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Dominican International School

SCIENCE

GRADE LEVEL: 3
SY: 2014-2015
TEACHER: Ms. Blanca Delariarte email:
blanca.dis1011@gmail.com

Course Description
In In Science, emphasis is placed on the inquiry process, developing investigative
skills and understanding the nature of science. Grade 3 students continue to
learn about the life processes of plants and animals and their interactions within
Earth’s ecosystems. They explore the states and properties of matter. animal
behavioral and physical adaptations and response to the environment;
relationships among organisms in aquatic and terrestrial food chains; soil, its
origins and importance to living things; patterns and cycles in nature; plant and
animal life cycles; the water cycle and the importance of water to living things;
how natural events and human actions can affect species, and the importance of
sources of energy. The pupils continue to develop an understanding of simple
machines and their uses. They study the Earth’s movements and its effects on
daily life.

This school year, Grade 3 students are also introduced to the body systems and
learn the importance of nutrition, exercise, and avoiding harmful substances.

Teaching Strategies and Student Activities

Third Grade Science is designed to present science concepts in the context of


real world applications and includes four areas of study: Life Science, Earth
Science, Physical Science, Space and Technology. The students will observe,
inquire, question, formulate and test hypotheses, analyze data using appropriate
measuring skills, report, and evaluate findings.
The students, as scientists, will have hands-on, active experiences throughout
the instruction of the science curriculum. Our course will provide opportunities
for curriculum integration in mathematics, reading, writing, art, and social
science.

Students will participate in classroom activities such as discussions, skill


building activities, quick lab activities, experiments and presentations. In
addition, students through these activities are expected to have the opportunity
to build their skills of inquiry which empowers students to solve problems, to
evaluate their solutions and to plan and implement their own investigation.
Field trips will be also organized in order to enrich and broaden or extend
students’ learning of concepts and skills.

Assessment

Grades will be derived from: Quizzes, Class Participation, Group/Individual


Work/Projects, Homework, Chapter Tests, and Quarter Exam. These
assessments will be derived from and will also include the following: Ongoing
Assessment, Informal and Formal Assessment and Performance Assessment.

Primary Textbook

Science Fusion: Houghton Mifflin Harcourt


Harcourt Health and Fitness

Technology Resources

Think Central is the digital partner of this course. Lesson resources,


assignments, and a wide range of assessments to support students’ learning are
supported by this website.
https://wwwk6.thinkcentral.com/ePC/viewResources.do?
method=retrieveResources&transactionType=view&buid=SCI_NA12_AGU_G03U0
0L00_A_000_EN

National Geographic YouTube Channel : http://www.bing.com/videos/search?


q=national+geographic+youtube+channel&qpvt=national+geographic+youtube+chan
nel&FORM=VDRE

http://www.harcourtschool.com/menus/health_center.html (Harcourt website)


Process Skills for Grade 3 Science
Standard 1:
It should be a goal of the teacher to foster the development of science process
skills. The application of these skills allows students to investigate important
issues in the world around them. Inquiry-based units will include many or most
of the following process skills. These process skills should be incorporated into
students’ instruction as developmentally appropriate or according to learners’
level.

 Classifying – arranging or distributing objects, events, or


information representing objects or events in classes according to
some method or system
 Communicating – giving oral and written explanations or graphic
representations of observations
 Comparing and contrasting – identifying similarities and
differences between or among objects, events, data, systems, etc.
 Creating models – displaying information, using multi-sensory
representations
 Gathering and organizing data – collecting information about
objects and events which illustrate a specific situation
 Generalizing – drawing general conclusions from particulars
 Identifying variables – recognizing the characteristics of objects
or factors in events that are constant or change under different
conditions
 Inferring – drawing a conclusion based on prior experiences
 Interpreting data – analyzing data that have been obtained and
organized by
 determining apparent patterns or relationships in the data
 Making decisions – identifying alternatives and choosing a
course of action from among the alternatives after basing the
judgment for the selection on justifiable reasons.
 Manipulating materials – handling or treating materials and
equipment safely, skillfully, and effectively.
 Measuring – making quantitative observations by comparing to a
conventional or nonconventional standard
 Observing – becoming aware of an object or event by using any of
the senses (or extensions of the senses) to identify properties
 Predicting – making a forecast of future events or conditions expected to
exist
Grade 3 Standards:
1. Ask questions to determine cause and effect relationships of
electric or magnetic interactions between two objects not in
contact with each other.
2. Develop models to describe that organisms have unique and
diverse life cycles but all have in common: birth, growth,
reproduction, and death.
3. 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.
4. Use evidence to support the explanation that traits can be
influenced by the environment.
5. Construct and argument that some animals form groups that help
members survive.
6. Define a simple design problem reflecting a need or a want that
includes specified criteria for success and constraints on materials,
time, or cost.
7. 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.
8. Plan and carry out their tests in which variables are controlled and
failure points are considered to identify aspects of a model or
prototype that can be improved.

