Science 2nd Nine Weeks Grade 3

Purpose of Science Curriculum Maps

This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text (specific writing activities).

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining

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science and engineering practices and disciplinary core ideas is stated in the Framework as follows:

Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content. (NRC Framework, 2012, p. 218)

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

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Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

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Science Curriculum Maps Overview Shelby County Schools 2016-2017

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The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and science framework (science practices). At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum Maps

Tennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

TN Standards Learning Outcome Content ConnectionsStandard 4-Life Science –Heredity - 2 weeks

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TN Standards Learning Outcome Content ConnectionsGLE 0307.4.1 Identify the different life stages through which plants and animals pass.

SPi 0407.4.1 Select an illustration that shows how an organism changes as it develops.

GLE 0307.4.2 Recognize common human characteristics that are transmitted from parents to offspring.

SPi 0407.4.2

Scaffolded (Unpacked) Ideas

1. Different organisms have stages through which they pass from birth to death.

2. One way to characterize a living thing is according to its unique life cycle.

3. Children in the same family are very much, but not exactly like their parents or each other.

4. Some characteristics are passed from parents to their offspring; others are not.

Essential Questions

What are some of the similarities and differences among the life cycles of representative animals and plants?

Why are offspring not exactly the same as their parents or their siblings?

What are some examples of characteristics that are transmitted from one generation to the next?

MacMillan/McGraw-Hill: A Closer Look Grade 3Explain: Chapter 2 Lesson 1 pp. 78-87 Chapter 2 Lesson 2 pp. 90-97 Chapter 2 Lesson 3 pp. 100-105

Labs and investigations

Engage/Explore: Quick Lab pages 95 and 103Explore: pages 91 and 101Studying the Life Cycle of a Frog- an Engage NY Study and Informational Text on the Life Cycle of a Frog.

Zoom in on Bugs Teachers can use this site to build their knowledge about insect life cycles. It contains explanations of terms associated with life cycles allowing teachers to help students build academic vocabulary.

Online Resources:

Every Living Thing Has a Life Cycle! This complete unit plan, "Birth, Growth, and Development", compares life cycles of insects, mammals, amphibians, and plants. Videos, still photos, background essays for the teacher, discussion questions, and correlations to your state's standards are included through the videos and still photos, students receive input that allows them to compare the life cycles of various living things. (Note: A video of live birth is included for manatees and goats, which some teachers may choose to skip.)

Life Cycle - This site introduces the concept of traits that are passed from parents to offspring. It is a discussion with a chart for students to fill out as a way of comparing themselves and their parents or grandparents. The chart is available as a printout from the site so the teacher does

Academic Vocabulary Seed, embryo, life cycle, flower, pollination, fruit, cone, life stages, egg, larva, pupa, metamorphosis, offspring, heredity, inherited trait, learned trait

Performance Tasks

Life Cycle Online Assessment

Life Stages Cards – this hands-on activity will help the students understand the process of the life cycle.

Students will read Life Cycle of a Frog, a Readworks passage that talk about the life cycle of a frog. Questions are located on the next tab. (Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.) As a class or in small groups, have students observe, classify, and dissect a number of examples of plant organs that have been obtained from the supermarket and pictures or models of animals. (Practice 8/ Literacy.RI.3.3)

Students will read Plant Life Cycle, a K12 Reader passage about plant life cycles. (Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.) As a class or in small groups, have students observe, classify, and dissect a number of examples of plant organs that have been obtained from the supermarket and pictures or models of animals. (Practice 8/ Literacy.RI.3.3)

Life Cycle Interactive games a series of Life Cycle interactive games student will choose.

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TN Standards Learning Outcome Content Connectionsnot have to spend time creating one.Butterfly Life Cycle Fitness Lesson Plan Science and exercise unite in this lesson! Students learn about the life cycle of a butterfly while performing certain physical tasks at each stage. Following along with their teacher, students perform exercises and stretches such as knee taps and crunches as they move their way through the life cycle of a butterfly. This lesson is great for engaging students in psychomotor and cognitive skills.

Video resources:Becoming a MosquitoButterfly Life Cycle Fitness Science and exercise unite in this Kindergarten through 5th grade video! Students learn about the life cycle of a butterfly while performing certain physical tasks at each stage. Following along with their teacher, students perform exercises and stretches such as knee taps and crunches as they move their way through the life cycle of a butterfly. This video is great for engaging students in psychomotor and cognitive skills.

