# Sparta Township School District. Unit Overview

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1 Content Area: Science Sparta Township School District Unit Overview Unit Title: Weather and Climate Unit: 1 Grade Level: Third Grade Timeline: 6 weeks; 1 st Marking Period Unit Summary: In this unit, students will explore the characteristics of weather, how it s measured, and create charts and graphs to identify patterns of weather over a given period of time. Based on different types of weather, students will determine what design solutions can be used to reduce the impacts of hazardous weather. They will be able to differentiate between weather and climate and compare the climates of various regions of the world (rainforest, tundra, and desert). Primary interdisciplinary connections: Math, English Language Arts, Social Studies, Technology, Character 21 st Century themes and skills: Global Awareness, Creativity and Innovation, Critical Thinking and Problem Solving, Media Literacy, ICT Literacy, Information Literacy Unit Rationale: The students will have an understanding of weather, the effects and ways to reduce weatherrelated hazards, and the tools used to measure weather. In addition, students will identify patterns of climate in different regions of the world, so they can compare them and apply the knowledge to their own community. Standards: Learning Targets

2 Unit Essential Questions How does weather affect you? How can we identify patterns in the climates of different places around the world? Unit Enduring Understandings Weather is what is happening outside your window. People in different places protect themselves from destructive weather. Data shows patterns in average temperature, precipitation, and wind direction in a given location over a specific period of time. Climate is the long-term state of weather. (over decades) There are patterns in different climates. Unit Learning Targets Students will... Recognize that weather is what is happening outside your window.

3 Investigate and create the tools that measure temperature, precipitation and wind direction (thermometer, rain gauge, wind vane). Record weather data on a chart over a period of time showing average temperature, precipitation and wind direction. Create a bar graph or pictograph using the recorded data from the charts to show changes of weather over the month. List design solutions used within communities due to destructive weather. Develop a logical argument for why design solutions (barriers, basements, storm windows, etc.) reduce the impact of destructive weather. Explain the difference between weather and climate. Compare and contrast climates of rainforest (tropical wet), tundra, desert (arid). Research patterns in climatographs (precipitation and temperature) in the rainforest, desert, and tundra. Teacher Instructional Resources Non-fiction books related to weather, climate, and precipitation Weather Instruments book pg. 3, pg. 5, pg. 8 Weather chart Bar graph or pictograph worksheets Tornado Chasers (guided reading book) Weather vs. Climate chart Climate research site: https://sites.google.com/site/climatetypes/ Climatographs: Rainforest, Tundra, Desert Rainfall for Regions of the World Integration of Technology: SMARTBoard, Internet Technology Resources: Click the links below to access additional resources used to design this unit: https://sites.google.com/site/climatetypes/ Materials / Equipment Needed: Weather chart Climatographs (Rainforest, Tundra, Desert) Thermometers from the science closet Opportunities for Differentiation: -Graphic organizers/ note taking strategies -Any additional research students choose to complete on their own -Utilize pairing and grouping activities -Deliver instruction in a variety of modalities (VAKT)

4 Teacher Notes: Content Area: Science Unit Overview Unit Title: Forces and Interactions Unit: 2 Grade Level: Third Grade Timeline: 2 nd Marking Period Unit Summary: In this unit, students will explore the effects of balanced and unbalanced forces of the motion of an object. Based on patterns of motion, predictions will be made for the future movement of an object. Students will understand how magnets works, the positive and negative poles of magnets, and the cause and effect of magnetic interactions between two objects that are not in contact. Students will apply what they have learned about magnets using problem solving techniques. Primary interdisciplinary connections: English Language Arts, Math, Technology, Character Education 21 st Century themes and skills: Creativity and innovation, Critical Thinking and Problem Solving, Communication and Collaboration Unit Rationale: The students will understand the impact of a force on an object even when two objects are not touching. In addition, students explore how magnets work and are used to attract and repel objects in our daily lives. Standards: Learning Targets

5 Unit Essential Questions What makes an object move? What impact do magnets have on our lives? Unit Enduring Understandings All objects can move due to force. When there s balanced force there s no movement. Motion can create predictable patterns. Objects don t need to touch to create motion due to magnetism. Distance, number, and size of magnets affect the magnetic force. Magnets are used to solve simple design problems.

