3rd Grade Science

Unit 1 Overview
Weather and Climate

Grade: 3
Content Area: Earth and Space Science
Pacing: 15 days
Essential Question
What is the typical weather near our home?
How can we protect people from weather-related hazards?
Student Learning Objectives (Performance Expectations)
3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.
Unit Summary
In this unit of study, students organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding
of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. The crosscutting
concepts of patterns, cause and effect, and the influence of engineering, technology, and science on society and the natural world are called out as organizing
concepts for these disciplinary core ideas. Students demonstrate grade-appropriate proficiency in asking questions and defining problems, analyzing and
interpreting data, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are also expected to use these
practices to demonstrate understanding of the core ideas.
Technical Terms
Temperature, Precipitation, Pictograph, Climate Range, Predictions, Weather Forecast, Weather Patterns, Cold Front, Warm Front, Absolute Zero, North Pole,
South Pole, Radar, Air Quality, Satelite, Severe Weather, Hurrican, Typhoon, Surface Weather, Snow Cover, Fire Weather, Doppler Radar, Athmosphere,
Meteorologists, Weather Vane, Anemometer, Hurricane, NASA, Tree Rings, Athmospheric Composition, Coral Bleaching, Rain Stick, El Niño, Greenhouse Effect,
Horizon, Flood Barrier, Drought, Lightning Rod, Flash Flood, Thunder Storm
Formative Assessment Measures
Part A: Can we predict the kind of weather that we will see in the spring, summer, autumn, or winter?
Students who understand the concepts can:
• Make predictions using patterns of change
• Represent data in tables, bar graphs, and pictographs to reveal patterns that indicate relationships.
• Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (Assessment of graphical displays is
limited to pictographs and bar graphs. Assessment does not include climate change.) Examples of data could include: Average temperature, Precipitation, Wind
direction
Part B: How can climates in different regions of the world be described?
• Make predictions using patterns of change.
• Obtain and combine information from books and other reliable media to explain phenomena.
Part C: How can we protect people from natural hazards such as flooding, fast wind, or lightening?
• Identify and test cause-and-effect relationships to explain change
• Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.
• Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. Examples of design solutions to weather related
hazards could include:  Barriers to prevent flooding  Wind-resistant roofs  Lightning rods
• Define a simple design problem that can be solved through the development of an object, tool, process, or system and include several criteria for success and
constraints on materials, time, or cost.
• Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Interdisciplinary Connections
NJSLS- ELA NJSLS- Mathematics
Ask and answer questions to demonstrate understanding of a text, Reason abstractly and quantitatively. (3-ESS2-1),(3-ESS2-2),(3-ESS3-1) MP.2
referring explicitly to the text as the basis for the answers. (3-ESS2-
2) RI.3.1
Compare and contrast the most important points and key details Model with mathematics. (3-ESS2-1),(3-ESS2-2), (3-ESS3-1) MP.4
presented in two texts on the same topic. (3-ESS2-2) RI.3.9
Write opinion pieces on topics or texts, supporting a point of view Use appropriate tools strategically. (3-ESS2-1) MP.5
with reasons. (3-ESS3-1) W.3.1
Conduct short research projects that build knowledge about a Measure and estimate liquid volumes and masses of objects using standard units of grams
topic. (3-ESS3-1) W.3.7 (g), kilograms (kg), and liters (l). 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. (3-ESS2-1)
3.MD.A.2
Recall information from experiences or gather information from Draw a scaled picture graph and a scaled bar graph to represent a data set with several
print and digital sources; take brief notes on sources and sort categories. Solve one- and two-step “how many more” and “how many less” problems using
evidence into provided categories. (3-ESS2-2) W.3.9 information presented in bar graphs. (3-ESS2-1) 3.MD.B.3
Core Instructional Materials Can include: Textbooks Series, Lab Materials, etc.
21st Century Life and Careers CPR1, CPR2, CPR4, CPR5, CPR6, CPR7, CPR8, CPR11, CPR12
8.1.5.A.1, 8.1.5.A.2, 8.1.5.A.3, 8.1.5.A.4, 8.1.5.A.5, 8.1.5.D.3, 8.1.5.D.4, 8.1.5.E.1, 8.1.5.F.1, 8.2.5.C.1, 8.2.5.C.4, 8.2.5.D.1,
Technology Standards 8.2.5.D.2, 8.2.5.D.3, 8.2.5.D.4, 8.2.5.D.7
Modifications
English Language Learners Special Education At-Risk Gifted and Talented
Scaffolding Word walls Teacher tutoring Curriculum compacting
Word walls Visual aides Peer tutoring Challenge assignments
Sentence/paragraph frames Graphic organizers Study guides Enrichment activities
Bilingual dictionaries/translation Multimedia Graphic organizers Tiered activities
Think alouds Leveled readers Extended time Independent research/inquiry
Read alouds Assistive technology Parent communication Collaborative teamwork
Highlight key vocabulary Notes/summaries Modified assignments Higher level questioning
Annotation guides Extended time Counseling Critical/Analytical thinking tasks
Think-pair- share Answer masking Self-directed activities
Visual aides Answer eliminator
Modeling Highlighter
Cognates Color contrast
Grade 3 Unit 1: Weather and Climate
3-ESS2: Earth's Systems
Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.
Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.
Evidence Statement: 3-ESS2-1
Cross-Cutting
Science & Engineering Practices Disciplinary Core Ideas Concepts
Analyzing and Interpreting Data ESS2.D: Weather and Climate Patterns
Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative Scientists record patterns of the Patterns of change can
approaches to collecting data and conducting multiple trials of qualitative observations. When weather across different times and be used to make
possible and feasible, digital tools should be used. areas so that they can make predictions predictions. (3-ESS2-
about what kind of weather might 1),(3-ESS2-2)
happen next. (3-ESS2-1)
Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal Climate describes a range of an area's
patterns that indicate relationships. (3-ESS2-1) typical weather conditions and the
extent to which those conditions vary
over years. (3-ESS2-2)
Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and
progresses to evaluating the merit and accuracy of ideas and methods.
Obtain and combine information from books and other reliable media to explain phenomena.
(3-ESS2-2)
Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands: K.ESS2.D, 4.ESS2.A, 5.ESS2.A, MS.ESS2.C, MS.ESS2.D
NJSLS- ELA: RI.3.1, RI.3.9, W.3.8
NJSLS- Math: MP.2, MP.4, MP.5, 3.MD.A.2, 3.MD.B.3
5E Model
Engage Anticipatory Set Following these videos, teacher will lead discussion on the four seasons, including typical weather forecasts and activities we do in
the respective season, as well as the ways in which weather is measured.
BrainPOP: Weather & Temperature
https://www.brainpop.com/science/weather/weather/
https://www.brainpop.com/science/energy/temperature/
How Windy is Too Windy?