From Seed to Flower -The growth and development of a plant is one of the most spectacular events in nature. Yet, because it happens so slowly, over the course of days or weeks, it is difficult to observe in real time. This video segment depicts plant growth in time-lapse format, allowing the viewer to observe in just a few seconds some of the most important life stages of a plant, from germination to the formation of a flower, and several phases in between.

Plant Life Cycle - In this lesson, students learn about the life cycle of plants by watching a time-lapse video. This activity provides students with further evidence that all living things grow and change as they progress through their life cycle. Two optional video segments show students how to set up a germination experiment and how to grow seeds they collect on their socks.

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TN Standards Learning Outcome Content Connections

Standard 9-Life Science – Matter- 3 weeksGLE 0307.9.1 Design a simple experiment to determine how the physical properties of matter can change over time and under different conditions.SPi 0307.9.1 - Describe a substance in terms of its physical propertiesGLE 0307.9.2 Investigate different types of mixturesSPi 0307.9.2 - Identify methods for separating different types of mixturesGLE 0307.9.3 Describe different methods to separate mixtures

Scaffolded (Unpacked) Ideas Matter can be described in

terms of its physical properties. What a substance is made of

determines its physical properties.

Some physical properties, such as hardness and flexibility, depend upon the composition of a material.

Some properties, such as size, shape, and temperature have nothing to do with the composition of a material.

Subjecting materials to treatments such as mixing, heating, freezing, cutting, wetting, dissolving, bending, and exposing to light can cause them to change.

It is important to notice the

Essential Questions

What are the physical properties of a substance?

What is meant by a physical change in matter?

What are mixtures and why are they examples of physical changes in matter?

MacMillan/McGraw-Hill: A Closer Look Grade 3Explain: Chapter 3 Lesson 1 p. 286-291 Chapter 3 Lesson 2 p. 298-304Explore: p. 297 “How Do Solids and Water Mix?”

Labs and Investigations : Engage/Explore: Quick Lab p. 291Engage/ Explore: Quick Lab p. 304Be A Scientist p. 306 “How Can You Separate a Mixture?”Heating and Cooling Interactive Investigation - This website is interactive where you choose your item to put in the beaker. You can choose to heat or cool the item and test the beaker to see if the substance is a solid or a liquid. After the interactive activity, the students can take the quiz.Change It - This lesson plan is designed to set up a physical change lab. It includes a demonstration to help students begin to understand about physical change. Stations are set up with different items and the students have to figure out how to physically change each item.

Dirtmeister's Science Lab: Matter - The Dirtmeister provides plenty of resources for experimenting with science. His main goal is to make learning about science fun, and in this example, he uses a mixture of cornstarch and water to explore properties of matter. This is perfect for teaching students the difference between liquid and solid, and what happens when they are combined. There is also a resource available on the site for teachersLiquid Layers - This is an awesome, relatively simple experiment to illustrate how liquids can have different

Academic VocabularyMelt, freeze, matter, physical property, evaporation, separate, sieve, physical change, filtration, mixture, settling, solution, crystallization

Performance Tasks:

Ice, Ice Baby - Students will explore how temperature can change the states of matter. The essential question is: Why does ice melt faster when it is placed in one bag compared to being place in a bag that is doubled or tripled? The picture book Cocoa Ice is used in this lesson, however not necessary for this lesson. Includes several downloads to use along with the lesson. This resource addresses the learning expectation because students explore the states of matter with this experiment. (Science Practice 3: The student can engage in scientificquestioning to extend thinking or to guide investigations)

Changing States - This is an interactive adventure for students to test their survival skills and turn frozen ice in chilly Alaska to drinkable water. Once they have finished all parts of the adventure they can play the quiz. Students will work on changing a solid into a liquid on the web adventure. (Science Practice 3: The student can engage in scientificquestioning to extend thinking or to guide investigations)

Physical Properties of Matter - This interactive website gives you different materials that you can test the physical properties of each material. You can test the flexibility, water resistance, transparency and strength. This activity

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TN Standards Learning Outcome Content Connectionsconnection between what was done to something, and what occurred as a result.

