Science Curriculum Unit Planner Grade: 3 Strand: Scientific Investigation, Reasoning, and Logic SOL: 3.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations are made and are repeated to ensure accuracy; b) predictions are formulated using a variety of sources of information; c) objects with similar characteristics or properties are classified into at least two sets and two subsets; d) natural events are sequenced chronologically; e) length, volume, mass, and temperature are estimated and measured in metric and standard English units using proper tools and techniques; f) time is measured to the nearest minute using proper tools and techniques; g) questions are developed to formulate hypotheses; h) data are gathered, charted, graphed, and analyzed; i) unexpected or unusual quantitative data are recognized; j) inferences are made and conclusions are drawn; k) data are communicated; l) models are designed and built; and m) current applications are used to reinforce science concepts. Time: Throughout units all year 1. Desired Results Enduring Understandings (BIG Ideas) Scientists make observations, ask questions, and record data to help them formulate questions, make hypotheses, and come to conclusions in science investigations. Essential Questions How do scientists formulate their questions and develop hypotheses? How do scientific investigations help scientists answer questions? Why do observations help scientists? How do scientists communicate results of investigations? Understanding the Standard The nature of science refers to the foundational concepts that govern the way scientists formulate explanations about the natural world. The nature of science includes the following concepts: a) the natural world is understandable; b) science is based on evidence, both observational and experimental; c) science is a blend of logic and innovation; d) scientific ideas are durable yet subject to change as new data are collected; e) science is a complex social endeavor; and f) scientists try to remain objective and engage in peer review to help avoid bias. In grade three, an emphasis should be placed on concepts a, b, c, and e. Essential Knowledge, Skills and Processes Students will: Make and communicate careful observations. Demonstrate that observations should be repeated to ensure accuracy. Classify objects into at least two major sets and subsets based on similar characteristics, such as predator/prey and herbivore, carnivore, and omnivore. Sequence natural events chronologically (Example: 3.8 plant and animal life cycles, phases of the moon, the water cycle, and tidal change). Measure length to the nearest centimeter,
Science assumes that the natural world is understandable. Scientific inquiry can provide explanations about nature. This expands students thinking from just a knowledge of facts to understanding how facts are relevant to everyday life. Science demands evidence. Scientists develop their ideas based on evidence and they change their ideas when new evidence becomes available or the old evidence is viewed in a different way. Science uses both logic and innovation. Innovation has always been an important part of science. Scientists draw upon their creativity to visualize how nature works, using analogies, metaphors, and mathematics. Science is a complex social activity. It is a complex social process for producing knowledge about the natural world. Scientific knowledge represents the current consensus as to what is the best explanation for phenomena in the natural world. This consensus does not arise automatically, since scientists with different backgrounds from all over the world may interpret the same data differently. To build a consensus, scientists communicate their findings to other scientists and attempt to replicate one another s findings. In order to model the work of professional scientists, it is essential for third-grade students to engage in frequent discussions with peers about their understanding of their investigations. Questions frequently arise from observations. Hypotheses can be developed from those questions. Data gathered from an investigation may support a hypothesis. A hypothesis is a statement written in a manner that describes the cause and effect relationship between the independent and dependent variables in an experiment. At the third-grade level, a method for helping students understand how to develop a hypothesis is to have them build if/then statements (e.g., If heat is added to ice, then the ice will melt.). Complete observations are made using all of the senses. Simple instruments can help extend the senses (e.g., magnifying glass enhances the vision of an item). Predictions are statements of what is expected to happen in the future based on past experiences and observations. In order for data from an investigation to be most useful, it must be organized so that it can be examined more easily. Charts and graphs are powerful tools for reporting and organizing data. It is sometimes useful to organize objects according to similarities and differences. By organizing objects in sets and subsets, it may be easier to determine a specific type of characteristic. An inference is a tentative explanation based on background knowledge and available data. A conclusion is a summary statement based on the results of an mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, and time to the nearest minute, using the appropriate instruments. Develop hypotheses from simple questions. These questions should be related to the concepts in the third-grade standards. Hypotheses should be stated in terms such as: If an object is cut into smaller pieces, then the physical properties of the object and its smaller pieces will remain the same. Analyze data that have been gathered and organized. Communicate results of investigations by displaying data in the form of tables, charts, and graphs. Students will construct bar and picture graphs and line plots to display data (Example: 3.7 comparison of types of soil and their effect on plant growth). Communicate any unexpected or unusual quantitative data that are noted. Make and communicate predictions about the outcomes of investigations. Design and build a model to show experimental results. Science Vocabulary hypothesis, prediction, inference, data, observation, classify, characteristics, communicate, conclusion, sequence, natural event, length, centimeter, volume, milliliter/liter, mass, gram, degree, Celsius, metric system, line graph, picture graph, bar graph, measure, time, minute, question, analyze, organize, tables, charts, unexpected data, model