6 Unit Learning Targets Students will... Recognize that all objects can move with force. Distinguish between balanced force and unbalanced force. Investigate the different types of forces (gravity, weight, friction, wind, manpower, electricity, etc.) Recognize that an object in motion follows a pattern that is predictable. Investigate how magnets work. Prove that magnets do not need to touch all objects in order to create force. Distinguish between the effects of putting together similar and opposite poles of a magnet. Observe how distance, number, and size of magnets affect the magnetic force (using experiments and website). Design a solution for a simple problem by applying scientific ideas about magnets. Teacher Instructional Resources Forces and Motion book (Science closet) (Choose examples of forces from: Ages 5-6, Ages 6-7, Ages 7-8, Ages 8-9, Ages 10-11) Worksheet on balanced forces and unbalanced forces The Mystery of Magnets (guided reading level 38) by Deborah Kekewich Magnetism experiment on YouTube FOSS packet for student activities and experiments Integration of Technology: SMARTBoard, Internet Technology Resources: Click the links below to access additional resources used to design this unit: (Choose examples of forces from: Ages 5-6, Ages 6-7, Ages 7-8, Ages 8-9, Ages 10-11) YouTube magnetism experiment Materials / Equipment Needed: Various magnets: horseshoe, bar, donut shaped, small, medium, large Forces and Motion book Rope or yarn with a marked middle point for Tug of War Swing/ marble & bowl Mystery of Magnets (guided reading level 38) Magnets of different size Magnetic items for experiments Magnetism experiment on YouTube (to watch or recreate) FOSS packet with magnet experiments Opportunities for Differentiation: -Graphic organizers/ note taking strategies -Any additional research students choose to complete on their own

7 -Utilize pairing and grouping activities -Deliver instruction in a variety of modalities (VAKT) Teacher Notes: Sparta Township School District

8 Content Area: Science Sparta Township School District Unit Overview Unit Title: Inheritance and Variation of Traits: Life Cycles and Traits Unit: 3 Grade Level: Third Grade Timeline: 3 rd Marking Period Unit Summary: In this unit, students will understand that plants and animals have unique and diverse life cycles, but share common elements such as: birth, growth, reproduction, and death. In addition, plants and animals have traits that are inherited from their parents and variations in these traits exist among similar organisms. These traits can also be influenced by the environment and may provide advantages in surviving, finding mates, and reproducing within their environment. Primary interdisciplinary connections: English Language Arts, Technology, Character Education 21 st Century themes and skills: Global awareness, Environmental literacy, Information Literacy, Critical Thinking and Problem Solving, Communication and Collaboration Unit Rationale: The students will understand similarities and differences in the plant and animal life cycles, inherited traits, and how the environment can play a role in influencing their traits. In addition, students will explain how these various characteristics can provide advantages for survival, finding mates, and reproduction within their environment. Standards: Learning Targets

9 Unit Essential Questions In what ways are life cycles of plants and animals alike and different? What is the impact of the environment on plants and animals traits? Why do plant and animal offspring resemble or differ from their parents? Unit Learning Targets Students will... Identify that plants and animals have their own life cycle. Unit Enduring Understandings Plants and animals have unique, but predictable life cycles. Offspring generally resemble their parents and each other, but may vary in certain characteristics. Characteristics are inherited, however; some may be caused by the environment. The environment can affect the development of plants and animals.

