Science Pacing Guide 2010-2011     Grade 3

Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

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GRADE 3 SCIENCE YEAR AT A GLANCE

Quarter 1

Quarter 2

Quarter 3

Quarter 4

Vocabulary
Resources

 
Scientific Investigation, Reasoning & Logic

  • 3.1

 Matter

  • 3.3, 3.1 b

 Cycles :  Water , Moon, day/night, seasons, tides

  • 3.8 a., 3.9, 3.1 k

 

     

 
Resources (energy/natural resources)

  • 3.11, 3.10 b,d

 Force, Motion, Energy: Simple Machines

  • 3.2

   

 

 

 

 
Life Processes (behavioral and physical adaptations)

  • 3.4

 Living Systems (food chains/ food webs)

  • 3.5

Living Systems (habitats)

  • 3.6

 Plant/animal cycles

  • 3.8 b
     

 
Natural Disasters

  • 3.10 a, b, c

 Soil / Earth Space Systems

  • 3.7



 Review All K-3 SOL’s

  

 


Grade 3 Science SOL Standards

Grade 3 Science Vocabulary Strips

Quarter 1

Scientific Investigation, Reasoning, and Logic
3.1        The student will plan and conduct investigations in which

a) predictions and observations are made
b) objects with similar characteristics are classified into at least two sets and two subsets
c) questions are developed to formulate hypotheses
d) volume is measured to the nearest milliliter and liter
e) length is measured to the nearest centimeter
f) mass is measured to the nearest gram
g) data are gathered, charted, and graphed (line plot, picture graph, and bar graph
h) temperature is measured to the nearest degree Celsius
i) time is measured to the nearest minute
j) inferences are made and conclusions are drawn
k) natural events are sequenced chronologically

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

5 days

 

Concepts will be introduced and incorporated through out the year in both Science and Math.

 

SOLS 3.1d through 3.1i will be incorporated into the measure-ment unit in Math.

Includes K -3 Questions

2005- #9, 10, 26, 31, 34, 37

2009-#1, 5, 15, 19, 22, 26, 30, 34

 

Tony is studying ladybugs in a garden. Which of these would BEST help Tony to count the spots on a ladybug?

 

McGraw Hill:

  • Measurement: C16
  • Hypothesis: C64
  • Inferences:  D20
  • Predictions:  D50
  • Interpreting data:  E18
  • Inferences and measurement:  E58
  • Observation and recording data:  F20

 

 Enhanced Scope and Sequence

Lesson: Measuring Length

Lesson: Measuring Mass

Lesson: Measuring Volume

Lesson: Measuring Temperature

Lesson: Measuring Time and Temperature

Lesson: Hypothesize This!

Lesson: Did You Observe That?

Lesson: Based on What I Know, I Predict

Lesson: Classifying with Class

Lesson: Using Tables, Charts, and Graphs

 Activities
        
 Mentos Experiment
 

hypothesis                          

properties

observations

predictions

outcomes

results

investigations

data

classify

characteristics

analyze

explain

sequence

chronologically

length

mass

volume

temperature

 

Quarter 1

3.3          The student will investigate and understand that objects are made of materials that can be described by their physical properties. Key concepts include


a) objects are made of one or more materials
b)
materials are composed of parts that are too small to be seen without magnification
c)
physical properties remain the same as the material is reduced in size

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

4 days

Includes K -3 Questions

2005- #5, 8, 29, 38

2009- #2, 4, 10, 37

 

A paper bag is ripped into pieces. Which of these BEST describes the pieces of the bag?

 

McGraw Hill:

  • F6 - F21
  • F28 - F33

 

Websites:

 

Enhanced Scope and Sequence

Lesson: Matter Matters

Lesson: Investigating Matter: Size

 

solid

liquid

gas

particles

physical change

chemical change

physical properties

material

atoms

mass (2.3)

volume (2.3)

dissolve (1.3)

 

Quarter 1

Earth Patterns, Cycles, and Change

3.8   The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include
 

 
a) patterns of natural events (day and night, seasonal changes, phases of the moon, and tides)
 

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

5 days

Includes K -3 Questions

2005- #1, 4, 19, 36

 2009- #8, 12, 18, 24, 32

 

Which of these is the BEST sign that the fall season has begun?