Students will watch a brief video of the top of Mount Washington, showing just how powerful wind can be.
https://www.mountwashington.org/experience-the-weather/observer-comments.aspx?id=38368
Weather and Seasons

https://www.opened.com/video/weather-and-seasons-round-2-youtube/1031221
What is Weather?
Students will discuss what they know about weather and how they think it should be measured.
http://betterlesson.com/lesson/616162/what-is-weather
Step by Step Weather Observations
In this activity, students will take their own readings of air temperatures using an outdoor thermometer and then compare their
readings those from the National Weather Service, as well as determine normal yearly average temperatures.
http://www.earthsciweek.org/classroom-activities/step-step-weather-observations
Use the link below to compare student data to National Weather Service data.
http://graphical.weather.gov/
Exploration Student
Inquiry Seasonal Weather Patterns: Temperature & Precipitation
In this activity, students will predict monthly patterns of temperature and precipitation. Given a set of data, students will represent
these data on temperature and precipitation graphs. Students will then use their graphs to draw conclusions on weather patterns.
http://www.livebinders.com/media/get/MTE2MjQzMzE=
Create a Weather Map

In this lesson, students draw pictures that symbolize different types of weather and then use information about today's weather to
make their own state weather map.
http://nationalgeographic.org/activity/create-weather-map/
Plotting Climate Data

In this lessons, students will use climate data to create a key, plot data points, and interpolate data.
http://betterlesson.com/lesson/636909/plotting-climate-data
In these lessons:
Teachers Should: Introduce formal labels, definitions, and explanations for concepts, practices, skills or abilities.
Students Should: Verbalize conceptual understandings and demonstrate scientific and engineering practices.
Explanation Concepts and Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core Ideas):
Practices
ESS2.D: Weather and Climate
Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of
weather might happen next. (3-ESS2-1)
Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. (3-ESS2-2)
Sky & Cloud Windows
In this activity, students will conduct experiments or participate in demonstrations to answer questions about sky and weather
phenomena. Students also will analyze and present data.
http://www.earthsciweek.org/classroom-activities/sky-and-cloud-windows
Weather Vane and Anemometer

In this activity, students create a wind vane and anemometer. Students can see how a wind vane shows wind direction, while an
Elaboration Extension anemometer shows wind speed.
Activity
http://www.americangeosciences.org/center-for-geo/ern/classroom-activities/weather-vane-and-anemometer
Measuring Precipitation
his inquiry-based lesson engages students in designing and testing a device to measure rain.
https://pmm.nasa.gov/education/lesson-plans/measuring-precipitation
Additional Related Lessons

http://www.steam4students.com/third-grade-earthspace-3-ess2-earths-systems-quarter-2-2014-2015.html
Assessment Task A
Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. (3-
ESS2-1)
After completing the Seasonal Weather Patterns: Temperature and Precipitation activity, students will complete the graph to display
data. Students will look for patterns and relationships in the data.
Evaluation Assessment
Tasks Assessment Task B
Students will display data after completing the Create a Weather Map activity.
Assessment Task C
Students will create a chart after collecting data in the Plotting Climate Data activity. Students will also complete reflection questions in
order to analyze data to reveal patters and indicate relationships.
3-ESS2: Earth's Systems
Clarification Statement: N/A
Assessment Boundary: N/A
Evidence Statement: ESS2-2
Science & Engineering Practices Disciplinary Core Ideas Cross-Cutting Concepts
Analyzing and Interpreting Data ESS2.D: Weather and Climate Patterns
Analyzing data in 3–5 builds on K–2 experiences and progresses to Scientists record patterns of the weather across Patterns of change can be
introducing quantitative approaches to collecting data and conducting different times and areas so that they can make used to make predictions. (3-
multiple trials of qualitative observations. When possible and feasible, digital predictions about what kind of weather might ESS2-1),(3-ESS2-2)
tools should be used. happen next. (3-ESS2-1)
Climate describes a range of an area's typical
weather conditions and the extent to which those
conditions vary over years. (3-ESS2-2)
Represent data in tables and various graphical displays (bar graphs and
pictographs) to reveal patterns that indicate relationships. (3-ESS2-1)
Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 3–5 builds on K–2
experiences and progresses to evaluating the merit and accuracy of ideas and
methods.
Obtain and combine information from books and other reliable media to
explain phenomena. (3-ESS2-2)

Articulation of DCIs across grade-bands: K.ESS2.D, 4.ESS2.A, 5.ESS2.A, MS.ESS2.C, MS.ESS2.D
NJSLS- ELA: RI.3.1, RI.3.9, W.3.8
NJSLS- Math: MP.2, MP.4, MP.5, 3.MD.A.2, 3.MD.B.3
5E Model
National Geographic: Wacky Weather
http://kids.nationalgeographic.com/explore/youtube-playlist-pages/youtube-playlist-weather/
National Geographic: Climate and Weather

