Grade 3 Science Curriculum Brockton Public Schools

Transcription

1 Grade 3 Science Curriculum Brockton Public Schools

2 Overview A. Earth and Life Science 1. Soil 2. Plants a. Structures and Functions b. Photosynthesis c. Effects of Environment d. Life Cycles 3. Animals a. Life Cycles b. Animal Adaptation 1. Effects of Environment 2. Animal Survival 4. Food Chain B. Physical Sciences 1. Properties of Objects 2. Sound Energy Suggested Timeline of Themes Term 1-(15 sessions) Term 2-(15 sessions) Term 3-(14 sessions) Term 4-(15 sessions) Soil/Plants Animals Split- Wrap up Life Science- Food Chain and transition to Physical Science- Properties of Objects Sound Energy

3 Earth Science 1. Soil Learning Standard- Recognize and discuss the different properties of soil, including color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. Suggested Reading for Soil Unit: Sand and Soil- Guided Reading Level Q Reading Street- The Gardener (concept of interdependence) (Leveled Reader-Bulbs to Bloom) Materials for Soil Unit- Backyard soil Sand Paper cups Bean seeds Hand lens Paper towels Lesson 1- Students will compare and contrast characteristics of sand and soil and record observations in a Venn Diagram. Lesson 2-Experiment Which Dries Faster? (from Scott Foresman Habitats) Based on observation of sand and soil students will conduct an experiment to determine which will dry faster. Then they will draw conclusions about what type of plants could be supported by sand and soil. Lesson 3- Experiment How Will My Garden Grow? Students will plant bean seeds in soil and sand to observe which better support plant life.

4 Soil Lesson 1- What are different types of soil? Materials- sand, soil, hand lens Launch- Assess prior knowledge: What do you already know about sand and soil? Where do you find each? What are they made of? Explore- Students will use a hand lens to examine each sand and soil and record their observations in their Venn Diagram. Possible observations may include: color (sand is pale because it is broken down coral and seashells, and crystals; the whitest sand comes from coral), size (sand has the largest particles), and texture. Summary- Students share observations and teacher records them on a class Venn Diagram.

5 Soil Lesson 2- Which Dries Faster? Materials- (per group) one spoonful pre-moistened sand, one spoonful pre-moistened soil (soil without a lot of sand works best), 2 paper towels Note: The sand and soil should be soaked with water and the excess drained. Launch- Students predict which will dry faster the sand or soil. Explore- Students will observe the spoonful of wet sand and the spoonful of wet soil on their paper towels. They will record their findings. Teacher Note: The sand should dry faster because the particles are larger and allow the water to pass through more quickly. The darker the soil the greater amount of clay is present and clay has smaller particles which do not allow water to pass through. Summary- Students draw conclusions about the types of plants that could grow in each.

6 Name: Date: Which Dries Faster? 1. Predict which will dry faster, sand or soil. Tell why you think so. 2. Activity: Use a hand lens to take a closer look at the sand and soil. Which is drying faster? Draw a picture of what you see. What happened to the sand? Draw a picture. What happened to the soil? Draw a picture. Which dried faster, sand or soil? What might explain this? 3. What type of plants would grow best in sand?

7 Soil Lesson 3- How Will My Garden Grow? Materials- Backyard soil, sand, paper cups, bean seeds Launch- Students will predict whether sand or soil would better support plant life. Explore- Students will plant a bean seed in soil and sand. They will make and record daily observations. Students will use this bean plant in future lessons in the plant unit. Summary- At a later date, students will draw conclusions based on their observations about the growth of their two plants. Teacher Note: Plant extras (about 6) for later experimentation with environmental changes.

8 Plants Suggested Reading for Plant Unit: Plant Power- Guided Reading Level N, National Geographic Plant- Guided Reading Level J, DK Publishing The Life Cycle of a Flower- Guided Reading Level L, Crabtree Publishing Photosynthesis- Guided Reading Level M, Crabtree Publishing Plant Life Cycles- Guided Reading Level M, Heineman Scott Foresman Reading Street: Tops and Bottoms (Leveled Readers: Our Garden, Growing Vegetables, Plant Parts) 2a. Plants- Structures and Functions Learning Standard : Identify the structures in plants (leaves, roots, flowers, stem, bark, and wood) that are responsible for food production, support, water transport, reproduction, growth, and protection. Materials for Plant Unit- Potted bean plants Hand lens Student journal for recording observations Reproducible pages Celery Food coloring cups Lesson Overviews On-Going- Students will need time daily to draw their observations and label plant structures as they develop. Lesson 1- Building Background Knowledge: Students will complete the first two sections of a K-W-L chart to assess prior knowledge of plants and their parts. Lesson 2- Students will be introduced to plant vocabulary as they use a graphic source to identify specific parts of a plant and their functions. Lesson 3- Plants and Their Parts: Reading to Learn Lesson 4- Students will observe capillary action in celery to demonstrate how water moves in trees and other plants. Lesson 5- Students will create a graphic source of a tree labeling structures and identifying their functions.