FIRST QUARTER COURSE OBJECTIVES

To follow directions for an investigation


To use observations to make inferences
To record observations.
To investigate through free exploration.
To plan and conduct an investigation

To measure objects accurately and explain the impact of it to the investigations being
conducted.
To identify which tools should be used to make specific measurements.
To gather and communicate data.
To present and explain conclusions upon evidence that has been gathered.
To identify problems and the inventions that solved them.
To evaluate and test how well the design meets the goal.
To build a model of an animal’s life cycle.
To describe the changes taking place in the development of a plant or an animal.
To explain that reproduction results in diversity in a species: while offspring often look
much like their parents, they do not look exactly the same.
To describe and explain how different adaptations help plants and animals survive in
their environment.
To explain the interrelationships of body systems.
List ways to keep the body systems healthy.
Describe the physical and mental changes occur during the stages of growth.
Compare and contrast the Life Cycle of Man with other animals.

FIRST QUARTER TENTATIVE WEEKLY SCHEDULE

Week Unit Section Suggested Activities

1 Unit 1 Lesson 1 How Do Inquiry Flip chart p.2B


Investigating Scientists Investigate Magnet Mysteries
Questions Questions?
Lesson 2 How Can You Use Inquiry Flip chart p.3 How
a Model? Can You Use a Model?

2 Lesson 3 How Do
Scientists Use Tools?
Lesson 4 How Can You
Measure Length?
Lesson 5 How Do
Scientists Use Data?
3 Unit 2 The Lesson 1 How Do Inquiry Flip chart p.9
Engineering Engineers Use the Design How Can You Use a
Process Process? Model?
Lesson 2 How Can You
Design A Tree House?

4 Unit 3 Plants Lesson 1 What Are Some Inquiry Flip chart p.13A
and Animals Plant Life Cycles? Model a Life Cycle
Lesson 2 What Are Some Why It Matters p. 108
Animal Life Cycles? Diversity

5 Lesson 3 How Do Living Inquiry Flip chart p.14


Things Change? How Do Living Things
Change?
Lesson 4 What Are
Structural Adaptations?

6 Lesson 5 How Can We Inquiry Flip chart p.17A


Model A Physical Instinct or Learned
Adaptation? Behaviour
Lesson 6 - What Are Some STEM Solve It. Helping
Animal Behaviors? Animals to Migrate

7-8 Health and Lesson 1- Bones, Muscles, TE p27


Fitness: and Nerves Cross Curricular
Chapter 1- Your Lesson 2- Breathing and Activities
Amazing Body Digestion
Lesson 3- People Grow at
Different Rates
Lesson 4- Taking Care of
Your Body

9 First Quarter
Examinations
Standards to be covered in the 2nd Quarter

1. Develop models to describe that organisms have unique and diverse life cycles
but all have in common: birth, growth, reproduction, and death.
2. 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.
3. Use evidence to support the explanation that traits can be influenced by the
environment.
4. 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.
5. Make observations and /or measurements to provide evidence of the effects of
weathering or the rate of erosion.

SECOND QUARTER COURSE OBJECTIVES

To compare and contrast plants and animals.


To illustrate plant life cycle and describe each life cycle.
To illustrate a model of an animal’s life cycle.
To define the term life cycle and explain that different plants have different life cycles.
To describe the changes taking place in the development of a plant or an animal.
To explain that in flowering plants, flowers help plants reproduce.
To explain that in flowering plants, seeds are held in fruits; in coniferous plants, seeds
are held in cones.
To explain that pollination must occur for flowering plants to produce seeds.
To describe ways that seeds can be dispersed.
To explain that plants do not always reproduce through seeds.
To explain that all life cycles of a certain animal that include birth or hatching, growth
and development, maturity, and reproduction.
To describe the difference between complete and incomplete metamorphosis.
To explain that reproduction results in diversity in a species: while offspring often look
much like their parents, they do not look exactly the same.
To describe and explain how different adaptations help plants and animals survive in
their environment.
To explain the difference between instinctive and learned behaviors.
To identify learned from instinct behaviors.
To describe different ecosystems in the world.
To communicate how plants and animals are dependent upon each other in their
environments.
To define and explain the term food chain and how energy moves up a food chain.
To communicate that all food chains are made up of producers, consumers, and
decomposers.
To explain how fragile ecosystems are and that environmental changes can negatively
impact living things.
To make a list of what people can do to conserve habitats and help plants and animals
to survive.
To describe and explain the effects of weathering and erosion.
To explain how weathering of rocks form soil.
To describe how volcanoes, earthquakes, floods, and landslides can affect Earth’s
surface.
To explain how fires, landslides, and floods affect living things.

SECOND QUARTER TENTATIVE WEEKLY SCHEDULE

Week Unit Section Suggested Activities

1 Unit 3 Plants and Lesson 1 What Are Inquiry Flip chart p.13A
Animals Some Plant Life Model a Life Cycle
Cycles?

2 Unit 3 Plants and Lesson 2 What Are Why It Matters p. 108


Animals Some Animal Life Diversity
Cycles?
Unit 3 Plants and Lesson 3 How Do Inquiry Flip chart p.14 How
Animals Living Things Change? Do Living Things Change?