Engage Anticipatory Set
http://video.nationalgeographic.com/video/climate-weather-sci
Photo Gallery: Climate

http://science.nationalgeographic.com/science/photos/climate/#/baffin-island-sun_833_600x450.jpg
Climate is What You Expect
In this lesson, students will closely read a passage about climate and create a visual aid to help others understand the
difference between climate and weather.
http://betterlesson.com/lesson/630039/climate-is-what-you-expect-close-reading
Comparing Regional Temperatures

In this two day lesson, students will make comparisons between the daily high and low temperatures in two different climate
Exploration Student Inquiry regions of the United States.
http://betterlesson.com/lesson/629732/comparing-regional-temperatures-day-1
http://betterlesson.com/lesson/633892/comparing-regional-temperatures-day-2
Climate Research
In this lesson, students will use electronic resources to conduct research and collect data about different climate zones.
http://betterlesson.com/lesson/621759/climate-research-independent
In these lessons:
Explanation Concepts and
Practices Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core Ideas):
ESS2.D: Weather and Climate
Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of
weather might happen next. (3-ESS2-1)
Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. (3-
ESS2-2)
NASA: Climate Kids
Elaboration Extension Activity
http://climatekids.nasa.gov/menu/weather-and-climate/
Assessment Task A (Comparing Regional Temperatures)
Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate
relationships. (3-ESS2-1)
Evaluation Assessment Tasks Students will create a table with the data they collected and explain relationships revealed through data.
Assessment Task B (Climate Research)
Students will create a short presentation to display and explain data following the activity.
3-ESS: Earth and Human Activity
Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning
rods.
Evidence Statement: 3-ESS3-1
Engaging in Argument from Evidence ESS3.B: Natural Hazards Cause and Effect
Engaging in argument from evidence in 3–5 builds on Cause and effect relationships are routinely
K–2 experiences and progresses to critiquing the A variety of natural hazards result from natural processes. identified, tested, and used to explain
scientific explanations or solutions proposed by Humans cannot eliminate natural hazards but can take steps change. (3-ESS3-1)
peers by citing relevant evidence about the natural to reduce their impacts. (3-ESS3-1) (Note: This Disciplinary
and designed world(s). Core Idea is also addressed by 4-ESS3-2.)
Make a claim about the merit of a solution to a Connections to Engineering, Technology,
problem by citing relevant evidence about how it and Applications of Science
meets the criteria and constraints of the problem.
(3-ESS3-1) Influence of Engineering, Technology, and
Science on Society and the Natural World
Engineers improve existing technologies or
develop new ones to increase their benefits
(e.g., better artificial limbs), decrease
known risks (e.g., seatbelts in cars), and
meet societal demands (e.g., cell phones).
(3-ESS3-1)
Connections to Nature of Science

Science is a Human Endeavor
Science affects everyday life. (3-ESS3-1)
Articulation of DCIs across grade-bands: K.ESS3.B, K.ETS1.A, 4.ESS3.B , 4.ETS1.A, MS.ESS3.B
NJSLS- ELA: RI.3.1, RI.3.7
NJSLS- Math: MP.2, MP.4
5E Model
National Weather Service: Weather Safety
The following website provides information on safety measures that can be taken during hazardous weather-related events.
http://www.weather.gov/safety
Engage Anticipatory Set Weather Related Hazards: Presentation & Graphic Organizer
The following presentation provides students with an introduction to weather related hazards and solutions. Students will use a
graphic organizer to map their understanding after viewing the presentation.
Presentation
Graphic Organizer
The Weather House - Design and Construction
In this lesson, students will solve a simple design problem by building a miniature house with a constrained set of materials which will
withstand a particular season’s weather.
http://betterlesson.com/lesson/627162/the-weather-house-design-and-construction
Protect My Home!
In this lesson, students will create a model barrier or protective wall which could be used to prevent home flooding during a storm
surge.
Exploration Student http://betterlesson.com/lesson/634338/protect-my-home

Inquiry
Can We Build It? Yes, We Can!
In this lesson, students will create a model of a roof that can withstand a tornado simulation by designing and then testing the model.
http://betterlesson.com/lesson/633800/can-we-build-it-yes-we-can?from=search_lesson_title
Fearsome Flash Floods

Design Solutions
Students will clearly present their idea for designing a solution to a local weather hazard (flash floods.)
http://betterlesson.com/lesson/628961/fearsome-flash-floods-design-solutions-explain-session-1
Building an Earthquake Resistant Structure
In this lesson, students will build an earthquake resistant structure.
http://betterlesson.com/lesson/636080/building-an-earthquake-resistant-structure
In these lessons:
Explanation Concepts
and Practices Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core Ideas):
ESS3.B: Natural Hazards
A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their
impacts. (3-ESS3-1) (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2.)
Elaboration Extension Additional Related Activities & Videos
Activity https://www.opened.com/search?standard=3.ESS3.1
Assessment Task A:
Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of
the problem. (3-ESS3-1)
Evaluation Assessment Students will create a model using materials to build a barrier or protective wall to prevent your home from flooding during a storm
Tasks surge.
Students must be able to defend their solution and design. (Examples of design solutions to weather-related hazards could include
barriers to prevent flooding, wind resistant roofs, and lightning rods.)
*See videos in the Protect My Home activity for help*

3-5-ETS1-1 Engineering Design
3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Evidence Statements: 3-5-ETS1-1
Asking Questions and Defining Problems ETS1.A: Defining and Delimiting Engineering Problems Influence of Science, Engineering, and
Technology on Society and the Natural
World
Asking questions and defining problems in 3-5 builds Possible solutions to a problem are limited by available People's needs and wants change over
on grades K-2 experiences and progresses to materials and resources (constraints). The success of a time, as do their demands for new and
specifying qualitative relationships. designed solution is determined by considering the desired improved technologies.
features of a solution (criteria). Different proposals can be
compared on the basis of how well each one meets the
specified criteria for success of how well each takes the
constraints into account.
Define a simple design problem that can be solved
through the development of an object, tool, process,
or system and includes several criteria for success
and constraints on materials, time, or cost.
Connections to other DCIs in this grade-band: 4th Grade P-PS3-4