When matter undergoes a physical change, the original properties of the substance(s) are retained

Matter can consist of more than one substance.

A mixture is different from a pure substance which is composed of only one type of matter.

A mixture occurs when two or more different substances are physically combined.

Mixtures can be separated into their component part

densities. Using four liquids (water, alcohol, glycerin, and salt water) that are dyed with food coloring, students are asked to "stack" the liquids so that you can see each layer in a clear straw. An alternative to the clear straw could be plastic beakers. The experiment also offers a few follow-up/critical thinking questions to accompany the experiment. In this experiment, the densities of different types of mixtures are examined. Students will learn which liquids are more or less dense by trying to layer them without mixing them together. The experiment itself allows the opportunity to use the scientific method for discovery.

Online resources:Dissolving Salt - Students observe what happens to salt when mixed with water and what occurs as the water evaporates. Students watch and measure the amount of water that has evaporated over the course of time. The students will also see that after the water has evaporated that the salt is still in the bottom of the cup. This lesson plan also has PDF files of the procedures for each group and a lab journal .page for recording their results. It has rubrics for the journal page and participation. You could also use this in a mixtures lab.

Particles in Matter -This website changes each state of matter with changes in temperature. The particles are magnified showing how the particles in each state of matter move. This introductory website focuses on showing how the particles in matter move. After showing this website you may ask your students simulate movement of the particles in each state of matter as a class. For example, allow students to discuss how small groups of students would move in a small car with many students sitting in the car (discussion of particles in a solid.)

Mixtures and Solutions PowerPoint - This is a PowerPoint presentation about mixtures and solutions. This gives example of homogenous and

is great to look at physical properties. The quiz did not test this GLE specifically.

Separating Mixtures - Interactive activity from Harcourt allowing students to choose tools for separating various mixtures. Feedback is given when the wrong tool is chosen. When students find the correct tool, they choose it from a drop down menu, and then choose the reason that tool worked. This completes the data table for the

activity. (Science Practice 3: The student can engage in scientificquestioning to extend thinking or to guide investigations)Separating Solids - This resource gives a short scenario with a simple table for students to fill out individually, in journal’s, or on the smartboard. The activity can be demonstrated or hands-on for the students. The scenario and table can be adapted quickly to fit your classroom/school names, etc. The materials used may need to be adapted to what you have on hand, this can be done relatively quickly by editing the table. This activity can be demonstrated first with various materials, possibly even solids and liquids, then give students the solid materials to separate. This is fairly quick and easy to set up, materials can be kept in baggies for reuse. (Science Practice 3: The student can engage in scientificquestioning to extend thinking or to guide investigations)

Physical and Chemical Change Lab- this tool for focuses on checking for understanding with matter.

Matter interactive games - this page has several interactive games that align to the standards

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TN Standards Learning Outcome Content Connectionsheterogeneous mixtures. After downloading this PowerPoint you might want to go through and delete of the slides that you think are unnecessary. This is also a great way to prepare students for concepts in fourth grade.Video resources:

What's the Matter? - This is a great song about the physical properties of the states of matter. It has a video with a boy performing and the lyrics are listed. This is a great song for teaching about the states of matter because the different verses explain the properties of each state of matter.

Standard 10-Life Science –Energy- 2 weeksGLE 0307.10.1 Investigate phenomena that produce heat.

SPI 0307.10.1Use an illustration to identify various sources of heat energy.

GLE 0307.10.2 Design and conduct an experiment to investigate the ability of different materials to conduct heat.SPI 0307.10.2 Classify materialsaccording to their ability to conduct heat.

Scaffolded (Unpacked) Ideas The sun produces light energy

that is transformed into heat energy when it strikes the Earth’s surface.

Heat is a form of energy. The amount of heat energy

contained in a substance can

I can provide evidence showing that the sun is the source of heat and light for Earth

Essential Questions

1. What is the effect of sunlight on the surface of the earth?

2. What is heat energy?3. What are the basic

principles of heat transfer?

MacMillan/McGraw-Hill: A Closer Look Grade 3Explain: Chapter 6 Lesson 3 pp.310-314Explore p. 309Labs and InvestigationsQuick Lab p. 311

Managing Heat Group activities help students understand the role of the sun as the source of heat and light for living things on Earth. They will also understand the role of friction in creating heat.

