Casey County Schools- 3rd Grade Science Curriculum Map

Transcription

1 3 rd Forces and Interactions /Dates 1-7 Performance Expectation 3-PS2-1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. I Can Statements Lesson Ideas Critical Vocabulary I can demonstrate a balanced Model balanced and unbalanced force at work on an object and forces using objects, push/pull describe its strength and between students, tug of war direction. I can demonstrate an unbalanced force at work on an object and describe its strength and direction. Evidence Gravity Balanced force Unbalanced force Motion Playground Physics BBC BiteSize Science Forces and Interactions 3rd Grade Unit Teacher Manual s/forces%20interactions%203.pdf I can describe the concept of net force. I can describe the cause and effect relationship between force and motion. I can plan and conduct an investigation to compare balanced and unbalanced forces PS2-2 Make observations and/or measurements I can record observations and/or measurements about a pendulum. Build a Pendulum Swinging in Style Activity Pattern Measurements Observations Playground Physics Forces and Interactions 3rd Grade Unit Page 1

2 of an object s motion to provide evidence that a pattern can be used to predict future motion. I can use observations and/or measurements (patterns) to predict the future motion of an object. I can report on the scientific observations/measurements of an object s motion and provide evidence that a pattern can be used to predict future motion. Pendulum Teacher Manual s/forces%20interactions%203.pdf y.php?url=collection/cub_/activities/cub_pend/ cub_pend_lesson01_activity1.xml PS2-3 Ask questions to determine cause and affect relationships of electric or magnetic interactions between two objects not in contact with each other. I can formulate questions about how objects are affected by magnets or static electricity. I can discuss/explain cause and effects relationships of electric or magnetic interaction between two objects not in contact with each other. Use magnetic cars/bar magnets to investigate how increasing the number of magnets affects the strength of the magnetic force Model static electricity using balloons Magnet Stations Build an Electromagnet Magnet Electromagnet Static Electricity Forces and Interactions 3rd Grade Unit Teacher Manual s/forces%20interactions%203.pdf PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets. I can construct a simple design problem that can be solved using magnets. Use prior knowledge to identify problems that can be solved by using magnetic forces (example: constructing a latch to keep a door closed) Design problem Forces and Interactions 3rd Grade Unit Teacher Manual s/forces%20interactions%203.pdf Page 2

3 3 rd Interdependent Relationships in Ecosystems /Dates Performance Expectation 3-LS2-1 Construct an argument that some animals form groups that help members survive. I Can Statements Lesson Ideas Critical Vocabulary I can describe different ways animal groups can survive. I can investigate cause and effect relationships relating to animals in groups that are routinely identified and used to explain change. Use video clips/text resources/prior knowledge to identify the advantages of being in a group. Role play the benefits of group behavior in survival. Commensalism Mutualism Parasite Population Prey Rookery Symbiosis Adaptation Picture Perfect Science: Close Encounters of the Symbiotic Kind I can construct an argument that some animals form groups that help members survive using evidence, data and/or a model LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. I can explain how some kinds of plants and animals that once lived on Earth are no longer found anywhere. I can explain how fossils provide evidence about the types of organisms that lived long ago and the nature of their environment. Make observations of fossils Create fossils Fossils Organisms Environment Extinction Picture Perfect Science: Fossils Tell of Long Ago The Great Fossil Find df.html Mud Fossils I can analyze and interpret Page 3

4 data that includes size, type, and distribution of fossil organisms. I can examine data and match fossils to the environment in which they lived LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. I can use evidence to explain why some organisms survive better in certain environments. I can describe cause and effect relationships between organisms and their environments. Based on prior knowledge, students will identify the needs of a particular organism, explaining what adaptations allow it to survive in that environment. Students will also explain why an organism without these adaptations would not survive in this environment. Habitat Ecosystem Adaptation Food Web Food Chain Predator Prey Consumer Producer Writing about Animal Adaptations Animal Adaptations Interactive Websites Project Wild: Surprise Terrarium (Camouflage) and What Bear Goes Where? And Seeing is Believing and Thicket Game LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. I can describe different environmental changes that cause land change (i.e., water distributions, temperature, food and other organisms). I can explain how changes in a habitat can affect the organisms living there. Argumentative Writing Piece Merit Solution Environmental changes Land characteristics Water distribution Temperature Population Picture Perfect Science: Oil Spill! Environmental Changes I can argue the benefits of a Page 4

5 solution to a problem of environmental change. (Ex. how plants, land, water, temperature, food may change in an environment.) Page 5