Articulation of DCIs across grade-bands: K-2.ETS1.A; MS.ETS1.A; MS.ETS1.B
NJSLS- ELA: W.5.7; W.5.8; W.5.9
NJSLS- Math: MP.2; MP.4; MP.5; 3-5.OA
Unit 2 Overview
Forces in Motion
Grade: 3
Content Area: Physical Science
Pacing: 20 days
Essential Question
How do equal and unequal forces on an object affect the object?
3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
3.PS2-2.Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Unit Summary
In this unit of study, students are able to determine the effects of balanced and unbalanced forces on the motion of an object. The crosscutting concepts of
patterns and cause and effect are identified as organizing concepts for these disciplinary core ideas. In the third-grade performance expectations, students are
expected to demonstrate grade-appropriate proficiency by planning and carrying out investigations. Students are expected to use these practices to
demonstrate understanding of the core ideas.
Technical Terms
Balanced Forces, Unbalanced Forces, Stability, Instability, Collide, Future Motion, Newton's Laws of Motion (1,2, and 3), Inertia, Acceleration, Deaccerlation,
Friction, Magnitism, Vector of Force, Mass, Reaction, Gravity, Pendulum, Magnetic Pull, Magnetic Push, Static Cling, Velocity
Part A: How do scientists play soccer?
• Identify cause-and-effect relationships.
• Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence.
• Use fair tests in which variables are controlled and the number of trials considered.
• Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Part B: Can we use patterns that we observed to predict the future?
• Make predictions using patterns of change.
• Make observations and/or measurements to produce data to serve as the basis of evidence for an explanation of a phenomenon.
• Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers. RI.3.1 (3-
PS2-1) Reason abstractly and quantitatively. MP.2 (3-PS2-1)
Conduct short research projects that build knowledge about a topic.
W.3.7 (3- PS2-1),(3-PS2-2) Use appropriate tools strategically. MP.5 (3-PS2-1)
Recall information from experiences or gather information from Measure and estimate liquid volumes and masses of objects using standard units of grams
print and digital sources; take brief notes on sources and sort (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word
evidence into provided categories. W.3.8 (3-PS2-1),(3-PS2-2) 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. 3.MD.A.2
(3-PS2-1)
8.1.5.A.1, 8.1.5.A.2, 8.1.5.A.3, 8.1.5.A.4, 8.1.5.A.5, 8.1.5.D.3, 8.1.5.D.4, 8.1.5.E.1, 8.1.5.F.1, 8.2.5.C.1, 8.2.5.C.4, 8.2.5.D.1,
Technology Standards 8.2.5.D.2, 8.2.5.D.3, 8.2.5.D.4, 8.2.5.D.7
Modifications
Grade 3 Unit 2: Forces and Motion
3-PS2 Motion and Stability: Forces and Interactions
Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from
both sides will not produce any motion at all.
Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size,
only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.
Evidence Statements: 3-PS2-1
Cross-Cutting
Planning and Carrying Out PS2.A: Forces and Motion Cause and Effect
Investigations
Planning and carrying out Each force acts on one particular object and has both strength and a direction. An object at rest Cause and effect
investigations to answer questions or typically has multiple forces acting on it, but they add to give zero net force on the object. relationships are
test solutions to problems in 3–5 builds Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. routinely identified.
on K–2 experiences and progresses to (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this
include investigations that control level.)
variables and provide evidence to
support explanations or design
solutions.
Plan and conduct an investigation
collaboratively to produce data to
serve as the basis for evidence, using
fair tests in which variables are
controlled and the number of trials
considered.
PS2.B: Types of Interactions
Connections to Nature of Science Objects in contact exert forces on each other.
Scientific Investigations Use a Variety
of Methods
Science investigations use a variety of
methods, tools, and techniques.
Articulation of DCIs across grade-bands: K.PS2.A ; K.PS2.B ; K.PS3.C ; 5.PS2.B ; MS.PS2.A ; MS.ESS1.B ; MS.ESS2.C
NJSLS- ELA: RI.3.1, W.3.7, W.3.8
NJSLS- Math: MP.2, MP.5, 3.MD.A.2
5E Model
BrainPOP: Forces
https://www.brainpop.com/science/energy/forces/
Balanced and Unbalanced Forces: Presentation

Engage Anticipatory Set https://prezi.com/9meayq6rgboe/balanced-and-unbalanced-force-third-grade/
Tug of War: Kids vs. Teachers

After viewing the video, lead a discussion on whether this is an example of balanced or unbalanced forces.
https://www.youtube.com/watch?v=rP2MviNn52g
Let's Investigate: Balanced and Unbalanced Forces
In this lesson, students will investigate how balanced and unbalanced forces affect the motion of a ball.
http://www.morethanaworksheet.com/wp-content/uploads/2015/06/Balanced-and-Unbalanced-Forces-
Investigation.pdf
Forces and Interactions Unit

http://www.mccracken.kyschools.us/Downloads/FORCES%20INTERACTIONS%203.pdf
Exploration Student Inquiry The following lessons address the effects of balanced and unbalanced forces on the motion of an object.
Forces in Tug of War (pg. 2)
Students will learn that an object will move in the direction of the largest force as well as an object will not be in motion
if the forces are equal.
Falling Objects (pg. 6)

