WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM TEMPLATE

COURSE NAME: 3rd grade Science

UNIT1 : Weather

NO. OF DAYS:20

KEY LEARNING(S):
UNIT ESSENTIAL QUESTIONS:
STANDARD

CONCEPTS
Eligible Content &
Skills

3.3.3.B1 - -Relate
the rotation of the
earth and day/night
to the apparent
movement of the
sun, moon, and
stars across the sky

- describe the
changes that occur
in the observable
shape of the moon
over the course of a
month

Describe motions
of the sun and the
earth and explain
how the motion of
the sun, earth, and
moon stages
relate to time
(days, months,
years). Describe
seasonal changes
as they relate to
the tilt of the
earths axis (not
the distance to the
sun!) Use models
to represent
scientific principles
(lunar phases)

ESSENTIAL
QUESTIONS
A=
Acquisition
ET =
Extended
Thinking
- How do we
measure a
day?
-How do we
measure a
year?
-How can I
use a model
to show the
rotation and
orbit of the
earth?
-Why do
seasons and
temperatures
change
throughout a
year?
-What are the
phases of the
moon?
- How do the
phases of the
moon change
over time?

RESOURCES/ MATERIALS

As the world Turns Lesson from SAS (requires Styrofoam

balls)http://www.pdesas.org/module/content/resources/16059/view.as
hx - look at instructional procedures for step by step
instructions (Day 1-4)
- Watch brain pop Jr. video on the Moon
https://jr.brainpop.com/science/space/moon/preview.weml take
the easy quiz for understanding then handout the Oreo
student guide sheet and on a piece of paper glue Oreo phases
in proper order
https://www.teacherspayteachers.com/Produc
t/Phases-of-the-Moon-Oreo-Activity-FREEBIE158654 (brain pop jr. hard quiz as formative assessment).
(day 5-6)
- http://stardate.org/nightsky/moon to find out the moon phases
of current month. Distribute (consumable) calendars of current
month and draw moon phases on that month. Invite students to
record the moon phases they can see throughout the month
and turn their moon chart in on a given date moon chart here

https://jr.brainpop.com/science/space/moon/activity/ (day 7)

VOCABULARY

MENTOR
TEXTS

Rotate
Rotation
Orbit
Axis
New Moon
Waxing Crescent
First Quarter
Waxing Gibbous
Full Moon
Waning Gibbous
Third Quarter
Waning Crescent

The Moon by
Gail Gibbons
Phases of the
Moon by Bob
Crelin

3.3.3.A4 - Connect
various forms of
precipitation to the
weather in a
particular place and
time.

Identify basic
cloud types
cirrus, cumulus,
stratus,
cumulonimbus

- Why do
clouds look
different?
- What are the
main
differences of
cloud types?

Days 8-9
Three types of clouds lesson Show the youtube video as
introduction
https://www.youtube.com/watch?v=32uFVssBs6E

Cirrus
Stratus
Cumulus
Cumulonimbus

Cyril the Serious

Cirrus Cloud

Thermometer
Anemometer
Rain Gage
Weathervane
Barometer

What are
Weather
Instruments?

Explore my
World Clouds

Either re-create, display, or handout this cloud reference after

video - http://polarfield.wpengine.netdna-cdn.com/wpcontent/uploads/2010/11/cloud_poster.jpg
Using this reference have students fill out this sheet http://www.itsybitsyfun.com/uploads/9/8/7/6/9876061/3-maintypes-of-clouds-worksheets-1014.pdf - once finished with this
sheet record daily the observations of clouds when checking
weather instruments.
Cloud Cotton ball Activity--http://collaborationcuties.blogspot.ca/2013/09/the-cloud-bookwith-cloud-lesson-ideas.html Be sure to do all 4 cloud types
instead of 3.

3.3.3.A5 - Explain how air

temperature,
moisture, wind
speed and direction,
and precipitation
make up the
weather in a
particular place and
time.

