Grade 3 Reading Street / Leveled Readers / Science Connections Leveled Readers Below Level On Level Above Level StarTracks (constellations)

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1 Unit Title Author Unit 1 None Grade 3 Reading Street / Leveled Readers / Science Connections Leveled Readers Below Level On Level Above Level StarTracks (constellations) Science Standard Earth 14 Unit 2 Penguin Chick Betty Tatham Unit 3 Unit 4 Plants-Fitting into Their World What Is a Weed? Worms at Work Night Letters Volcanoes: Nature's Incredible Fireworks Natural Disasters Hottest, Coldest, Highest, Deepest Great and Small Rocks in His Head Everybody Needs a Rock Fly, Eagle, Fly Palmyra LoMonaco Gardening with Grampa Learn About Animal Tracks Rescuing Stranded Whales Do Animals Have a 6th Sense? Measuring the Weather Antarctica: The Frozen Continent The Lost Dog (Instincts) Getting the Lay of the Land Birds That Can't Fly Nicky's Meadow Life 1, 3, 4 How People Track Animals Whales & Other Animal Wonders Earth 6 Penquins On Parade Life 6 David Harrison Mount St. Helens Earth Movement Earth 3, 12 Steve Jenkins The Rock Kit A Gem of a Tale! Earth 1, 2, 3 Carol Otis Hurst Christopher Gregorowski Purple Coyote Unit 5 None Fun with Science! Unit 6 Two Bad Ants Chris Van Allsburg Hiking Safety Tips

2 Earth and Space Science Topic Suggested Dates Learning Standard Soil September 5. Recognize and discuss the different properties of soil, including color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Ideas for Developing Investigations and Learning Experiences Design an experiment to find out if different soil samples retain different amounts of water. Explain how the properties of the particles affect the large-scale properties of the soil like water retention and speed of water flow. Discuss how a soil s water retention affects the animals and plants that live in it. Observe differences and similarities between sand and soil and record in a Venn Diagarm Plant seeds in sand and soil and observe which better support plant life. Resources Discover the Wonder Module A p.4 Curriculum Guide Unit 3 The Gardener Sand and Soil, Crabtree Publishing Assessment 8/28/2009 1

3 Life Science (Biology) Topic Plant Structures and Functions Suggested Dates September-October Learning Standard 2. Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production, support, water transport, reproduction, growth, and protection. Ideas for Developing Investigations and Learning Experiences Students observe growth of bean plants and record observations in a journal Students use and create graphic sources identifying plant structures and functions Resources Curriculum Guide edhelper,com Tops and Bottoms(also accompanying leveled readers) Plant Power- Guided Reading Level N, National Geographic Plant- Guided Reading Level J, DK Publishing The Life Cycle of a Flower- Guided Reading Level L, Crabtree Publishing Photosynthesis- Guided Reading Level M, Crabtree Publishing Plant Life Cycles- Guided Reading Level M, Heineman Assessmen t Early November 3. Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death. Grow plants from seed. Document the complete life cycle of the plant. Emphasize emergence of structures and the functions of these structures. Record changes in height over time. Graph the data. John Collins Writing: Students will write a sequence paragraph describing the stages of a plant life cycle. The Gardener Leveled Reader Bulbs to Blooms Plant, Guided Reading Level J, DK Publishing The Life Cycle of a Flower, Guided Reading Level L, Crabtree Publishing 8/28/2009 2

4 Adaptations of Late October Living Things 7. Plants: Give examples of how changes in the environment (drought, cold) have caused some plants to die or move to new locations (migration). Plants Use experimental model with bean plants by denying water and or sunlight to some of classroom bean plants. Plants Achieve Express: Dec./ Early January 7. Animals: Give examples of how changes in the environment (drought, cold) have caused some animals to die or move to new locations (migration). Animals Animals Prudy s Problem, Penguin Chick, Fly Eagle Fly January 8. Describe how organisms meet some of their needs in an environment by using behaviors (patterns of activities) in response to information (stimuli) received from the environment. Recognize that some animal behaviors are instinctive (e.g., turtles burying their eggs), and others are learned (e.g., humans building fires for warmth, chimpanzees learning how to use tools). Discuss how newly born sea turtles find their way to the ocean. Discuss how pets are trained to learn new tricks. Discuss how migrating birds navigate. Discuss the actions that coastal species take to adjust to the changing level of the tide. Observe an earthworm placed on top of soil in a container that is exposed to light. Discuss how its ability to sense light helps it survive (by burrowing) and how its structure allows it to burrow through soil. Penguin Chick, Prudy s Problem, Fly Eagle Fly 8/28/2009 3

5 Energy and Living Things Photosynthesis- October Food Chain- February 11. Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers. Observe changes in leaves when they are partially covered by construction paper. Make a food chain. Begin with the sun as the source of energy and end with decomposers. Create links that show the relationship of plants and animals in the chain. Show the direction of the flow of energy. Discuss results if various links in the chain are broken. Photosynthesis, Crabtree Publishing 8/28/2009 4

6 Physical Sciences (Chemistry and Physics) Topic Suggested Dates Learning Standard Properties of Objects and Materials 1. Differentiate between properties of objects (e.g., size, shape, weight) and properties of materials (e.g., color, texture, hardness). Ideas for Developing Investigations and Learning Experiences Gather a variety of solid objects. Collect data on properties of these objects such as origin (manmade or natural), weight (heavy, medium, light), length, odor, color, hardness, and flexibility. Use a variety of objects. Identify at least the main material the object is made of, e.g., wood, metal, paper, pottery/ceramic, plastic, glass. Discuss the function of the object and its parts. Discuss how the properties of the materials used are suited to the function of the overall object or some part of it. Resources Unit 5 World of Bread Jalapeño Bagels Assessment Sound Energy 11. Recognize that sound is produced by vibrating objects and requires a medium through which to travel. Relate the rate of vibration to the pitch of the sound. Use tuning forks to demonstrate the relationship between vibration and sound. Hit a tuning fork on something and immediately dip the tips of the fork in a bowl of water to see the vibration Put salt on the top of a drum, oatmeal box, etc. Tap the drum and watch the salt bounce from the vibration. Use a hose and have students talk and listen to each other as the sound travels through the hose. Aluminum can telephones Scott Foresman Discover the Wonder : Sounds All Around Pgs. E4 through E23 Unit 6 Rap Songs Serenade 8/28/2009 5

7 Glasses with varying levels of water to demonstrate pitch. Hold the glass to demonstrate slowing down of vibration and lowering the pitch. Set up square tiles at varyning distances in straight rows to demonstrate the molecules in solids, liquids, and gases, and then watch how fast he sound travels as you hit the first tile or molecule. Activities from Sounds All Around pgs. E14, E15, E21, E23 8/28/2009 6

8 Technology/Engineering Learning Standards Topic Engineering Design Broad Concept: Engineering design requires creative thinking and strategies to solve practical problems generated by needs and wants Suggested Dates Learning Standard 2.1 Identify a problem that reflects the need for shelter, storage, or convenience. 2.2 Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists. Ideas for Developing Investigations and Learning Experiences Resources Assessment 2.3 Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem. 2.4 Compare natural systems with mechanical systems that are designed to serve similar purposes, e.g., a bird s wings as compared to an airplane s wings 8/28/2009 7