9 Plant Lesson 1: Building Background Knowledge Objective: Students will brainstorm any existing schema they have about plants and their parts. Materials: K-W-L chart (see attached) Launch: Teacher introduces the topic of plants and their parts by activating prior knowledge with questions such as: What do you already know about plants? What parts do plants have? Are they alive or not? What are you wondering about plants and their parts? Explore: Students complete their own individual K-W-L charts while the teacher starts a larger version on chart paper. This will serves as a reference as the unit progresses. Summary: Through class discussion, just complete the first two sections- what students already know about plants and their structures and then what they want to know about the topic. Have students share ideas and record them on the class size K-W-L- chart.

10 Plant Lesson 2: Introduce Vocabulary Objective: Students will name the four basic parts of a plant and describe each part s function. Materials: Plant Vocabulary definitions, Parts of a Plant graphic source (blank version and pre-labeled version). Launch: Teacher uses the blank graphic source Parts of a Plant to introduce the four new vocabulary words- flower, stem, leaf, and root. It is important that at this stage the teacher does not point out where these parts are on the plant but just shows the word and how to pronounce it. On a separate sheet of paper, students will have a list of the four plant parts. Explore: Briefly allow students to work individually or with a partner to try and predict the location of the part on the diagram of the plant. They will cut out the four vocabulary words and try to match them to the appropriate spot on the graphic source. Summary: After students have attempted to place the labels next to the appropriate part, show students the pre-labeled version of the Parts of a Plant diagram. Students can verify if their predictions were correct or incorrect. Have students share ideas to support their predictions and then end the lesson by clearly explaining each plant part and its function.. Students may color the correctly labeled diagram if time.

11 Plant Vocabulary leaves: the green (usually flat) parts that grow from a stem or twig of a plant and that function mainly in making food by photosynthesis. roots: the leafless (usually underground) part of a plant that absorbs water and minerals, stores food, and holds the plant in place. flowers: the part of a plant that is specialized for reproduction and has different leaves in the form of petals. stem: the part of the plant that develops buds and usually grows above the ground and helps to support the new plant. bark: the tough covering of a woody root or stem

12 Plant Lesson 3: Plants and their Parts: Reading to Learn Objective: Students will read a piece of non-fiction text about plants and their parts and add any new knowledge to the learned section of their K-W-L chart. Materials: K-W-L chart from previous lessons, Plants and their Parts non-fiction article Launch: Teacher opens lesson by reviewing previous lesson. Give students a chance to share aloud what they remember about the different parts of the plant and their functions. Explain to students that their purpose in reading today is to see if they can learn any additional information about plants and their parts to add to their K- W-L charts. **You could make the review into a game called, Who am I and What do I do? It works like the game Guess Who. One student secretly chooses a plant part and other students can ask questions that will help them figure out the correct part. For example, do you provide a root for water and nutrients to get to the plant? Explore: Students work individually or with a partner to read the article Plants and their Parts. They will then decide what new information to add to the Learned column of their K-W-L chart. Summary: Option 1: Have students share aloud any additional facts they recorded under the Learned column of the K-W-L chart. Option 2: This article has an optional 8 question multiple-choice quiz that accompanies it to assess reading comprehension. *Note: The multiple choice quiz could even be used as an extension activity.

13 Plant Lesson 5: What makes a tree a plant? Launch- Discuss similarities and differences between a bean plant and a tree. Note additional vocabulary for parts of a tree. Explore- Student pairs will create a graphic source/diagram of a tree. They will label and describe the tree s structures (leaves, roots, flowers, stem, bark, wood) and give a brief description of the function of each. Summary- Students will present their graphic sources to the class.

14 2b. Photosynthesis Learning Standard: Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and which is transferred within a food chain from producers (plants) to consumers and decomposers. Materials Needed for Lessons: Black construction paper Large paper clips Trees with leaves within your reach Lesson 1- Students will cover parts of leaves with black construction paper to observe the effects of sunlight on plants. Teacher Note- Students will develop an understanding of other necessary elements of photosynthesis when experimenting in future lessons with effects of the environment on plants.

15 2c. Effects of Environment Learning Standard: Give examples of how changes in the environment (drought and cold) have caused some plants and animals to die or move to new locations (migration). Materials: Ongoing plant journals Extra bean plants for experimentation Lesson 1: Launch: Students will predict what will happen when a plant is denied light, water, or both. These predictions will be written on a recording sheet. Explore: Teacher will: Take the six extra bean plants and do the following: 1. Place two bean plants in a dark area (e.g. closet), 2. Place two more bean plants in the dark and do not water. 3. Leave two plants in the sun but deny water. Students will make daily observations and record any changes. Summary: Students will draw conclusions about how changes in the environment such as drought and lack of sunlight affect plants. Open Response Suggestion: What do plants need to grow and survive? (soil, water, sunlight, nutrients, air)

16 Environmental Changes Recording Sheet What do you think will happen to bean plants if they are denied water or sunlight? Draw a picture and write a sentence showing your prediction. No Water No Sunlight No Water/Sunlight Prediction Observation What effects do sunlight and water have on plants?

17 2d. Plant Life Cycles Learning Standard: Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction and death. Lesson: End of Unit Assessment John Collins Writing Students will write a sequence paragraph describing the stages of a plant life cycle, based on growth of classroom bean plants. Suggested F.C.A. s 1. Sequence words 2. Science vocabulary (plant parts) 3. Stages of a life cycle Prewrite: Complete graphic organizer for plant s life cycle.