Identify weather
patterns form data
charts or graphs of
the data and make
connections to
basic elements of
weather (changes
in wind direction,
precipitation, and
temperature)

- What are the

conditions of
the weather
over a given
amount of
time?
- What are
ways to
represent
collected data
about the
weather in
graphs?
- How does
the wind
speed affect
the weather?
- How is
temperature
measured?
- How does

Days 10-17
Day 10---Cut and paste pictures, definitions, and question cards
of weather tools into science journal . Set up weather tools
outside.
Day 11-17---Every day go outside with weather recording chart
to observe the weather instruments and have students record
the weather themselves thermometer, wind vane,
anemometer, and rain gage.
In science journal: (daily)
-write a paragraph describing the weather using at least three
recordings from that day
- complete line plots to show change in wind speed
(anemometer) and temperature (thermometer) over time
-complete weather bar graph
-complete pictograph of cloud type
In addition to the daily observations and reflections, complete
these mini lessons on the different weather recording

Using Weather
Data

temperature
relate to
precipitation?

instruments and their meanings:

1. Watch this YouTube video - https://www.youtube.com/watch?
v=NBULKy--66Y then distribute or display the Beaufort scale for
kids - http://www.thudscave.com/petroglyphs/pdf/beaufort.pdf
and have fun with this interactive Beaufort model
http://www.learningliftoff.com/2nd-grade-science-learningactivity-beaufort-scale/ Have students create flash cards (using
index cards) with the Beaufort terms on one side and wind
speed on the other then have them partner up and quiz each
other on the terms
2. Read this text and answer the questions about what a
meteorologist does underlining in the text where the students
got their answer - http://www.k12reader.com/readingcomprehension/Gr3_Wk24_Whats_the_Forecast.pdf
3. Watch the Brain Pop Jr. video on temperature https://jr.brainpop.com/science/weather/temperature/ then
brainstorm ways we use temperature as it pertains to
precipitation
https://jr.brainpop.com/science/weather/temperature/talkaboutit/
- take a hard quiz to check for understanding about
temperature. (8 days)

3.3.3.B3.- See
science as Inquiry in
the introduction for
grade level
indicators (scientific
processes)

Generate
questions about
objects,
organisms, or
events that can be
answered through
scientific
investigations.
Design a fair test
to observe one
variable, Observe
a natural
phenomenon then
make a prediction
based on those
observations.
State a conclusion

- What are the

steps of the
scientific
process?
- How can I
conduct an
experiment
based on a
question?

1. In their Science Notebook complete the notebook questions

to the scientific method video and have students complete the
questions as they watch the videohttps://jr.brainpop.com/science/scienceskills/scientificmethod/ To check for understand complete the quiz.
2. As an introduction to the scientific method have students
complete the string experiment in their Science
Notebook.
https://jr.brainpop.com/science/scienceskills/scientificmethod/act
ivity/ remind students that these are the steps they will take on
every lab that we complete this year.
3. To practice in-depth conclusions from data complete the
pepper plant activity in their Science Notebook and encourage
students to write using data to support their answer https://jr.brainpop.com/science/scienceskills/scientificmethod/tal

Observation
Procedure
Conclusion
Hypothesis

Solving Science
Questions: A
Book about the
Scientific
Process

that is consistent
with the
information/data.

kaboutit/ (2 days)

COURSE NAME: 3rd grade Science

UNIT 2 : Minerals

NO. OF DAYS: 6

KEY LEARNING(S):
UNIT ESSENTIAL QUESTIONS:
STANDARD

CONCEPTS
Eligible Content & Skills

3.3.3.A2 - Identify the

physical properties of
minerals and demonstrate
how minerals can be
tested for these different
physical properties.
3.2.3.A1 Differentiate
between properties of
objects such as size,
shape, weight and
properties of materials that
make up the objects
(color, texture, and
hardness etc.).

Categorize groups
using physical
characteristics. Use
physical properties
(size, shape, weight,
volume, color, and
texture) to describe
matter.

ESSENTIAL
QUESTIONS
A = Acquisition
ET = Extended Thinking
How can I determine
the hardness of a
mineral?
How can I classify
minerals based on their
characteristics?
What characteristics
make minerals unique?

