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Science Pacing Guide 2010-2011
Grade 3
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GRADE 3 SCIENCE YEAR AT A GLANCE
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Quarter 1 |
Quarter 2 |
Quarter 3 |
Quarter 4 |
Vocabulary
Resources |
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Scientific
Investigation, Reasoning & Logic
Matter
Cycles : Water ,
Moon, day/night, seasons, tides
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Resources
(energy/natural resources)
Force, Motion, Energy:
Simple Machines
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Life Processes
(behavioral and physical adaptations)
Living Systems
(food chains/ food webs)
Living Systems
(habitats)
Plant/animal cycles
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Natural Disasters
Soil / Earth Space
Systems
Review All K-3
SOL’s
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Grade 3 Science SOL Standards
Grade 3 Science Vocabulary Strips |
Quarter 1
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Scientific Investigation, Reasoning,
and Logic
3.1 The student will plan and conduct
investigations in which |
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a)
predictions and observations are made |
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b)
objects with similar
characteristics are classified into at least two sets and two subsets |
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c)
questions are developed
to formulate hypotheses |
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d)
volume is measured to
the nearest milliliter and liter |
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e)
length is measured to
the nearest centimeter |
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f)
mass is measured to the
nearest gram |
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g)
data are gathered,
charted, and graphed (line plot, picture graph, and bar graph |
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h)
temperature is measured
to the nearest degree Celsius |
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i)
time is measured to the
nearest minute |
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j)
inferences are made and
conclusions are drawn |
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k)
natural events are
sequenced chronologically |
Length
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Released Test Items
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Related Resources
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Key Assessment Vocabulary
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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?
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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
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hypothesis
properties
observations
predictions
outcomes
results
investigations
data
classify |
characteristics
analyze
explain
sequence
chronologically
length
mass
volume
temperature |
Quarter 1
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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 |
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Length
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Released Test Items
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Related Resources
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Key Assessment
Vocabulary
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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?
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McGraw Hill:
Websites:
Enhanced
Scope and Sequence
Lesson: Matter
Matters
Lesson:
Investigating Matter: Size
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solid
liquid
gas
particles
physical change
chemical change
physical properties
material
atoms
mass (2.3)
volume (2.3)
dissolve (1.3)
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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
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a)
patterns of natural
events (day and night, seasonal changes, phases of the moon, and tides)
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Length
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Released Test Items
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Related Resources
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Key Assessment
Vocabulary
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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?
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McGraw Hill:
Websites:
Enhanced
Scope and Sequence
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tides
satellite
axis
rotate
rotation
season
phase
sequence
tilt
revolution/revolve
orbit
gravitational
attraction/pull
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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
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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
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Quarter 2
Resources
3.11 The
student will investigate and understand different sources of energy. Key
concepts include
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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
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Quarter 2
Force, Motion, and
Energy
3.2
The student will investigate and understand simple machines and their
uses. Key concepts include
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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
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Length
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Released Test Items
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Related Resources
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Key Assessment
Vocabulary
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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?
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McGraw Hill:
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E14 - E15
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E26 - E29
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E38 - E41
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E44 - E59
Websites:
Enhanced
Scope and Sequence
Lesson: Simple and
Compound Machines (3.2)
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lever
screw
pulley
wheel and axle
inclined plane
wedge
fulcrum
load
force
friction
energy
motion
work
simple machine
compound machine
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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
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a)
methods of gathering and storing food, finding shelter,
defending themselves, and rearing young
b)
hibernation, migration, camouflage, mimicry, instinct, and learned
behavior |
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Living Systems
3.5
The student will investigate and understand relationships among organisms
in aquatic and terrestrial food chains. Key concepts include
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a)
producer, consumer, decomposer
b) herbivore, carnivore, omnivore
c) predator and prey
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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
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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
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Earth Patterns,
Cycles, and Change
3.8
The student will investigate and understand basic patterns and cycles
occurring in nature. Key concepts include
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b)
animal and plant life
cycles |
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Length
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Released Test Items
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Related Resources
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Key Assessment
Vocabulary
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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?
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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)
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3.6
habitat
community
population
organism
marshland
swamp
stream
river
ponds
ocean
desert
grassland
rain forest
forest
environments
resources
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3.8b
sequence
Life cycle
Patterns
Stages
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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
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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 |
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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
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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
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