3rd Grade Science Curriculum Map
| Pacing | Unit Title | Standards | Focus Questions | Content | Vocabulary | Skills | Resources | Assessment | ||||||||||||
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Trimester 1 10 weeks |
Forces and Interactions |
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1. What is a force? 2. What causes an object to move or stay at rest? 3. What determines the speed and direction of a moving object? 4. How can you predict the movement of an object? 5. How can you win a tug of war with a bunch of adults? 6. What makes bridges so strong? 7. How can you go faster down a slide? 8. What can magnets do? 9. How can you unlock a door using a magnet? |
PS2.A: Forces and Motion *Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) (3- PS2-1) *The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2) PS2.B: Types of Interactions *Objects in contact exert forces on each other. (3-PS2-1) *Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. (3-PS2-3),(3-PS2-4) |
1. force 2. balanced force 3. motion 4. unbalanced force 5. strength 6. gravity 7. pattern 8. pattern of motion 9. friction 10. magnet 11. attract 12. repel 13. magnetic field 14. electrical charge |
Asking Questions and Defining Problems - Asking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships. *Ask questions that can be investigated based on patterns such as cause and effect relationships. (3- PS2-3) *Define a simple problem that can be solved through the development of a new or improved object or tool. (3- PS2-4) Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K– 2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. *Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-PS2-1) *Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-PS2-2) Crosscutting Concepts Patterns *Patterns of change can be used to make predictions. (3-PS2-2) Cause and Effect *Cause and effect relationships are routinely identified. (3- PS2-1) *Cause and effect relationships are routinely identified, tested, and used to explain change. (3-PS2-3) |
Mystery Science - Forces, Motions, and Magnets Unit https://mysteryscience.com/forces/forces-motion-magnets Generation Genius Videos & Lessons Balanced and Unbalanced Forces: https://www.generationgenius.com/videolessons/balanced-and-unbalanced-forces-video-for-kids/ Patterns of Motion And Friction https://www.generationgenius.com/videolessons/patterns-of-motion-and-friction-video-for-kids/ Magnets & Static Electricty https://www.generationgenius.com/videolessons/magnets-and-static-electricity-video-for-kids/ |
Mystery Science: Lesson One Assessment https://mysteryscience.com/docs/478
Google Form Assessment https://docs.google.com/forms/d/1OyUR_Qd2KH6ixpndSbUkf4nXqQyTUtiCAiy-Tq8Xw-Q/copy Lesson Two Assessment https://mysteryscience.com/docs/489
Google Form Assessment https://docs.google.com/forms/d/1lilWlHgrrE9HpBu0PSD_ZTHOH2exaMUS218atnyrPkY/copy
Lesson Three Assessment https://mysteryscience.com/forces/mystery-3/friction-pattern-of-motion/44
Google Form Assessment https://docs.google.com/forms/d/1QaBj9l4GU_YH3DVgRI4yVXpBaX3hQkq4VMZiU9pbqdw/copy
Lesson Four Assessment https://mysteryscience.com/docs/116
Google Form Assessment https://docs.google.com/forms/d/1eLRoENcGxU7KhjcFZWlvs-cfVDMxbLTW0ywyiJx_hEA/copy
Lesson Five Assessment https://mysteryscience.com/docs/519
Google Form Assessment https://mysteryscience.com/docs/google-form-assessments
Forces Unit Paper-copy Unit Assessment https://mysteryscience.com/docs/485 Google Form Unit Assessment https://mysteryscience.com/docs/google-form-assessments
Generation Genius: Balanced and Unbalanced Forces: PDF: Google Form: https://docs.google.com/forms/d/1-E0ggrRR1-LmF5qZ9mGnzKamEQg9ABArcNFtPBnsmnE/copy
Patterns of Motion and Friction PDF:
Google Form: https://docs.google.com/forms/d/1-E0ggrRR1-LmF5qZ9mGnzKamEQg9ABArcNFtPBnsmnE/copy
Magnets & Static Electricity PDF: Google Form: https://docs.google.com/forms/d/1tmohYJ9drcxoa6t4ajgzpNHNYcpseZGURaavqEylG4c/copy
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Trimester 1 and 2 5 - 10 Weeks |
Weather and Cimate |