Students will understand that gravitational force acts continuously on an object as it falls, that two objects dropped
from the same height should hit the ground at the same time and that all things fall to the ground because of the pull of
gravity
Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core Ideas):
PS2.A: Forces and Motion
Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple
Explanation Concepts and Practices forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes
in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of
forces are used at this level.)
Objects in contact exert forces on each other.
Additional Related Activities
https://eucaps.wsu.edu/wp-content/uploads/sites/731/2015/04/Third-Grade-lesson-plans.pdf
Assessment Task A: Let's Investigate: Balanced and Unbalanced Forces
Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in
which variables are controlled and the number of trials considered.
Evaluation Assessment Tasks
Students will complete the Let's Investigate activity sheet as they complete the investigation.
Assessment Task B: Forces and Interactions Unit
Students will complete various investigations and activities in the unit.
Grade 3 Unit 2: Forces and Motion
3-PS2-2.Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two
children on a see-saw.
Assessment Boundary: Assessment does not include technical terms such as period and frequency.
Evidence Statement: 3-PS2-2
Cross-Cutting
Planning and Carrying Out PS2.A: Forces and Motion Patterns
Investigations
Planning and carrying out The patterns of an object’s motion in various situations can be observed and measured; when Patterns of change
investigations to answer questions or that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: can be used to make
test solutions to problems in 3–5 builds Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not predictions.
on K–2 experiences and progresses to introduced at this level, but the concept that some quantities need both size and direction to be
include investigations that control described is developed.)
variables and provide evidence to
support explanations or design
solutions.
Make observations and/or
measurements to produce data to
serve as the basis for evidence for an
explanation of a phenomenon or test a
design solution.

Science Knowledge is Based on
Empirical Evidence
Science findings are based on
recognizing patterns.
Articulation of DCIs across grade-bands: 1.ESS1.A ; 4.PS4.A ; MS.PS2.A ; MS.ESS1.B
CCSS- ELA: W.3.7, W.3.8
CCSS- Math: N/A
5E Model
3.PS2-2.Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
BrainPOP: Newton's Laws of Motions
https://www.brainpop.com/science/motionsforcesandtime/newtonslawsofmotion/

Newton's Laws of Motion
This website provides an introduction to Newton's three laws of motion.
http://teachertech.rice.edu/Participants/louviere/Newton/
Force and Motion Investigation
In this lesson, students will collaboratively conduct an investigation on the effect of force applied on an object to
produce data to serve as the basis for evidence, by using fair tests in which variables are controlled and the number of
trials are considered.
http://betterlesson.com/lesson/632779/force-and-motion-investigation

Exploration Student Inquiry The following lessons address the motion of objects and how patterns can be used to predict future motion.
Flicking with Forces (pg. 8)
Students will predict and observe what happens when force is applied to an object, and compare the relative effects of
a force of the same strength on objects of different weights.
Pendulum Swing (pg. 12)

Students plan and conduct an investigation to explore forces on the motion of an object. Students make predictions on
the effect of different forces on a moving object. Students make observations of an object's motion to provide evidence
that a pattern can be used to predict future motion.
In these lessons:
Explanation Concepts and Practices
PS2.A: Forces and Motion
The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits
a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity,
momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size
and direction to be described is developed.)
Additional Related Activities
Elaboration Extension Activity http://ngss.nsta.org/DisplayStandard.aspx?view=dci&id=19
https://www.teacherspayteachers.com/Browse/Price-Range/Free/Grade-Level/Third/Search:force+and+motion
Assessment Task A: Forces and Motion Investigation
Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a
Evaluation Assessment Tasks phenomenon or test a design solution.
After students complete the data collection part of the activity, students will demonstrate understanding by
completing the guiding reflection questions.
Unit 3 Overview
Electrical and Magnetic Forces
Grade: 3
Content Area: Physical Science
Pacing: 15 days
Essential Question
How can we use our understandings about magnets be used to solve problems?
3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.*
Unit Summary
In this unit of study, students determine the effects of balanced and unbalanced forces on the motion of an object and the cause-and-effect relationships of
electrical or magnetic interactions to define a simple design problem that can be solved with magnets. The crosscutting concept of cause and effect, and the
interdependence of science, engineering, and technology, and the influence of engineering, technology, and science on society and the natural world are called
out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in asking questions and
defining problems. Students are also expected to use these practices to demonstrate understanding of the core ideas.
Technical Terms
Cause and Effect, Electric Interaction, Magnetic Interaction, Eletromagnet, Magnetism, Magnetic Field, Bar Magnetic, Electrical Charge
Part A: What are the relationships between electrical and magnetic forces?
• Identify and test cause-and-effect relationships in order to explain change
• Ask questions that can be investigated based on patterns such as cause-and effect relationships.
• Ask questions to determine cause-and-effect relationships in electric or magnetic interactions between two objects not in contact with each other
• Magnetic forces could include:  The force between two permanent magnets;  The force between an electromagnet and steel paperclips;  The force exerted
by one magnet versus the force exerted by two magnets
• Cause-and-effect relationships could include:  How the distance between objects affects the strength of the force  How the orientation of magnets affects
the direction of the magnetic force.
Part B: How can we use our understandings about magnets be used to solve problems?
• Define a simple problem that can be solved through the development of a new or improved object or tool.
• Define a simple design problem that can be solved by applying scientific ideas about magnets (e.g., constructing a latch to keep a door shut or creating a device
to keep two moving objects from touching each other).
• Define a simple design problem that can be solved through the development of an object, tool, process, or system, and include several criteria for success and
constraints on material, time, or cost.
• Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
(3-PS2-3) RI.3.1
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. (3-PS2-3) RI.3.3 N/A
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect,
first/second/third in a sequence). (3-PS2-3) RI.3.8
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (3-PS2-3) SL.3.3
8.1.5.A.1, 8.1.5.A.2, 8.1.5.A.3, 8.1.5.A.4, 8.1.5.A.5, 8.1.5.D.3, 8.1.5.D.4,
8.1.5.E.1, 8.1.5.F.1, 8.2.5.C.1, 8.2.5.C.4, 8.2.5.D.1, 8.2.5.D.2, 8.2.5.D.3,
Technology Standards 8.2.5.D.4, 8.2.5.D.7
Modifications
Gifted and
English Language Learners Special Education At-Risk Talented
Scaffolding Word walls Teacher Curriculum
Word walls Visual aides tutoring compacting
Sentence/paragraph frames Graphic organizers Peer tutoring Challenge
Bilingual dictionaries/translation Multimedia Study guides assignments
Think alouds Leveled readers Graphic Enrichment
Read alouds Assistive technology organizers activities
Highlight key vocabulary Notes/summaries Extended time Tiered activities
Annotation guides Extended time Parent Independent
Think-pair- share Answer masking communication research/inquiry
Visual aides Answer eliminator Modified Collaborative
Modeling Highlighter assignments teamwork
Cognates Color contrast Counseling Higher level
questioning
Critical/Analytical
thinking tasks
Self-directed
activities
Grade 3 Unit 3: Electrical and Magnetic Forces
3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a
charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an
electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect
relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the
magnetic force.
Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to
static electricity.
Science & Engineering
Practices Disciplinary Core Ideas Cross-Cutting Concepts
Asking Questions and PS2.B: Types of Interactions Cause and Effect
Defining Problems
Asking questions and defining Electric, and magnetic forces between a pair of objects do not require that the objects be in Cause and effect relationships
problems in grades 3–5 builds contact. The sizes of the forces in each situation depend on the properties of the objects and are routinely identified, tested,
on grades K–2 experiences and their distances apart and, for forces between two magnets, on their orientation relative to and used to explain change.
progresses to specifying each other.
qualitative relationships.
Ask questions that can be
investigated based on patterns
such as cause and effect
relationships.
Articulation of DCIs across grade-bands: MS.PS2.B
CCSS- ELA: RI.3.1, RI.3.3, RI.3.8, SL.3.3
CCSS- Math: N/A
5E Model
3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
BrainPOP: Magnetism & Electromagnetc Induction
https://www.brainpop.com/science/motionsforcesandtime/magnetism/
https://www.brainpop.com/science/motionsforcesandtime/electromagneticinduction/
Bill Nye: Magnetism