3 Unit 3 Plants and Lesson 4 What Are


Animals Structural
Adaptations?
Lesson 5 How Can We Inquiry Flip chart p.17A
Model A Physical Instinct or Learned
Adaptation? Behaviour

4 Unit 3 Plants and Lesson 6 - What Are STEM Solve It. Helping
Animals Some Animal Animals to Migrate
Behaviors?
Enrichment
Activities and
Assessment

5 Unit 4 Lesson 1 What Are


Inquiry Flip chart p.19B Dig
Ecosystems and Ecosystems?
Into Ecosystems
Interactions
Lesson 2 What’s in an
Ecosystem?

6 Unit 4 Lesson 3 What Is a Food


Ecosystems and Chain?
Interactions
Lesson 4 What Are Some
Food Chains?

7 Unit 4 Lesson 5 How Do


Environmental Changes Inquiry Flip chart p.23A- Too
Ecosystems and
Affect Living Things? Much Water
Interactions
Inquiry Flip chart p.23B- Not
Enough Water
Why It Matter ? How Can We
Help?
8 Unit 4 Lesson 1 What Are Some Inquiry Flip chart p.26A Water
Ecosystems and Landforms? . At Work
Interactions
Lesson 2 How Does Inquiry Flip chart p.26B Find
Earth’s Surface Change Some Erosion
Slowly?
Lesson 3 How Can We Inquiry Flip chart p.28 How Can
Model Erosion? We Model Erosion?
9 Lesson 4 How Does
Earth’s Surface Change
Quickly?

Review Week

10 Quarter Exams
Standards to be covered in the 3rd Quarter

Grade 3 Standards
3-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.*
3-ESS2-1. Represent data in tables and graphical displays to describe typical
weather conditions expected during a particular season
3-ESS2-2. Obtain and combine information to describe climates in different
regions of the world.
3-ESS3-1. Make a claim about the merit of a design solution that reduces the
impacts of a weather-related hazard.*

Grade 5
5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes
in length and direction of shadows, day and night, and the seasonal appearance
of some stars in the night sky.

Engineering
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.

3-5-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.
3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and
failure points are considered to identify aspects of a model or prototype that can
be improved.
THIRD QUARTER COURSE OBJECTIVES

explain how living things use Earth’s resources to meet their needs.
Define and explain the term natural resources.
Identify resources that are used as sources of energy, including sunlight, water, wind,
coal, oil, natural gas, and wood.
Define and identify renewable resources, reusable resources, and non-renewable
resources.
Identify air, land, and water pollution.
Explain ways to protect resources including reusing, recycling, and reducing.
Explain how soil is formed by weathering of rock and decomposing plant and animal
remains.
Describe and compare various types of soil: sand, silt, clay.
Explain why soil is important for plant growth.
Describe and compare sources of water on earth.
Explain why water is essential for living things and why it should be conserved.
Communicate ways how to specifically, reuse, reduce and recycle in order to help
create a healthful environment or community.
Define and explain the process of water cycle.
Explain that the sun is the source of energy that drives the water cycle.
Define and explain the term weather.
Explain that the atmosphere is made up of the air that surrounds Earth.
Describe various types of severe weather.
Describe and communicate ways how to be safe in harsh weathers or disasters.
Describe how to measure specific weather conditions: wind direction, air
temperature, amount of precipitation, and type of precipitation.
Explain how earth’s rotation is responsible for the day and night cycle.
Describe how Earth’s revolution is responsible for the seasons.
 Describe the various phases of the moon.
Explain how the motion of Earth and the moon cause observable cycles in nature.
Describe of Earth and the moon.

Wee Unit Section Suggested Activities


k
1 Unit 6 People Lesson 1 What Are Some Inquiry Flip chart
and Resources Natural Resources? p.30A Polluted
Plants
Inquiry Flip chart
p.30B Clean It Up

2 Lesson 2 How Can We


Conserve Resources?
3 Health and Health in the Health Graph p259
Fitness Community A Healthful
Environment p 278

4 Unit 7 Water Lesson 1 What Is the


and Weather Water Cycle?
Wee Unit Section Suggested Activities
k

Lesson 2 What Is Inquiry Flip chart


Weather? p.35A Measuring
Wind Speed
Inquiry Flip chart
p.35B Measure The
Weather
5 Health and Taking Care of Yourself Quick Activity p 34-
Fitness Disaster safety 35
Consumer Activity
p137
5 Lesson 3 How Can We Inquiry Flip chart
Measure Weather? p.36 How Can We
Measure Weather?
6 STEM Design It:
Build a Wind
Streamer

7 Unit 8 Earth and Lesson 1 How Do Earth Inquiry Flip Chart


Its Moon and the Moon Move? p.38B Darkness Falls

8 Lesson 2 How Can We Inquiry Flip Chart


Model the Moons p.39 How Can We
Phases? Model the Moons
Phases?

9 Review/
Assessment

10 Third Quarter
Exams

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