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1. Where do clouds come from? 2. How can we predict when it's going to storm? 3. Where's the best place to build a snow fort? 4. Why are some places always hot? 5. How can keep a house from blowing away in a windstorm? |
ESS2.D: Weather and Climate *Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1) *Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. (3-ESS2-2) *(NYSED) Earth’s processes continuously cycle water, contributing to weather and climate. (3-ESS2-3) ESS3.B: Natural Hazards *A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3-ESS3-1) (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2) |
1. water cycle 2. evaporation 3. condensation 4. precipitation 5. cloud 6. stratus 7. stratonimbus 8. cumulous 9. cumulonimbus 10. weather 11. climate 12. natural disaster 13. hurricane 14. tornado 15. dust storm |
Planning and Carrying Out Investigations *Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. *Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-ESS2-3) *Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-ESS2-3) Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. *Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. (3-ESS2-1) Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). *Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. (3-ESS3-1) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. *Obtain and combine information from books and other reliable media to explain phenomena. (3-ESS2-2) Crosscutting Concepts Patterns *Patterns of change can be used to make predictions. (3-ESS2-1),(3-ESS2- 2) Cause and Effect *Cause and effect relationships are routinely identified, tested, and used to explain change. (3-ESS2-3),(3-ESS3-1) |
Mystery Science: Weather and Climate:"Stormy Skies" https://mysteryscience.com/animals/fossils-animal-survival-heredity Generation Genius Videos and Lessons Water Cycle https://www.generationgenius.com/videolessons/water-cycle-video-for-kids/ Weather vs. Climate https://www.generationgenius.com/videolessons/weather-vs-climate-video-for-kids/ Natural Disasters https://www.generationgenius.com/videolessons/natural-disasters-video-for-kids/ Extreme Weather Solutions https://www.generationgenius.com/videolessons/extreme-weather-for-kids/ |
Lesson One Assessment https://mysteryscience.com/docs/152 Google Form Assessment https://docs.google.com/forms/d/10REKMUy-B1gOD9J2qFMntTqnaDMS-J0VODwQvhhbsBc/copy Lesson Two Assessment https://mysteryscience.com/docs/518 Google Form Assessment https://docs.google.com/forms/d/19FXc3o8ecoH-5o6i6n2_2nDL2Jpt03kY72Q8mB8e5IM/copy Lesson Three Assessment N/A Google Form Assessment https://docs.google.com/forms/d/1zLy8TnPl0F7DIN6qtq_h_HFBamYquXAYI7WCO99e8UM/copy Lesson Four Assessment https://mysteryscience.com/docs/573 Google Form Assessment https://docs.google.com/forms/d/1zeDWoG_QXThwbBtRxpWFc2G8gtrk1fvc_FdkSf7_UU0/copy
Weather Unit Assessment https://mysteryscience.com/docs/454 Google Form Assessment https://docs.google.com/forms/d/1edotqBPcNEuVpV5nVjX_4kYEMCEQEwXP6x4IvMzQPyU/copy Generation Genius: Water Cycle: PDF: https://www.generationgenius.com/wp-content/uploads/2018/03/Water-Cycle-Worksheet-GG.pdf Google Form: https://docs.google.com/forms/d/1Bq4EsI9umnwkSGaY9ChRLpz46bwKT8wCD4c-QTDBMqk/copy Weather vs. Climate PDF: https://www.generationgenius.com/wp-content/uploads/2018/03/Weather-vs-Climate-Worksheet-GG.pdf Google Doc: https://docs.google.com/forms/d/1N4e7b8hvarnSkXC272whcGmeigv5mL8t4TYv-EVmUOE/copy Natural Disasters: PDF: https://www.generationgenius.com/wp-content/uploads/2018/03/Natural-Disasters-Worksheet-GG.pdf Google Form: https://docs.google.com/forms/d/1O6Lq75L_u1nUoU3FPAr5uaiDlIvm4bCzP9zHaMRDOcs/edit Extreme Weather Solutions: PDF: https://www.generationgenius.com/wp-content/uploads/2018/03/Extreme-Weather-Worksheet-GG.pdf Google Form: https://docs.google.com/forms/d/1ArgK12lhe2TkxJyyuJwf9eO6aRBW4QEMkecYrS3w6M0/edit
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Trimester 2 and 3 10 weeks |
Inheritance and Variation of Traits: Life Cycles and Traits |
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1. Where do your traits come from?
2.How can the environment affect traits that an organism develops?
3.How do variations in characteristics in individuals of the same species provide advantages to surviving?