 

McGraw Hill:

  • D28
  • D36 - D41
  • D46 - D47

Websites:

Enhanced Scope and Sequence

 

tides

satellite

axis

rotate

rotation

season

phase

sequence

tilt

revolution/revolve

orbit

gravitational attraction/pull

 

Quarter 1

Earth Patterns, Cycles, and Change

3.9          The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include
 

 
a) the energy from the sun drives the water cycle
b)
processes involved in the water cycle (evaporation, condensation, precipitation)
c)
water is essential for living things
d)
water supply and water conservation
 

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

3 days

Includes K -3 Questions

2005- #2, 16, 20, 23, 30

2009- #7, 27, 36

 

A puddle of water on a concrete driveway will disappear after a few hours during a sunny day. Where does the water go as it disappears?

 

McGraw Hill:

  • C30 - C35
  • D16 - D21

Websites:

Enhanced Scope and Sequence

Lesson: Aquatic Words (3.9c)

Lesson: Around and Around It Goes  (3.9 a,b)

Lesson: "A-Reservoiring" We Will Go (3.9c)

Lesson: Every Drop Counts  (3.9d)

Lesson: Pollution Perils   (3.9d)

 

Rain

Sleet

Gas

Water vapor

Hail

Snow

Sleet

Liquid

Evaporation

 

Condensation

Precipitation

Sun

Energy

Water cycle

Water sources

Water conservation

Water pollution

 

Back to Top

 

 

Quarter 2

Resources

3.11        The student will investigate and understand different sources of energy. Key concepts include
 


a) the sun’s ability to produce light and heat energy
b)
sources of energy (sunlight, water, wind)
c) 
fossil fuels (coal, oil, natural gas) and wood
d)
renewable and nonrenewable energy resources
 

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

5 days

Includes K -3 Questions

2005- None

2009- #21, 35

 

From what source does almost all heat energy on Earth come?

 

McGraw Hill:

  • C26

·        C38 - C41

Websites:

Utility Use Game

McGraw Hill Textbook Link (Earth's  Resources)

McGraw Hill Textbook Link (Energy)

Enhanced Scope and Sequence

Lesson: Is It Hotter?   (3.11a,b)

Lesson: Fossil Fuels (3.11c,d)

Lesson: Naturally Occurring Sources of Energy (3.11b)

 

coal

oil

natural gas

electricity

fuel

natural resource

nuclear power

solar energy

fossil fuels

energy

renewable

non-renewable

energy sources

 

Quarter 2

Force, Motion, and Energy

3.2          The student will investigate and understand simple machines and their uses. Key concepts include
 


a) types of simple machines (lever, screw, pulley, wheel and axle, inclined plane, and wedge)
b)
how simple machines function
c)
compound machines (scissors, wheelbarrow, and bicycle)
d)
examples of simple and compound machines found in the school, home, and work environment
 

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

5 days

Includes K -3 Questions

2005- #3, 13, 15, 21, 39

2009- #16, 20, 23, 31, 33

 

Which kind of work is made easier by the wheels of a wagon?

 

McGraw Hill:

  • E14 - E15
  • E26 - E29
  • E38 - E41
  • E44 - E59

 

Websites:

 

Enhanced Scope and Sequence

Lesson: Simple and
Compound Machines (3.2)

 

lever

screw

pulley

wheel and axle

inclined plane

wedge

fulcrum

load

force

friction

energy

motion

work

simple machine

compound machine
 

Back to Top

 

 

Quarter 3

Life Processes

3.4          The student will investigate and understand that behavioral and physical adaptations allow animals to respond to life needs. Key concepts include
 


a) methods of gathering and storing food, finding shelter, defending themselves, and rearing young
b) hibernation, migration, camouflage, mimicry, instinct, and learned behavior
 

Living Systems

3.5          The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include
 


a) producer, consumer, decomposer
b) herbivore, carnivore, omnivore
c) predator and prey

 
Living Systems

3.6          The student will investigate and understand that environments support a diversity of plants and animals that share limited resources. Key concepts include
 


a) water-related environments (pond, marshland, swamp, stream, river, and ocean environments)
b) dry-land environments (desert, grassland, rain forest, and forest environments)
c)
population and community
 

Earth Patterns, Cycles, and Change

3.8          The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include
 


b) animal and plant life cycles
 

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

20 days

Includes K -3 Questions

2005- #1, 4, 8, 11, 14, 18, 19, 22, 24, 27, 28, 29, 32, 35, 36, 40

2009- #2, 4, 6, 8, 9, 10, 11, 12, 13,  

    18, 24, 25, 28, 32, 37, 38, 39, 40

 

Based on the food chain, which of these is a carnivore?

