowledge of subject matter? f. multiple means of formative and summative assessment, including performance assessment, that are

authentic in nature and realistically measure learner understanding? g. differentiation of instructional content, processes and/or products reflecting differences in learner interests,

readiness levels, and learning styles? h. provision for classroom furniture and physical resources to be arranged in a way that supports student

interaction, lesson objectives, and learning activities?

2. Observed Learner Behavior that Leads to Student Achievement

Does the lesson show evidence of: a. learners actively engaged throughout the lesson in on-task learning activities? b. learners engaged in authentic learning activities that support reading such as read alouds, guided reading, and

independent reading utilizing active reading strategies to deepen comprehension (for example inferencing, predicting, analyzing, and critiquing)?

c. learners engaged in authentic learning activities that promote writing such as journals, learning logs, creative pieces, letters, charts, notes, graphic organizers and research reports that connect to and extend learning in the content area?

d. learners engaged in authentic learning activities that promote listening, speaking, viewing skills and strategies to understand and interpret audio and visual media?

e. learners engaged in a variety of grouping strategies including individual conferences with the teacher, learning partners, cooperative learning structures, and whole-class discussion?

f. learners actively processing the lesson content through closure activities throughout the lesson? g. learners connecting lesson content to their prior knowledge, interests, and personal lives? h. learners demonstrating increasingly complex levels of understanding as evidenced through their growing

perspective, empathy, and self-knowledge as they relate to the academic content? i. learners developing their own voice and increasing independence and responsibility for their learning? j. learners receiving appropriate modifications and accommodations to support their learning?

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SCIENCE – GRADE 3

3. Reflective Teaching which Informs Instruction and Lesson Design

Does the instruction show evidence of: a. differentiation to meet the needs of all learners, including those with Individualized Education Plans? b. modification of content, strategies, materials and assessment based on the interest and immediate needs of

students during the lesson? c. formative assessment of the learning before, during, and after the lesson, to provide timely feedback to

learners and adjust instruction accordingly? d. the use of formative assessment by both teacher and student to make decisions about what actions to take to

promote further learning? e. use of strategies for concept building including inductive learning, discovery-learning and inquiry activities? f. use of prior knowledge to build background information through such strategies as anticipatory set,

K-W-L, and prediction brainstorms? g. deliberate teacher modeling of effective thinking and learning strategies during the lesson? h. understanding of current research on how the brain takes in and processes information and how that

information can be used to enhance instruction? i. awareness of the preferred informational processing strategies of learners who are technologically

sophisticated and the use of appropriate strategies to engage them and assist their learning? j. activities that address the visual, auditory, and kinesthetic learning modalities of learners? k. use of questioning strategies that promote discussion, problem solving, and higher levels of thinking? l. use of graphic organizers and hands-on manipulatives? m. creation of an environment which is learner-centered, content rich, and reflective of learner efforts in which

children feel free to take risks and learn by trial and error? n. development of a climate of mutual respect in the classroom, one that is considerate of and addresses

differences in culture, race, gender, and readiness levels? o. transmission of proactive rules and routines which students have internalized and effective use of relationship-

preserving desists when students break rules or fail to follow procedures?

4. Responsibilities and Characteristics which Help Define the Profession

Does the teacher show evidence of: a. continuing the pursuit of knowledge of subject matter and current research on effective practices in teaching

and learning, particularly as they tie into changes in culture and technology? b. maintaining accurate records and completing forms/reports in a timely manner? c. communicating with parents about their child‟s progress and the instructional process? d. treating learners with care, fairness, and respect? e. working collaboratively and cooperatively with colleagues and other school personnel? f. presenting a professional demeanor?

MQ/jlm 7/2009

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