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LS1.B: Growth and Development of Organisms *Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1) LS3.A: Inheritance of Traits *Many characteristics of organisms are inherited from their parents. (3-LS3-1) *Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. (3-LS3-2) *(NYSED) Some characteristics result from the interactions of both inheritance and the effect of the environment. (3-LS3-2) LS3.B: Variation of Traits *Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1) *The environment also affects the traits that an organism develops. (3-LS3-2) LS4.B: Natural Selection *Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2) |
1. life cycles 2. habitats 3. pollination 4. metamorphosis 5. larvae 6. chrysalis 7. germination 8. seedling 9. traits 10. offspring 11. inherit 12. predator 13. prey 14. camouflage |
Developing and Using Models Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. *Develop models to describe phenomena. (3-LS1-1) Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. *Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. *Use evidence (e.g., observations, patterns) to support an explanation. (3-LS3-2) *Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2) Crosscutting Concepts Patterns *Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1) *Patterns of change can be used to make predictions. (3- LS1-1) Cause and Effect *Cause and effect relationships are routinely identified and used to explain change. (3-LS3- 2),(3-LS4-2)
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Generation Genius
Variation of Traits https://www.generationgenius.com/videolessons/variation-of-traits-video-for-kids/
Mystery Science Plant Life & Heredity
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Mystery Science: Life Cycles
1. Lesson One Assessment https://mysteryscience.com/docs/25298
2. Lesson Two Assessment https://mysteryscience.com/docs/610 Google Form Assessment
Lesson Three Assessment https://mysteryscience.com/docs/247
Unit Assessment Google Form https://docs.google.com/forms/d/e/1FAIpQLSeYGCCTItYBDhGcOR178Y3cxkFOpFDna7f8pdD8TvlM3QH7yg/viewform
Plant Life Cycles & Heredity
1. Lesson One Assessment https://mysteryscience.com/docs/247 Google Form Assessment https://docs.google.com/forms/d/1Uj7udJ9Jj_eKQJ-uZowyFD4LloSw-ggdva1EM-Ost9c/copy
2. Lesson Two Assessment https://mysteryscience.com/flowers/mystery-2/seed-dispersal-plant-life-cycle/89 Google Form Assessment https://docs.google.com/forms/d/154KEugqON04k_pgbHL4y06qK-XQUYqQiTZ8c50uiHz4/copy
3. Lesson Three Assessment https://mysteryscience.com/docs/334 Google Form Assessment https://docs.google.com/forms/d/1Zn4m2comqsZUMaSl775OGmHdcYIsRp2_Zjzh0I6ngeY/copy
4. Lesson Four Google Form Assessment https://mysteryscience.com/docs/323 Assessment https://docs.google.com/forms/d/1Jm0n-pZ7cGX6FH67Cd9zW25sU1NxJsn25vQibNKWMwo/copy
Unit Assessment https://mysteryscience.com/docs/321 Google Form Version https://docs.google.com/forms/d/17f6VKhnnm2l_dxRyHkrlfSsWaisxH6xx3X7pHyNiGoc/copy
Generation Genius:
Variation of Traits
PDF:
Google Form: https://docs.google.com/forms/d/1GuFdHUBKlpQSRJjBZ49ZBcyih7nKeZlL7BWE6RU8kS8/copy
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Trimester 3 10 weeks |
Interdependent Relationships in Ecosystems |
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LS2.C: Ecosystem Dynamics, Functioning, and Resilience *When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4) LS2.D: Social Interactions and Group Behavior *NYSED) Being part of a group helps some animals obtain food, defend themselves, and survive. Groups may serve different functions and vary dramatically in size. (Note: Moved from K–2) (3-LS2-1) LS4.A: Evidence of Common Ancestry and Diversity *Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (Note: Moved from K–2) (3-LS4-1) *Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. (3- LS4-1) LS4.C: Adaptation *For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3) LS4.D: Biodiversity and Humans *Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4) |
1. fossil 2. habitat 3. oragnism 4. physical trait 5. natural selection 6. selection 7. survival 8. extinct 9. herbivore 10. carnivore 11. omnivore 12. adaptation 13. environment 14. group 15. group behavior |
Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. *Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1) Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed worlds. *Construct an argument with evidence, data, and/or a model. (3-LS2-1) *Construct an argument with evidence. (3-LS4-3) *Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. (3-LS4-4) Crosscutting Concepts Cause and Effect *Cause and effect relationships are routinely identified and used to explain change. (3-LS2-1),(3-LS4-3) Scale, Proportion, and Quantity *Observable phenomena exist from very short to very long time periods. (3-LS4-1) Systems and System Models *A system can be described in terms of its components and their interactions. (3-LS4-4) |