 

Which of these animals is BEST able to live in water?

 

Which of these is a nonliving part of a forest?

 

McGraw Hill:

A26-A31 (plants life cycles)

A38 - A55 (The Needs of Animals, Animal Life Cycles)

B6-B21(Relationships Among Living Things), B24-29 (Food Webs/Food Chain)

Websites:

Animal Adaptations Lesson

Animal Adaptations Internet Field Trip

Animal Defenses

McGraw Hill Textbook Link

McGraw Hill Text Link (endangered species)

Activities

Create an imaginary animal with special adaptations (based on its environment)

Create a chart comparing wet habitats and dry habitats

Draw and label an example of a food chain

Interactive food chain game (see websites)

Make a paper chain labeled with the names of predators and their prey

Enhanced Scope and Sequence

Lesson: Animal Adaptations: Needs  (3.4a)

Lesson: Animal Adaptations: Physical Characteristics (3.4a,b, 3.6a,b)

Lesson: Animal Adaptations: Defenses   (3.4a)

Lesson: Animal Adaptations: Mimicry 3.4b)

Lesson: Animal Adaptations: Camouflage (3.4b, 3.6)

Lesson: Animal Adaptations: Migration and Hibernation (3.4b)

Lesson: Food Chains - Producers, and Consumers (3.5a)

Lesson: What's for Dinner?   (3.5b)

Lesson: Are You a Predator or a Prey?  (3.5c)

Lesson: Check It Out! (3.6a, b, c)

Lesson: Wet and Dry  (3.6a, b)

 

3.6

habitat

community

population

organism

marshland

swamp

stream

river

ponds

ocean

desert

grassland

rain forest

forest

environments

resources

 

3.8b

sequence

Life cycle

Patterns

Stages

 

Back to Top

 

Quarter 4

Resources

3.10        The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include
 


a) the interdependency of plants and animals
b) the effects of human activity on the quality of air, water, and habitat
c) the effects of fire, flood, disease, and erosion on organisms
d)
conservation and resource renewal
 

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

7 days

Includes K -3 Questions

2005- #12

2009- #14, 17, 29

 

A sand dune is shown. Which of these causes sand dunes to form?

Both hurricanes and tornadoes always —

Which of these activities makes the MOST air pollution?

 

McGraw Hill:

B58-B67

C70-73

D12

Websites:

McGraw Hill Text Link (endangered species)

McGraw Hill Text Link (natural disasters and conservation)

National Geographic

FEMA

Enhanced Scope and Sequence

Lesson: Riparian Buffers (3.10a,c)

Lesson: A River Runs Through It (3.10b,d)

 

endangered species

extinct

conservation

habitat

species

erosion

eruption

interdependency

natural events

dependent

fire

flood

tornado

disease

hurricane

drought

forest fire

blizzard

volcano

earthquake

 

 

Quarter 4

Interrelationships in Earth/Space Systems

3.7          The student will investigate and understand the major components of soil, its origin, and importance to plants and animals including humans. Key concepts include
 


a) soil provides the support and nutrients necessary for plant growth
b) topsoil is a natural product of subsoil and bedrock
c) rock, clay, silt, sand, and humus are components of soils
d)
soil is a natural resource and should be conserved
 

Length

Released Test Items

Related Resources

Key Assessment Vocabulary

5 days

Includes K -3 Questions

2005- #25,33

2009-#6

 

What causes fewer plants to grow on the rocky side of the river?

 

McGraw Hill:

C12-15

C60-67

C74

Websites:

Interactive Soil Lesson

Erosion Experiment

Magic School Bus Online Field Trip

McGraw Hill Textbook Link

Soil Biology

Enhanced Scope and Sequence

Lesson: Digging In  (3.1)

Lesson: From Rock to Soil (3.7d)

Lesson: Drain This (3.7a,c)

Lesson: S.O.S. (Save Our Soil) (3.7d)
 

topsoil

clay

humus

subsoil

silt

bedrock

sand

loam

erosion

weathering

soil

natural resources

nutrients

rock fragments

soil conservation

 

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