RESOURCES/ MATERIALS

EARTH MATERIALS FOSS KIT

Investigations 2 & Investigation 4 (activity 1)
ONLY
Student FOSS materials will be
assembled into a student journal for
convenience use FOSS binders,
teaching guides, and materials in the
FOSS kits as directed.
(6 days)

TIER 2
VOCABULARY
Quartz
Fluorite
Calcite
Gypsum
Mineral
Granite
Feldspar
Mica
Hornblende
Property

MENTOR TEXT

FOSS science
stories:
Written in Stone
Postcards from
the Ledge
Rock of Ages
Identifying
Minerals
Where do Rocks
Come From?

COURSE NAME: 3rd grade Science

UNIT 3 : Changes to Physical Properties

NO. OF DAYS: 16

KEY LEARNING(S):
UNIT ESSENTIAL QUESTIONS:
STANDARD

CONCEPTS
Eligible Content &
Skills

3.2.3.B3 Explore
temperature
changes that result
from the addition or
removal of heat
3.2.3.A3
Demonstrate how
heating and cooling
may cause changes
in the properties of
materials including
phase changes

. Identify heat as
an energy form
Use physical
properties and
their changes in
state to describe
matter

ESSENTIAL
QUESTIONS
A = Acquisition
ET = Extended
Thinking
What are the
properties of the
three states of
matter?
How can I measure
mass and volume?
How can I use a
thermometer to
measure
temperature
changes?
What are the
observable
changes of matter
due to heat and
evaporation?

RESOURCES/ MATERIALS

VOCABULARY

NEW FOSS MATTER AND ENEGRY investigation 3

& investigation 4

prediction
volume
capacity
liter
milliliter
graduated-cylinder
syringe
solid
liquid
gas

Student FOSS materials will be assembled into a

student journal for convenience use FOSS
binders, teaching guides, and materials in the
FOSS kits as directed.
(16 days)

substance
reaction
carbon dioxide

MENTOR TEXT

3.2.3.B7 - See
science as inquiry in
the introduction for
grade level
indicators (scientific
process)

Generate
questions about
objects,
organisms, or
events that can
be answered
through scientific
investigations.
Design a fair test
to observe one
variable, Observe
a natural
phenomenon then
make a prediction
based on those
observations.
State a
conclusion that is
consistent with
the
information/data

What are the steps

of the scientific
process?
- How can I
conduct an
experiment based
on a question?

Changes in physical characteristics to gummies - as a

reference look for example lab report completed and
this blog posthttp://thirdgradethinkers8.blogspot.com/2011/10/spooky
-science-matter-experiment.html
Lab starts off willl a gummy bear look different if put
in water, soda, or milk? How will the changes be
different with different liquids? (another unit)

Observation
Procedure
Conclusion

Hypothesis

COURSE NAME: 3rd grade Science

UNIT 4 : Survival and Adaptations

NO. OF DAYS: 20

KEY LEARNING(S):
UNIT ESSENTIAL QUESTIONS:
STANDARD

CONCEPTS
Eligible Content
& Skills

3.1.3.A3 Identify
differences in the life
cycles of plants and
animals.

Identify the
life process of
living things
(their growth
pattern)
identify the life
cycles of
different
organisms
(seed
producing
plant, frog,
grasshopper
etc.)

ESSENTIAL
QUESTIONS
A = Acquisition
ET = Extended
Thinking
-What is the life
cycle of a plant?
- What is the life
cycle of a lady
bug?
-What is the life
cycle of a frog?
- How are life
cycles of plants
and animals
similar? How are
they different?