6 3 rd Inheritance and Variation of Traits: Life Cycles and Traits /Dates Performance Expectation 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. I Can Statements Lesson Ideas Critical Vocabulary I can describe the unique and Draw/create life cycle models of Model diverse life cycles of various organisms (butterfly, Organism organisms. mealworm, chicken, grasshopper, etc) Life cycle Reproduction I can explain common characteristics of life cycles. I can use recognized patterns to create a model of diverse life cycles including birth, growth, reproduction, and death. Create a Venn diagram identifying stages that the animals have/do not have in common Using live models, students can observe changes in the life cycle of mealworms and caterpillars Picture Perfect Science: Amazing Caterpillars Science A-Z: Life Cycles Scholastic Life Cycle Activities Life Cycles Interactive Websites LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. I can chart evidence that plants and animals have traits inherited from their parents. I can examine traits and make a diagram that supports evidence that plants and animals have traits inherited from parents and that variations of traits exist in a group of similar organisms. Using models/representations of parent/offspring, have students list common traits Using flashcards, match young and adult examples of various species Traits Inherited trait Organism Structure Function Alien Inherited Traits activity I can explain why some organisms look different and Page 6

7 have different functions. I can sort similar organisms into groups based on their traits LS3-2 Use evidence to support the explanation that traits can be influenced by the environment. I can explain and cite evidence that traits can be influenced by an organism's environment (such as diet or learning). I can construct an experiment that shows how traits can be influenced by the environment. Using models/representations of similar organisms, students will identify differences that are caused by the environment. Grow plants, varying the amount of water and sunlight to observe and record changes in the growth and maturity as affected by the environment. Trait Interaction Inheritance Environment Develop Animal Traits Changing with Environmental Changes y-teacher-tips-ngss-3-ls3-2-4-ls.html LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. I can use evidence to explain how differences in an organism might help it in surviving, finding mates, and reproducing. I can do research and construct a report/presentation to show how differences in an organism might help it in surviving, finding mates, and reproducing. Using video/text resources students will identify adaptations of various animals/plants, and explain how each adaptation helps that plant/animal to survive. Use flashcards to classify animal adaptations as behavioral or physical, or by purpose food/water, protection/warmth Adaptation Characteristics Species Mates Reproduction Sample Assessment Page 7

8 3 rd Weather and Climate /Dates 8-14 Performance Expectation 3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. I Can Statements Lesson Ideas Critical Vocabulary I can identify various weather conditions. I can observe and record weather conditions during a particular season. I can create a table/display (bar graph or pictograph) to describe typical weather conditions expected during a season. Use weather maps/data from previous years to make seasonal predictions about expected weather conditions. Weather conditions Seasons Bar graph Pictograph Patterns Predictions Picture Perfect Science: What Will the Weather Be? Science A-Z: Clouds, Winds, and Storms Study Jams Step by Step Weather Observations I can use patterns to make predictions about typical weather ESS2-2 Obtain and combine information to describe climates in different regions of the world. I can describe climates in different regions of the world using information I have collected. I can describe how climate is different from weather. Use online data for temperature/precipitation for different regions of the world. Using maps compare weather data for different locations to determine possible causes for the climate of that area. Climate Region Obtain Combine Social Studies Connection? Ecosystem Poster Project cher%20pages/mrs.%20garcia:%20special%20ed ucation/ecosystem%20.pdf Page 8

9 Illustrate seasonal characteristics for different regions of the world ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. I can take a position supporting the benefits of a design solution related to weather hazards. I can illustrate a design solution that reduces the impacts of a weather-related hazard. View video clips or photographs of hurricane Katrina. Discuss evidence of wind/water damage. Design a model that demonstrates weather resistant ideas for human safety, such as floodwalls, windbreaks, and lightning protection. Claim Merit Design solution Hazard Protect My Home! Flood Design Solution Challenge wse/2133/ngss-3-ess3-1-make-a-claim-aboutthe-merit-of-a-design-solution-that-reducesthe-impacts-of-a-weather-relatedhazard#/lesson/634338/protect-myhome?&_suid= Page 9

10 3-5 Engineering Design /Dates Performance Expectation 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. I Can Statements Lesson Ideas Critical Vocabulary I can come up with a problem Have students generate ideas for based on a need or want. creating a better notebook/binder. I can identify the limits (constraints) of possible solutions to the problem such as available materials and/or resources. Design problem Criteria for success Constraints Picture Perfect Science: Improve an Invention ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. I can come up with multiple possible solutions to a problem. I can compare the possible solutions to come up with the best one based how likely it is to solve the problem and if the materials and/or resources to complete it are available. Have students create a drawing of the binder, along with all storage compartments and closures. Solution Picture Perfect Science: Improve an Invention ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify I can plan and conduct an investigation collaboratively to produce data to use as evidence. I can use fair tests in my Using student designs create models to be tested. Have students compare the strengths/weaknesses of each model, and decide which model would work the best. Investigation Conduct Fair trial Variable Controlled variable Prototype Picture Perfect Science: If I Built a Car Picture Perfect Science: Brainstorms: From Idea to Invention Page 10

11 aspects of a model or prototype that can be improved. investigation in which variables are controlled and the number of trials is considered. I can use data to identify areas for improvement in a design. Page 11