MIAMI-DADE COUNTY PUBLIC SCHOOLS

2014-2015 District Pacing Guide

GRADE 3 Course Code: 5020040

Pacing / Date(s)
10 Days / 09-08-14 to 09-19-14
QSBA Q1 Assessment Window

BODY OF KNOWLEDGE: P: Physical Science – N: Nature of Science

TOPIC III: Properties of Matter

NEXT Generation Sunshine State Standard(s) / ESSENTIAL CONTENT / OBJECTIVES / INSTRUCTIONAL TOOLS /
Big Idea 8: Properties of Matter
SC.3.P.8.3 Compare materials and objects according to properties such as size, shape, color, texture, and hardness.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Big Idea 1: The Practice of Science
SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
SC.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
SC.3.N.1.6 Infer based on observation.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Big Idea 3: The Role of Theories, Laws, Hypotheses, and Models
SC.3.N.3.1 Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, matter, energy, heat/cold, and evidence.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work. Cognitive Complexity: Level 1: Recall
LAFS and MAFS – see p. 2 / A. Matter
1. Matter takes up space (volume)
2. Matter has mass
3. States of matter
a. Solid
b. Liquid
c. Gas
B. Properties (qualitative)
1. Size (small-large)
2. Shape
3. Color
4. Odor
5. Texture
6. Hardness
7. Luster (shiny or dull)
C. Properties (quantitative)
1. Length/width/height
2. Volume
3. Mass*
4. Weight*
5. Temperature
D. Tools for comparison of physical properties
1. Five senses
2. Ruler or Meter stick
3. Balance
4. Measuring cup
5. Graduated cylinder
6. Spring scale
7. Hand lens
E. Metric Units(quantitative)
1. Meter/centimeter (length)
2. Grams (mass)
3. Liter / milliliter (volume)
4. Degrees Celsius (temperature)
5. Degrees Fahrenheit (temperature) / · Identify and compare the usage of appropriate tools for determining properties of matter such as length, mass (weight), volume, and temperature.
· Measure physical properties of an object using appropriate tools.
· Compare and contrast materials by their properties.
· Classify or organize a set of objects using length, mass (weight), or volume and explain the classification used.
· Use the practice of science to question, observe, measure, investigate, classify, explain, and communicate properties of matter.
· Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, matter, hardness, property.
*Benchmark Clarification
In grade 3, introduce the term “mass” as compared to “weight.” / Text Book: Scott Foresman
TE Chapter 10 pp. 273E, 278 – 281, 284-289, 292-293
Vocabulary:
matter, properties, mass, weight, size, shape, color, texture, hardness, solid, liquid, gas, particles, scale, graduated cylinder, beaker, ruler, thermometer, property, volume
Technology: (see p. 4-6)
Gizmos:
Measuring Volume
Phases of Water
Strategies: Use the Five E’s, Inquiry, Think/Pair/Share, Centers/Stations, Cooperative Learning Groups, Graphic Organizers (KWL) Quick Activity: Scott Foresman TE pp. 278, 284
o  ELL:
o  Enrichment:
o  SPED:
Assessment:
Teacher Observation, Portfolio Assessments, Lesson Check Point, Journal, Lab Report
Labs: (see p . 4)
Directed Inquiry TE: p. 276
Quick Activity TE. p. 278
Cause & Effect TE pp. 277, 281, 285
How can you measure some physical properties of matter?
Guided Inquiry TE pp. 290-291

Health, Language Arts, and Math benchmarks should be integrated in appropriate topics throughout the year.

LANGUAGE ARTS: READING INFORMATIONAL TEXT
LAFS.3.RI.1: Key Ideas & Details
BENCHMARK CODE / BENCHMARK
LAFS 3.RI.1.3 / Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
LAFS.3.RI.2: Craft and Structure
BENCHMARK CODE / BENCHMARK
LAFS.3.RI.2.4 / Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
LAFS.3.RI.4: Range of Reading and Complexity of Text
BENCHMARK CODE / BENCHMARK
LAFS.3.RI.4.10 / By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
LANGUAGE ARTS: WRITING
LAFS.3.W.3: Research to Build and Present Knowledge
BENCHMARK CODE / BENCHMARK
LAFS.3.W.3.8 / Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
LANGUAGE ARTS: SPEAKING AND LISTENING SKILLS
LAFS.3.SL.1: Comprehension and Collaboration
BENCHMARK CODE / BENCHMARK
LAFS.3.SL.1.1 / Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
MATHEMATICS: MEASUREMENT AND DATA
MAFS.3.MD.1: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
BENCHMARK CODE / BENCHMARK
MAFS.3.MD.1.2 / Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^3 and finding the geometric volume of a
container.) Note: Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of “times as much.”)
MAFS.3.MD.2: Represent and interpret data.
BENCHMARK CODE / BENCHMARK
MAFS.3.MD.2.4 / Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.