RESOURCES/ MATERIALS

Watch the plant life cycle video on Brain Pop https://jr.brainpop.com/science/plants/plantlifecycle/sequence

order/ - play the sequencing game whole group to further
understanding https://jr.brainpop.com/science/plants/plantlifecycle/sequence
order/ draw a picture to show the life cycle of a plant https://jr.brainpop.com/science/plants/plantlifecycle/talkaboutit
/
- Watch this video on life cycles of lady bugs https://www.youtube.com/watch?v=1fmfzHLiGh4 then use
these resources to complete the life cycle of a lady bug
activity - http://www.montessoriprintshop.com/uploads/NF70a_Ladybug_Life_Cycle_Cards___Charts.pdf
- Watch this video on frogs -https://www.youtube.com/watch?
v=AMs3waaW75g then complete this frog life cycle wheel https://www.teacherspayteachers.com/Product/Life-Cycle-ofa-Frog-Wheel-192951 (requires Teachers pay Teachers
account but it free).
- Use this graphic organizer to compare and contrast the life
cycle of a lady bug and a frog http://www.biologycorner.com/worksheets/graphic_compare.h
tml
- As an exit activity review/show this display to students and
ask them to write the different stages of life cycles of different
plants and animals make sure to stress the idea that plants
and animals go through different life cycles http://outdoornebraska.ne.gov/wildlife/programs/projectwild/p
df/ppt_pdfs/life%20cycles.pdf (4 days)

TIER 2
VOCABULAR
Y

TIER 3
VOCABULARY

Egg
Larva
Pupa
Adult
Tadpole
Froglet
Adult Frog

3.1.3.A5 Identify the

structures in plants
that are responsible
for food production,
support, water
transport,
reproduction, growth,
and protection

Describe the
basic needs
to plants and
how parts of a
living
organism
work together
to provide
what that
organism
needs

- What are the

basic parts of a
plant that are
necessary for its
survival and
reproduction?
-What is the
function of the
stem of a plant?
-What is the
function of the
roots of a plant?

3.1.3.C2 Recognize
that plants survive
through adaptations,
such as stem growth
towards light and root
growth downward in
response to gravity.
And how they work
together

Explain how
specific
adaptations
can help a
living
organism
survive (ex:
ability to retain
water, to grow
toward
sunlight)

-How does a
plant change
based on the
surroundings of
its environment?
-What are some
of the
modifications a
plant makes to
maximize
survival?

Watch the Brain Pop Jr. video on Parts of a Plant https://jr.brainpop.com/science/plants/partsofaplant/ complete
the hard quiz to check to understanding once finished. Have
students complete the celery experiment to understand root
purpose https://jr.brainpop.com/science/plants/partsofaplant/activity/ Once finished with the experiment display this anchor chart http://3.bp.blogspot.com/-SEHBRPyQ44/UaDV4wlaWbI/AAAAAAAAAyQ/9sQu2zYOtnc
/s1600/Parts-of-a-Plant.png and complete this worksheet http://www.kbteachers.com/plants/plant-functionsworksheet.html
Students can then complete the parts of the plant interactive
printout and glue this in their science journal
-https://www.teacherspayteachers.com/Product/Plants-Partsof-a-Flower-Diagram-Interactive-Notebooks-Biology-LifeSciences-1149773 (requires Teachers pay Teachers account
but is free) (4 days)
-Life as a Plant (Requires 4 corn seeds that will be given to
you)
http://www.pbslearningmedia.org/resource/lsps07.sci.life.oate.
lplifeasplant/living-life-as-a-plant/ - use this completely laid out
PBS lesson to show how plants adapt to their surroundings
make sure students can answer the three questions a, b,
and c in number 12 (4 days)

Roots
Stem
Seeds
Fruit
Leaves
Flowers

Modifications

3.1.3.C2 Recognize
that many plants and
animals can survive
harsh environments
because of seasonal
behaviors (e.g.
hibernation,
migration, trees
shedding leaves).

Identify
characteristics
for plant and
animal
survival by
behavior in
different
environments.
Explain and
predict how
changes in
seasons affect
plants and
animals

What is the
purpose of
hibernation?
What is the
purpose of
migration?
What is the
purpose of
camouflage?

3.1.3.C2 - Describe
animal
characteristics that
are necessary for
survival

Explain how
specific
adaptations
can help a
living
organism
survive (ex,
protective
coloration,)
Generate
questions
about objects,
organisms, or
events that
can be

- How do
animals survive
in their habitat?