Our Friend, the Sun Group activities help students understand the role of the sun as the source of heat and light for living things on Earth. They will also understand the role of friction in creating heat.

Engage/Explore:Online Resources

Don't Marry the Mole! Students will demonstrate the power of solar

Academic vocabularyheat, conductor, conduction,Performance TasksThe Sun Heats Up a 820L passage from Readworks that discusses how the Sun heats things up. (Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.) As a class or in small groups, have students observe, classify, and dissect a number of examples of plant organs that have been obtained from the supermarket and pictures or models of animals. (Practice 8/ Literacy.RI.3.3)

Students will read Energy, 780L Lexile level passage from Readworks that talks about energy(Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.) As a class or in small groups, have students observe, classify, and dissect a number of examples of plant organs that have been obtained from the supermarket and pictures or models of animals. (Practice 8/ Literacy.RI.3.3)

Students will read Clean Energy, a 550L Lexile level passage from Readworks that discusses clean energy that can be

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TN Standards Learning Outcome Content Connectionsbe measured with a thermometer.

Heat energy can be transferred from one body to another through conduction.

Heat energy flows from objects that are hot to those that are cold.

The physical properties of a material determine how well it conducts heat

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energy by completing a variety of activities, including the creation of a Pizza Box Solar Oven.

Fun in the Sun & Shade The students will compare temperatures of soil and water in and out of the sun, and recognize that the sun heats the land and water.

Here Comes the Sun This activity will have students predict, measure and record temperatures.

Make a Refrigerator Students will learn heat transfer by designing a refrigerator and wearing winter clothing.

Sun or Shade? Students will use a thermometer to measure the air temperature in several places around the school and then return to the classroom to graph the data. In addition, students will grow 3 plants in different sunlight and record the growth.

Sunlight Necklaces Students will create living necklaces to explore the power of sunlight.

TRB 3:5 - Investigation 1 - Is It Hot in the Light?

In this activity, students will make observations that things in direct sunlight are warmer than things that are not in as much sunlight. Also, they may notice that there may be more heat near asphalt, brick, or cement because heat can be stored and radiated from these, also.

TRB 3:5 - Investigation 2 - Green Apples Classroom activities help students understand the effect of light on the growth of seeds and plants.

TRB 3:5 - Investigation 3 - It's Hot Classroom activities help students understand the effect of sunlight on the Earth.

TRB 3:5 - Investigation 4 - Heat Misconceptions

Classroom activities help students understand

used. (Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.) As a class or in small groups, have students observe, classify, and dissect a number of examples of plant organs that have been obtained from the supermarket and pictures or models of animals. (Practice 8/ Literacy.RI.3.3)

Where Does the Heat Come From?Students will understand that the sun is the main source of heat and light for things living on Earth. They will also understand that the motion of rubbing objects together may produce heat.

Light interactive games - this page has several interactive games that align to the standards.

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TN Standards Learning Outcome Content Connectionsthat gloves do not provide heat, but rather, they will insulate or hold in any heat that is in their hand.

Warm Me Up! Students will identify and discuss the misconception that many might have about heat sources, specifically that clothes do not produce heat.

The Warmth of the Sun This lesson plan will help students broaden their understanding of the sun, particularly its critical role in warming the land, air, and water around us.

Heat Conducting Materials PowerPoint – this is an interactive PowerPoint is a great introduction to heat and heat conducting materials.

Video Resources:

Baking Cookies with Solar Power-The ZOOM cast tests two homemade solar cookers to determine which one can cook a "s'more" faster. Both designs exploit the fact that heat flows in three ways: by conduction, convection, and radiation. Though one cooker performs better than the other, they both outperform the experiment's controlsetup.

Students will watch Heat, a video on Studyjams that discusses heat. Questions are available after video that can be used as checks for understanding.

Standard 5- Life Science – Biodiversity and Change - 2 weeksGLE 0307.11.1 Explore how unbalanced forces can change the

Essential Questions MacMillan/McGraw-Hill: A Closer Look Grade 3 Academic vocabularyforce, balanced force, unbalanced force, vibrate,

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TN Standards Learning Outcome Content Connectionsdirection of a moving object.

SPi 0307.11.1 – Identify how the direction of a moving object is changed by an applied force.