Supplemental Resources
Content / Title
Matter / Science Grade 3 TE Unit C, Chapter 10 / https://www.pearsonsuccessnet.com/snpapp/login/login.jsp
If not registered, click on the register button.
Enter the access code SFSCAL07FLEN03T, your school’s zip code, and other requested information.
Log in. Click on the Grade 3 Teacher’s Edition.
Matter / Chapter 10 Active Art: Forms of Matter, Bob’s Bistro of Matter / https://www.pearsonsuccessnet.com/snpapp/login/login.jsp
Log in. Click on the Grade 3 Take It to the Net. Select Games. Select the Physical Science Unit C.
Comparing Liquids / Look-alike Liquids – Inquiry in Action / http://www.inquiryinaction.org/classroomactivities/activity.php?id=12
Classifying Matter / Grouping and changing materials / http://www.bbc.co.uk/schools/scienceclips/ages/6_7/grouping_materials.shtml
Matter / Matter / http://www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htm
Characteristics of Gases, Liquids and Solids and the Microscopic Explanation for the Behavior / States of Matter / http://www.chem.purdue.edu/gchelp/atoms/states.html
States of Matter (power-point) / States of Matter / 1: States of Matter PowerPoint
Solids and Liquids / FOSS module / http://archive.fossweb.com/modulesK-2/SolidsandLiquids/index.html
Process Skills and Measurement Tools (Power-point, Videos, and Activities) / Practicing Science Observing
“Observing the Natural World of Matter 3” / Professional Development Leaders/Coaches Session6 - May 2013
Measuring Volume - Gizmo
Phases (states) of Water - Gizmo / Measuring Volume
Phases of Water / http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=1048
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=661
The GSC involves students, teachers and school staff in designing and implementing environmental and energy solutions at their school. / Join our
Dream in Green
GREEN SCHOOL CHALLENGE
Save Energy, Save Money /

Get Your School Started Download the GSC Application Form at

http://dreamingreen.org/green-schools-challenge/
Monthly Challenge – Energy Efficiency & Conservation
·  Community Involvement Activity 1: Energy Scavenger Hunt at School and Home
WE Lab Challenge – The Water & Energy Nexus / GSC Activities for
Elementary Schools /

http://science.dadeschools.net/elem/competitions.html

Click on Dream in Green
http://dreamingreen.org/green-schools-challenge-guidebook-elementary-schools/
Standard:
SC.3.P.8.3 / Compare materials and objects according to properties such as size, shape, color, texture, and hardness.
Video / Rocks are Different
Properties of Matter, Part 2: Liquids, Solids, and Gases
Identifying Properties of Matter
How Matter Looks and Feels
Matter and Its Properties: Measuring Matter
Exploration / Measuring Matter
Animation / Hardness
Skill Builder / Volume
Science Content Collection / Properties of Matter: Size and Shape
Properties of Matter: Density
Standard:
SC.3.N.1.1 / Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
Video / TEAMS: Earth Processes: What if…? Explorations
Real World Science: The Scientific Method
Mealworm Observation and Descriptions
Activity / Observation and Mystery Objects
Standard:
SC.3.N.1.2 / Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.
Video / Student Activity: Sharing of Data and Observations from the Measuring Temperatures in the Classroom Activity
Compare and Share Stream Table Observations
Model Lesson / Walking on the Moon for the First Time
Standard:
SC.3.N.1.3 / Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
Video / Recording Temperatures Over Time
Lesson 3: Organizing Data with Graphs
Brief Constructed Response / Record Data: Favorite Seasons
Activity / Meteorology: Observing Clouds
Daily High Temperatures
Standard:
SC.3.N.3.1 / Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, energy, light, heat/cold, and evidence.
Video / The Language of Science: Physical Science 3-5: Force and Motion
The Language of Science: Physical Science 3-5: Matter
Heat, Temperature, and Energy: A Review
Standard:
SC.3.N.3.2 / Recognize that scientists use models to help understand and explain how things work.
Video / Stream Table Setup: Erosion Model
The Globe

As a reminder, to access the videos listed below, please log-in with your credentials at (https://mdcpsportal.dadeschools.net/_auth/Logon.aspx?ru), click on “Apps/Services/Sites” menu in the Miami Dade portal, click on NBC Learn, and a welcome message in the upper right hand corner of the webpage is displayed upon arrival at the NBC Learn website. You will need to see that Welcome Message each time you access the site in order to ensure that you can play all videos. Please make sure that you are staying within the same browser system. (i.e. Firefox, Internet Explorer)

TOPIC III: Properties of Matter

All activities are hyperlinked.
Video / ·  The Chemistry of Chocolate
Image

Office of Academics and Transformation – Topic III Page 2 of 8

First Nine Weeks 2014-2015

MIAMI-DADE COUNTY PUBLIC SCHOOLS

Instructional Focus Template

GRADE 3 Course Code: 5020040

Date / Pacing guide Benchmark(s) / Data Driven Benchmark(s) / Activities / Assessment(s) / Strategies
09-08-14 to 09-19-14 / SC.3.P.8.3 Compare materials and objects according to properties such as size, shape, color, texture, and hardness.
SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
SC.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.
SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
SC.3.N.1.6 Infer based on observation.
SC.3.N.3.1 Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, energy, cell, heat/cold, and evidence.
SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work.

Office of Academics and Transformation – Topic III Page 2 of 8

First Nine Weeks 2014-2015