3.1.3.A9 - See
science as inquiry in
the introduction for
the grade level
indicators (scientific
process)

- What is the
perfect amount
of water for a
plant to survive?
-What are the
steps of the

- Print the Notebook questions before watching the Brain Pop

Jr. video on hibernation.
https://jr.brainpop.com/science/animals/hibernation/ as
students watch the video have them answer the questions. As
a fun review play the sequencing game with the class https://jr.brainpop.com/science/animals/hibernation/sequence
order/ - then compare and contrast (whole group) how
humans and hibernating animals are alike and different https://jr.brainpop.com/science/animals/hibernation/talkaboutit
/
- Print the Notebook questions before watching the Brain Pop
Jr. video on migration
https://jr.brainpop.com/science/animals/migration/ After the
video have students complete the hard quiz to check for
understanding. Display the Belly up comic strip
https://jr.brainpop.com/science/animals/migration/bellyup/ and
have students answer the prompt Explain why this comic
strip is funny. Was the orange fish correct when he said fish
migrate too?
Watch this brain pop video on camouflage
https://www.brainpop.com/science/ecologyandbehavior/camo
uflage/ complete this activity sheet while watching the video https://www.brainpop.com/science/ecologyandbehavior/camo
uflage/activity/ as an additional support use this word map to
help students fill out the vocabulary
https://www.brainpop.com/conceptmap/create.html?
topic=/science/ecologyandbehavior/camouflage/ (3 days)
- Animal Survival Characteristics PDE standard lesson
http://www.pdesas.org/module/content/resources/13917/view.
ashx - follow instructional procedures - the book will be given
to you along with the animal posters and cards (2 days)

- Seed Germination lab see completed lab report as

reference and use this site to guide your management and
implementation of the lab http://www.education.com/science-fair/article/environmentalfactors-seed-germination/ requires potting soil and beans
seed which will be given to you. (3 days)

Migrate
Hibernate

Characteristics
Adaptations

Germination

answered
through
scientific
investigations.
Design a fair
test to
observe one
variable,
Observe a
natural
phenomenon
then make a
prediction
based on
those
observations.
State a
conclusion
that is
consistent
with the
information/da
ta

scientific
process?
- How can I
conduct an
experiment
based on a
question?

COURSE NAME: 3rd grade Science

UNIT 5 : Human Effects on the Environment

NO. OF DAYS: 20

KEY LEARNING(S):
UNIT ESSENTIAL QUESTIONS:
STANDARD

CONCEPTS
Eligible Content &
Skills

4.1.3.A - Differentiate
between the living and
non-living components
in an environment

Describe the
living and nonliving
components of
an ecosystem
(forest,
grasslands,
cornfield)
Describe the
interaction
between living
and non-living
things in the
environment

ESSENTIAL
QUESTIONS
A = Acquisition
ET = Extended
Thinking
What is the
difference between
something that is
living and
something that
isnt?
- What are the
living and nonliving things in an
environment?
- How do living
and non-living
things interact with
each other?

RESOURCES/ MATERIALS

Follow the steps of this PBS lesson to have children

understand what is considered living and non-living
http://www.pbslearningmedia.org/resource/tdc02.sci.l
ife.colt.lp_living/living-vs-nonliving/
Then print off this image http://5thgradecedarfork.weebly.com/uploads/8/2/1/5
/8215136/5132547_orig.jpg and have students
identify all the living things in RED and all the nonliving things in BLACK discuss their relationship and
write on the back of the image how the living and
non-living things in an environment interact. (3 days)

TIER 2
VOCABULARY

Ecosystem
Living
Non-Living

TIER 3
VOCABULARY

4.1.3.E - Identify
changes in the
environment over time

Describe how
changes in the
environment
(fire, flood,
building,) can
affect systems

How do floods,
earthquakes,
volcanic eruptions,
and fires effect the
environment?
How does erosion
change the
environment over
time?

4.1.3.D - -Identify
organisms that are
dependent on one
another in a given
ecosystem (define
habitat and how it
effects an organism)

Explain the
relationship
between the
living
components of
an ecosystem
(food web)

What is a food
chain?
What is a food
web?
How do organisms
depend on each
other in a given
environment?