https://www.schooltube.com/video/dedad2d7f6354a87bcdf/Bill%20Nye%20Magnetism
What Are Magnets?
In this lesson, students will make predictions and observations to determine the cause and effect relationship between magnets
and magnetic and nonmagnetic items.
http://betterlesson.com/lesson/636548/2-what-are-magnets
Magnetism Exploration
Students will be able to identify objects that are attracted or repelled by magnetism.
http://betterlesson.com/lesson/638686/magnetism-exploration

The following lessons address electric and magnetic interactions.
Exploration Student Inquiry Static Electricity (pg. 17)
In this lesson, students will learn about and observe the effects of static electricity.
Introduction to Magnets (pg. 20)

Students will investigate and confirm their understanding of how magnets attract and repel other magnets.
Multiple Magnets (pg. 30)

Students will determine that the strength of combined magnets is stronger than that of one magnet and that the strength of
magnets does not go up exponentially when more magnets are added.
Magnetic Object Sort (pg. 34)

Students make predictions and test various items for their magnetic interaction. Students observe that magnetic objects are
affected by the strength of the magnet and the distance from the magnet.
Paperclip Walk (pg. 39)
Students will demonstrate that magnetic objects are affected by the distance from the magnet.
Electromagnets (pg. 42)

Students observe that the strength of the electromagnet can be increased by increasing the number of coils wrapped around
the iron bolt and how tightly they are wrapped.. Students will also observe that the electromagnet can be turned on and off.
In these lessons:
Practices
Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in
each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their
orientation relative to each other.
Exploring Magnets
http://www.crscience.org/lessonplans/2_Exploring_Magnets_for_Bayer-13-14.pdf
Ask questions that can be investigated based on patterns such as cause and effect relationships.

Assessment Task A: What Are Magnets? Assess through class discussion and student feedback to check for understanding.
http://betterlesson.com/lesson/reflection/21207/referring-back-to-the-original-question-brings-closure-to-a-lesson
Evaluation Activity Assessment Task B: Magnetism Exploration - Using the Investigation Organizer have teams partner and share their investigations
and related results.
http://betterlesson.com/lesson/resource/3218312/investigation-organizer?from=resource_image
Assessment Task C: Forces and Interactions - reference assessment tasks in
Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from
touching each other.
Asking Questions and Defining PS2.B: Types of Interactions Connections to Engineering,Technology, and
Problems Applications of Science
Asking questions and defining Electric, and magnetic forces between a pair of objects do not require
problems in grades 3–5 builds on that the objects be in contact. The sizes of the forces in each situation
grades K–2 experiences and depend on the properties of the objects and their distances apart and,
progresses to specifying qualitative for forces between two magnets, on their orientation relative to each Interdependence of Science, Engineering, and
relationships. other. Technology
Define a simple problem that can Scientific discoveries about the natural world can
be solved through the development often lead to new and improved technologies,
of a new or improved object or which are developed through the engineering
tool. design process.
Articulation of DCIs across grade-bands:
CCSS- ELA: RI.3.1, RI.3.3, RI.3.8, W.3.7, W.3.8, SL.3.3
CCSS- Math: MP.2, MP.5, 3.MD.A.2
5E Model
Magnets All Around Us
https://prezi.com/jmgpzduo4die/magnets-all-around-us/
Magnetic Powered Tram Cars in South Korea
https://www.youtube.com/watch?v=UsEYped_gZc
Exploration Student Inquiry I Need a Magnet
Students will be able to use their knowledge of magnetism to solve a problem or respond to a situation.
http://betterlesson.com/lesson/639709/i-need-a-magnet
Magnet Engineering Design Challenge