investigation. Putting natural events in a sequence allows us to notice change over time. Metric measures, including centimeters, grams, milliliters, and degrees Celsius, are a standard way to record measurements. The metric system is recognized everywhere around the world. When using any standard measurement scale, measure to the marked increment and estimate one more decimal place. Scientists do not round their measurements as this would be inaccurate. A bar graph can be horizontal or vertical, and it compares amounts. Both the X- and Y-axis need to be identified. A line plot shows the spread of data. (See Grade 3 Mathematics Curriculum Framework, Standard 3.17, page 31.) A picture graph is similar to a bar graph except that it uses symbols to represent quantities. Scientists use a variety of modes to communicate about their work. Examples of ways they communicate include oral presentations; graphs and charts created to visualize, analyze and present information about their data; and written reports. In science, it is important that experiments and the observations recorded are replicable. There are two different types of data qualitative and quantitative. Qualitative data deal with descriptions and data that can be observed, but not measured precisely. Quantitative data are data that can be counted or measured and the results can be recorded using numbers. Quantitative data can be represented visually in graphs and charts. Quantitative data define, whereas qualitative data describe. Quantitative data are more valuable in science because they allow direct comparisons between observations made by different people or at different times. Example of Qualitative Data vs. Quantitative Data Third-Grade Class Qualitative Data Friendly Like science Positive about schoolwork Quantitative Data 25 students 10 girls, 15 boys 68 percent have perfect attendance Prior Knowledge What a scientist does The purpose of a scientific investigation 2. Assessment Evidence Throughout the Unit Formative Assessment: Teacher observation of students engaged in cooperative learning investigations. KWL Science notebook (questions, predictions, observations, summaries, charts, drawings) Record data on scientific investigations performed Divide class into workable cooperative groups
of students to conduct experiments related to the topics being researched. Allow time for students to share their group s results with the class. Use these experiments to assess their knowledge of the scientific investigation process and to see their ability to gather and communicate data. Continue to conduct science investigations throughout the year using the scientific method allowing all students to formulate a hypothesis, work cooperatively with others, and draw conclusions based on their results. Students can be evaluated on their own results and ability to work through the investigation process. Use pictures from magazines or gather your own objects outside and classify them with respect to the concepts being taught in each unit. Summative Assessment: Test/assessment Graph making and reading Students will draw themselves as a scientist. Illustrations must include what the student is studying and the use of two simple tools within the investigation. 3. Learning Plan References to Adopted Materials: Science Fusion - Investigating Questions Unit 1 and The Engineering Process Unit 2(extension) o How Do Scientists Investigate Questions?, Unit 1 pgs. 1-15A o How Can You Use a Model?, Unit 1 pgs. 15A-17A o How Do Scientists Use Tools?, Unit 1 pgs. 17-28 o How Can You Measure Length?, Unit 1 pgs. 29A-32 o How Do Scientists Use Data?, Unit 1 pgs. 33A-44A o How Do Your Results Compare?, Unit 1 pgs. 45A-48 Unit 2 The Engineering Process could be used here as extension or later in the year. This unit puts into practice many of the skills identified in Unit 1. o How Do Engineers Use the Design Process?, Unit 2 pgs. 53-66 o How Can You Design a Tree House?, Unit 2 pgs. 67A-69A o How are Technology and Society Related?, Unit 2 pgs. 69-80 o How Can We Improve a Design?, Unit 2 pgs. 81A-84 Suggested Activities: Introduce students to scientific investigations. You will need to spend a day discussing lab rules including safety and science equipment. Be sure to discuss set up and clean up as well as what will be expected of each student throughout the investigation. Throughout the Science Fusion Guides there are numerous activities to choose from to reinforce concepts being taught. Choose activities that you feel your students will benefit from most. You can extend this unit by using Science Fusion Unit 2 The Engineering Process, or use this Unit later in the year. Remind students that scientists don t just conduct investigations they also observe, classify and recognize patterns in nature. Use a day to go outside and collect items from nature such as rocks, leaves, twigs, acorns, pine cones, etc or provide students with items you have collected or with pictures of different living things. Ask the students to decide how they would sort or classify their objects. Students will pick many different ways to sort their objects so be sure to have a
discussion about why students chose the way they did. Classification can be reinforced through all the units of study. Review Activities: Bingo with related vocabulary Matching vocabulary words with their definitions and/or pictures Continually use simple tools to explore things around the students. Vary the instruments used so that the students will have experience with different tools. Outdoor Connections: Measuring Outdoors: Have students go outside and find objects to measure. Challenge students to find objects that not only measure length, but they can also measure to find volume and weight/mass. 4. Resources Trade books: How to Think Like a Scientist : Answering Questions by the Scientific Method by Stephen P. Kramer, Felicia Bond (Illustrator) Creepy Crawlies and the Scientific Method: More Than 100 Hands-On Science Experiments for Children by Sally Stenhouse Kneidel Sing and Learn: Science Process Skills/the Scientific Method by John Carratello, Patty Carratello Science Fusion Leveled Readers: Types of Plants(BL); The Wonderful World of Plants(OL/Enrichment); Amazing Plants(AL/Challenge) Web Sites: Science Standards of Learning, Enhanced Scope and Sequence, Grade 3 http://www.doe.virginia.gov/testing/sol/scope_sequence/science_scope_sequence/scopeseq_science3.pdf http://www.sciencebob.com/ a website to help students get ideas for science fair projects. Also explains the difference between a science demonstration and a science experiment www.brainpopjr.com Videos: Scientific method, Teacher s Video Co., c2000 Scientific method, 100% Educational Videos, c2001 Science as inquiry for children, Schlessinger Media, c2006 Science as inquiry in action, Schlessinger Media, c2006 Discovery Education: Everyday Science: Discovering the Scientific Method. (Gr. 3-5). Run time: 20:51 Music Makes it Memorable: The Scientific Method (audio). (Gr. 3-5). Field Trips: None specified Other: Project Clarion Unit: What s the Matter? (Your RTG has correlating curriculum documents and materials.) Project WET: K-12 Curriculum and Activity Guide Project WILD: K-12 Curriculum and Activity Guide Project WILD Aquatic: K-12 Curriculum and Activity Guides Environmental Education Activity Guide: PreK-8, Project Learning Tree