SPI 0307.11.2Demonstrate how changing the mass affects a balanced system

GLE 0307.11.2 - Recognize the relationship between the mass of an object and the force needed to move it.

Scaffolded (Unpacked) Ideas

1. Objects that are rest tend to remain at rest.

2. Objects that are in motion tend to remain in motion.

3. An object moves when it is pushed or pulled.

4. Some things move very slowly, others move too fast to even be seen.

5. A force is any factor that causes an object to change speed or direction.

6. Forces have magnitude and direction.

7. Net (overall) force refers to the sum of all forces acting on an object.

8. In a balanced system the net external force on the object is zero.

9. Unbalanced forces acting on an object cause it to change speed and/or direction.

What principles govern the motion of objects?

What is the difference between balanced and unbalanced forces?

Explain:Chapter 7 Lesson 1 pp. 328-334Chapter 7 Lesson 2 pp. 340-344Chapter 7 Lesson 3 pp. 350-354

Labs and Investigations:Explore: How Can You Make Sounds? p. 339p. 349 What objects do magnets attract?Friction Investigation - Using rulers, a wood block and a few materials, you can create a similar experiment to above to see how students can compare what they’ve learned about friction using a car and texture and apply it to this situation. Using rulers will allow students to share accurate measurements for their incline.Engage: Quick Lab p.331 Changing Masses on a Balance; Classifying Sounds p. 343; p. 353 Iron in Food

Classify Force - Students will compare the forces of pushing and pulling. Students will also recognize that objects at rest will not move unless a force is applied to them. This is a good demonstartion or lab activity. The lesson includes extension activity and assessment.

Online resources:

Perfect Pitch - This interactive game is in baseball form but it allows the students to engage in questions based on sound.

. Focusing with Force - Balls of varying weights are used to discover the results of force applied to an object. Students "flick" ping pong balls and golf balls with a normal "flick" and a harder "flick." The length the balls move are measured and charted. A discussion follows of what the data are showing the students about how force and mass affect the movement of an object. There are ideas to use with diverse learners and assessment suggestions. This activity address both affects of an unblanced force and the

sound, volume, pitch, magnet, magnetic field, magnetic attraction

Performance TasksMotion interactive games - this page has several interactive games that align to the standards.

Forces in Action - This interactive website will recreate a similar set of experiments virtually and allow students to adjust the incline and add parachutes to add drag. What concepts can students solidify using the included table based on their virtual experiments? Great for a smartboard whole group activity too.

Students will read The Pitch and Volume of Sound, a passage from K12Reader. (Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.) As a class or in small groups, have students observe, classify, and dissect a number of examples of plant organs that have been obtained from the supermarket and pictures or models of animals. (Practice 8/ Literacy.RI.3.3)

How We Hear – this illustrates how we hear sounds.

Pushes and Pulls - A toy horse, on a track, is pushed or pulled with more or less force to determine how far it will travel. An obstacle can be placed on the track in order to observe what happens when the horse hits it. This is a great video clip/game. However, I would use it as in introductory activity on the SMART Board, in order to have a discussion to assess student knowledge. This site could also be used for differentiated instruction.

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TN Standards Learning Outcome Content Connections10. The greater the force is, the

greater the change in motion will be.

11. The mass of an object is determined by the amount of matter it contains.

12. An object’s mass can be measured with a balance that compares a known amount of matter with the object’s unknown amount of matter.

13. The more massive an object is, the less effect a given force will have.

.

relationship between mass of an object and the force needed to move an object. It is a good investigation that uses math as students conduct the investigation and display and interpret data. The materials needed to conduct the investigation are easily obtainable.

May the Best Force Win - Sports activity stations will help the student observe and understand that the greater the force applied to an object, the greater the change in speed or direction of the object. The student will demonstrate that the greater the force applied to an object, the greater the change in speed or direction of the object. This is a fun lab activity! This lesson includes extension activity and assessment.

Video resources:

Bill Nye the Science Guy: Motion – this video is all about force and motion.

Studyjams: Sound - Sound is energy that travels as a result of vibration. It can be characterized by frequency, loudness, and pitch, and is measured in decibels. Learn more about sound with this cartoon animation from StudyJams. A short, self-checking quiz is also included with this link.

Shelby County Schools 2016-201714 of 14