10 Investigate and draw conclusions about the patterns of certain animals life cycles. (monarch butterflies, komodo dragons, giant panda, and poison dart frogs) Recognize the steps in a flowering plant life cycle. Distinguish between inherited traits and environmentally influenced traits of plants and animals. Draw conclusions about how plants and animals characteristics in an environment affect survival, finding mates, and reproduction. Teacher Instructional Resources Plant and Animal Life Cycles Publisher: Delta Science Readers (book closet) National Geographic Life Cycles books By: Tracey Reeder (monarch butterflies, komodo dragons, giant panda, and poison dart frogs) Patterns of Life Cycles chart (Mealworms informational site) Animal Life Cycles video on United Streaming (14 minutes) Plant Life Cycles video on United Streaming (20 minutes) Mealworm booklet Integration of Technology: SMARTBoard, internet Technology Resources: Click the links below to access additional resources used to design this unit: Animal Life Cycles video on United Streaming (14 minutes) Plant Life Cycles video on United Streaming (20 minutes) (Mealworms informational site) Materials / Equipment Needed: Plant and Animal Life Cycles Publisher: Delta Science Readers National Geographic Life Cycles books By: Tracey Reeder (monarch butterflies, komodo dragons, giant panda, and poison dart frogs) Patterns of Life Cycles chart Mealworms, corn meal, and classroom container Seeds, cups, and dirt Mealworm booklet Opportunities for Differentiation: -Graphic organizers/ note taking strategies -Any additional research students choose to complete on their own -Utilize pairing and grouping activities -Deliver instruction in a variety of modalities (VAKT) Teacher Notes:

11 Content Area: Science Sparta Township School District Unit Overview Unit Title: Interdependent Relationships in Ecosystems Unit: 4 Grade Level: Third Grade Timeline: 4 th Marking Period Unit Summary: In this unit, students will examine why certain animals group together for survival. Students will analyze and interpret data that fossils provide about the environment in which they lived long ago and investigate how some organisms survive well, some survive less well, and some cannot survive at all in a particular habitat. Additionally, they will determine the effects on plants and animals when the environment changes. Primary interdisciplinary connections: English Language Arts, Technology, Character Education 21 st Century themes and skills: Global awareness, Environmental literacy, Information Literacy, Critical Thinking and Problem Solving, Communication and Collaboration Unit Rationale: The students will have an understanding for why animals group together for survival, how fossil data provides information about the environment in which they lived long ago, and how current organisms survive well, less well, or not at all within their habitat. Additionally, students will be able to problem solve what happens to plants and animals when their environment changes. Standards: Learning Targets

12 Unit Essential Questions How do animals rely on each other for survival? What do fossils tell us about the past? How does the environment affect how well an organism is able to survive? Unit Learning Targets Students will... Unit Enduring Understandings Some animals group together to help members survive. Fossils provide us with evidence about the organisms and the environments in which they lived long ago. Organisms in particular habitats either survive well, less well, or not at all. When a problem occurs in the environment, some types of plants and animals may have to change in order to survive.

13 Recall previously learned habitats and key terms associated with habitats such as: organisms, species, population, and community. Draw conclusions about how animals interact within an habitat/ecosystem. Investigate the relationship between animals in a food chain and food web. Formulate a list of animals that group together to help members of that group survive and explain why animals do this. Interpret data about fossils and what that tells us about past and present plants, animals, and their environment. Compare organisms that survive well, less well, or not at all in particular habitats. Analyze how plants and animals may change in order to survive when a problem occurs in the environment. Teacher Instructional Resources Food Chains and Webs Publisher: Delta Science Readers Predator and Prey skills sheet Food Chain activity (Search animal adaptations) Zebras By: Graham Meadow- GR big book, The Buzz about Honeybees by Emily Costello- GR big book, and fish from fact sheet Fossil Seekers by Laura Buller (GR big book) Food chain game:http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm Scholastic studyjams/ecosystems Integration of Technology: SMARTBoard, Internet Technology Resources: Click the links below to access additional resources used to design this unit: Materials / Equipment Needed: Food Chains and Webs Publisher: Delta Science Readers Predator and Prey skills sheet Food Chain Game activity instructions and skills sheet Grouping for Survival (summative skills sheet Chocolate chip cookies and toothpicks Opportunities for Differentiation: -Graphic organizers/note taking strategies -Any additional research students choose to complete on their own -Utilize pairing and grouping activities -Deliver instruction in a variety of modalities (VAKT)

14 Teacher Notes: Sparta Township School District

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