Students will use the Engineering Design Process to create a solution to problem involving magnets.
http://betterlesson.com/lesson/645199/magnet-engineering-design-challenge
In these lessons:
Practices
Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in
each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their
orientation relative to each other.
Inventions of Tomorrow That Will Rely On Magnetism, A Writing Activity
In this lesson, students will write an informative / explanatory essay explaining a possible invention in the future, that would
rely on magnetism to work by including a minimum of three magnetism facts that would support the invention.
http://betterlesson.com/lesson/637343/5-inventions-of-tomorrow-that-will-rely-on-magnetism-a-writing-activity
Define a simple problem that can be solved through the development of a new or improved object or tool.
Assessment Task A: Using Magnets to Solve a Problem (link below) assess student responses and, if time permits, ask students
to share any revisions they would make
http://betterlesson.com/lesson/resource/3228140/situations?from=resource_image
Assessment Task B: Develop a rubric to assess the student's design for developing a solution to a problem, ensuring that the
problem can be solved through the development of a new or improved object or tool.

Asking Questions and Defining ETS1.A: Defining and Delimiting Engineering Problems Influence of Science, Engineering, and
Problems Technology on Society and the Natural World
Asking questions and defining Possible solutions to a problem are limited by available materials and People's needs and wants change over time, as
problems in 3-5 builds on grades K- resources (constraints). The success of a designed solution is do their demands for new and improved
2 experiences and progresses to determined by considering the desired features of a solution (criteria). technologies.
specifying qualitative relationships. Different proposals can be compared on the basis of how well each one
meets the specified criteria for success of how well each takes the
constraints into account.
Define a simple design problem
that can be solved through the
development of an object, tool,
process, or system and includes
several criteria for success and
constraints on materials, time, or
cost.
CCSS- ELA: W.5.7; W.5.8; W.5.9
CCSS- Math: MP.2; MP.4; MP.5; 3-5.OA
Unit 4 Overview
Heredity: Inheritance and Variation of Traits
Grade: 3
Content Area: Life Science
Pacing: 15 days
Essential Question
What kinds of traits are passed on from parent to offspring? What environmental factors might influence the traits of a specific organism?
What environmental factors might influence the traits of a specific organism?
3-LS3-1.Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a
group of similar organisms.
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.
Unit Summary
In this unit of study, students acquire an understanding that organisms have different inherited traits and that the environment can also affect the traits that an
organism develops. The crosscutting concepts of patterns and cause and effect are called out as organizing concepts for these disciplinary core ideas. Students
are expected to demonstrate grade-appropriate proficiency in analyzing and interpreting data, constructing explanations, and designing solutions. Students are
also expected to use these practices to demonstrate understanding of the core ideas.
Technical Terms
Trait, Organism, Offspring, Sibling, Inherited Traits, Non-inherited Traits, Adapted Traits, Genetics, DNA, Vertebrate Systems, Invertebrate Systems, Genetic
Variation, Mutation, Observable Trait, Heredity, Types of Biomes (6), Ecosystems, Adaptation, Predator, Prey, Growth Rate, Natural Selection, Tropisms,
Pollination, Germination, Seedling, Photosynthesis, Chromatophores
Part A: What kinds of traits are passed on from parent to offspring?
• Sort and classify natural phenomena using similarities and differences. (Clarification: Patterns are the similarities and differences in traits shared between
offspring and their parents or among siblings, with an emphasis on organisms other than humans).
• Analyze and interpret data to make sense of phenomena using logical reasoning.
• Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of
similar organisms. (Assessment does not include genetic mechanisms of inheritance and prediction of traits, and is limited to nonhumans.)
Part B: What environmental factors might influence the traits of a specific organism?
• Identify cause-and-effect relationships in order to explain change.
• Use evidence (e.g., observations, patterns) to support an explanation.
• Use evidence to support the explanation that traits can be influenced by the environment. Examples of the environment’s affect on traits could include: 
Normally tall plants that grow with insufficient water are stunted.  A pet dog that is given too much food and little exercise may become overweight.
Ask and answer questions to demonstrate understanding of a text, Reason abstractly and quantitatively. (3-LS3-1),(3-LS3-2) MP.2
referring explicitly to the text as the basis for the answers. (3-LS3-1),(3-
LS3-2) RI.3.1
Determine the main idea of a text; recount the key details and explain Model with mathematics. (3-LS3-1),(3-LS3-2)
how they support the main idea. (3-LS3-1),(3-LS3-2) RI.3.2 MP.4
Describe the relationship between a series of historical events, scientific Generate measurement data by measuring lengths using rulers marked with halves
ideas or concepts, or steps in technical procedures in a text, using and fourths of an inch. Show the data by making a line plot, where the horizontal
language that pertains scale is marked off in appropriate units—whole numbers, halves, or quarters. (3-LS3-
to time, sequence, and cause/effect. (3-LS3-1),(3-LS3-2) RI.3.3 1),(3-LS3-2) 3.MD.B.4
Write informative/explanatory texts to examine a topic and convey ideas
and information clearly. (3-LS3-1),(3-LS3-2),(3-LS4-2) W.3.2
Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace. (3-LS3-1),(3-LS3-2) SL.3.4
8.1.5.A.1, 8.1.5.A.2, 8.1.5.A.3, 8.1.5.A.4, 8.1.5.A.5, 8.1.5.D.3, 8.1.5.D.4, 8.1.5.E.1, 8.1.5.F.1, 8.2.5.C.1, 8.2.5.C.4,
Technology Standards 8.2.5.D.1, 8.2.5.D.2, 8.2.5.D.3, 8.2.5.D.4, 8.2.5.D.7
Modifications
Grade 3 Unit 4: Traits
3-LS3 Heredity: Inheritance and Variation of Traits
Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on
organisms other than humans.
Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.
Evidence Statement: 3-LS3-1
Analyzing and Interpreting Data LS3.A: Inheritance of Traits Patterns
Analyzing data in 3–5 builds on K–2 Many characteristics of organisms are inherited from their parents. Similarities and differences in patterns can be
experiences and progresses to used to sort and classify natural phenomena.
introducing quantitative approaches to
collecting data and conducting multiple
trials of qualitative observations. When
possible and feasible, digital tools should
be used.
LS3.B: Variation of Traits
Different organisms vary in how they look and function because they
have different inherited information.
Articulation of DCIs across grade-bands: 1.LS3.A, 1.LS3.B, MS.LS3.A, MS.LS3.B
CCSS- ELA: RI.3.1, RI.3.2, RI.3.3, W.3.2, SL.3.4
CCSS- Math: MP.2, MP.4, 3.MD.B.4
5E Model
Learn Genetics: What Are Traits?
http://learn.genetics.utah.edu/content/basics/traits/
Learn Genetics: What is Inheritance?