4.5.3.A - Identify
resources humans take
from the environment
for their survival

Describe
human
dependence on
the food and
fiber systems
of production
-describe the
effects of
pollution

-What are Natural

Resources?
-How do humans
pollute the
environment when
gathering
resources needed
for survival?

4.5.3.C - Identify
different types of
pollution and their
sources.

Print out the notebook questions then watch the

Brain pop jr video on fast land changes
https://jr.brainpop.com/science/land/fastlandchanges
/
- Take the hard quiz to check for understanding
then as a whole group create a landform with sand
and then pour water on the landform to observe the
changes https://jr.brainpop.com/science/land/fastlandchanges
/activity/ Complete the Cause and Effect chart of
land changes https://jr.brainpop.com/science/land/fastlandchanges
/talkaboutit/
- Print out the note book questions and then watch
the Brain Pop jr. video on slow land changes https://jr.brainpop.com/science/land/slowlandchange
s/ Complete the soap experiment to understand
erosion https://jr.brainpop.com/science/land/slowlandchange
s/activity/ Then complete the cause effect chart for
slow landforms https://jr.brainpop.com/science/land/slowlandchange
s/talkaboutit/ (4 days)
Food Chains and Food Webs Standard Lesson http://www.pdesas.org/module/content/resources/14
028/view.ashx - follow the instructional procedures
in the lesson
- Use the Game, activity, belly up, and other
resources Brain Pop offers at your disposal with
what time you have left after the Standards lesson https://jr.brainpop.com/science/animals/foodchain/ (5
days)
- Print the notebook questions before viewing the
natural resources brain pop jr.
https://jr.brainpop.com/science/conservation/naturalr
esources/ - then complete the hard quiz to check
for understanding have students play the natural
resource sort https://jr.brainpop.com/science/conservation/naturalr
esources/games.weml then have students answer
this writing prompt about polluting and the
environment -

Fire
Flood
Earthquake
Eruption

Erosion

Food Chain
Food Web
Producer
Consumer
Herbivore
Omnivore
Carnivore
Decomposer
Pollution
Natural Resources
Consumption

4.5.3.D - Describe how

waste is generated (a
purpose and a solution
for a waste issue)

Identify
everyday
human
activities that
depend on the
natural
environment

What are some

ways I use
resources in my
day?
How can I get rid
of waste properly?

4.5.3.B Define the term

pest and identify
various plants and
animals that humans
may call pests.

Identify
biological pests
(fungi, molds,
foxtail, ticks,
mice, starlings)
that compete
with humans
for resources

What is a pest?

https://jr.brainpop.com/science/conservation/naturalr
esources/writeaboutit/
- Have students complete this activity to understand
how much water they use in a day
https://jr.brainpop.com/science/conservation/naturalr
esources/activity/ (2 days)
- Have students print the notebook questions before
viewing the reduce reuse recycle video
https://jr.brainpop.com/science/conservation/reducer
euserecycle/ - Have students complete this prompt https://jr.brainpop.com/science/conservation/reducer
euserecycle/writeaboutit/ - have students crate
(whole group) a sign that should go on the recycle
bin https://jr.brainpop.com/science/conservation/reducer
euserecycle/activity/
- Have students throw all their trash away for the day
in a plastic bag. Keep the bag and in the next two
lessons write about the types of trash accumulated,
the amount accumulated (individually and total), and
how to reduce, use, and dispose properly. (3 days)
http://www.pestworldforkids.org/media/12639/lessonintropests.pdf - using this packet of resources play
the pest shuffle game then use this graphic
organizer to identify different types of pests http://www.eduplace.com/graphicorganizer/pdf/cluste
r_web3.pdf be sure to complete one for animals
(ants, termites, flies, bats) and one for animals
(mold, fungus, weeds, etc.) Use read aloud book
list at discretion be sure to fill out page 4 word box
to check for understanding. (1 day)

Reduce
Reuse
Recycle

Pest