http://learn.genetics.utah.edu/content/basics/inheritance/
Heredity: Video and Interactive Website

https://www.brainpop.com/science/cellularlifeandgenetics/heredity/
http://studyjams.scholastic.com/studyjams/jams/science/human-body/heredity.htm
An Inventory of My Traits
Students take an inventory of their own easily observable genetic traits. Working in small groups, they observe how
their trait inventories differ from those of others. Students record their observations in a data table and make a bar
graph to show the most and least common traits in the group.
http://learn.genetics.utah.edu/content/basics/activities/pdfs/InventoryOfTraits.pdf
Guppies Galore (If you can not use actual guppies, you can use photos of guppies or any other plant or animal)
http://ngss.nsta.org/Resource.aspx?ResourceID=321
Animal Detectives
Inheritance and Variation of Traits: Life Cycles and Traits Unit

http://missmillersroom.weebly.com/uploads/1/3/7/1/13713346/inheritance.pdf
Exploration Student Inquiry Mammals and Their Parents, Perfect Together

Identify and interpret traits that are found in mammals by noticing differences among animals of the same species.
Make a claim that traits are inherited from parents that is supported by evidence.
http://betterlesson.com/lesson/623417/mammals-and-their-parents-perfect-together
Inherited and Observable Traits

In this lesson, students will review inherited and observable traits, use this knowledge to poll their classmates, and
create a frequency table from this gathered data.
https://www.teachervision.com/tv/printables/geneticsbeginnerext.pdf
Awesome Bird Traits
In this lesson, students will explore the idea that animals have characteristics that help them survive because they
have different inherited information.
http://betterlesson.com/lesson/627509/awesome-bird-traits
Plant Structure and Function- Lesson 3: Inherited Characteristics

In this lesson, student will earn how plants have inherited characteristics that help them live in a particular
environment.
http://www.duxbury.k12.ma.us/cms/lib2/MA01001583/Centricity/Domain/488/Grade%203%20Life%20Science.pdf
Explanation Concepts and Practices In these lessons:
LS3.A: Inheritance of Traits
Many characteristics of organisms are inherited from their parents.
Different organisms vary in how they look and function because they have different inherited information.
Elaboration Extension Activity Additional Related Lessons and Resources
https://www.opened.com/search?standard=3.LS3.1
Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting
Evaluation Assessment Tasks data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be
used.
Guppies Galore Assessment

The instructional materials include student journal pages to record observations, but the performance expectation could
be further strengthened if the students took pictures of the mother, father and offspring and made a visual family tree.
To help the students analyze and interpret the data that they have collected, the teacher could provide the students
with labeled Venn diagrams to record the similarities and differences between (1) the male and female guppies (before
the fry are born), (2) the parents and their offspring, and (3) two of the offspring.
Animal Detectives Assessment

Inheritance and Variation of Traits: Life Cycles and Traits Unit Assessment
http://missmillersroom.weebly.com/uploads/1/3/7/1/13713346/inheritance.pdf
Grade 4 Unit 4: Traits
3-LS3 Heredity: Inheritance and Variation of Traits
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.
Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with
insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.
Constructing Explanations and Designing LS3.A: Inheritance of Traits Cause and Effect
Solutions
Constructing explanations and designing Other characteristics result from Cause and effect
solutions in 3–5 builds on K–2 experiences individuals’ interactions with the relationships are routinely
and progresses to the use of evidence in environment, which can range from diet to identified and used to
constructing explanations that specify learning. Many characteristics involve both explain change.
variables that describe and predict inheritance and environment.
phenomena and in designing multiple
solutions to design problems.
Use evidence (e.g., observations, patterns) to LS3.B: Variation of Traits
support an explanation.
The environment also affects the traits
that an organism develops.
Articulation of DCIs across grade-bands: 1.LS3.A, 1.LS3.B, MS.LS1.B, MS.LS3.A, MS.LS3.B
5E Model
Plant and Animal Adaptations

http://studyjams.scholastic.com/studyjams/jams/science/plants/plant-
Engage Anticipatory Set adaptations.htm
http://studyjams.scholastic.com/studyjams/jams/science/animals/anim
al-adaptations.htm
https://jr.brainpop.com/science/plants/plantadaptations/
https://www.brainpop.com/science/ecologyandbehavior/camouflage/
http://missmillersroom.weebly.com/uploads/1/3/7/1/13713346/inherit
ance.pdf
Biomes
Students will need some background knowledge of biomes before we
can begin to discuss organisms that survive well, or not well, in those
environments. This lesson will build motivation and provide an
opportunity to build background schema. Students will be able to
organize information from visuals about the major biomes of the world.
http://betterlesson.com/lesson/632382/biomes
Adaptations
Students will be able to obtain critical information about organisms that
live in certain environments, through informational reading.
Exploration Student Inquiry http://betterlesson.com/lesson/632632/adaptations
An Animal That Can Survive In All Biomes

Students will be able to use information about environments and
adaptations in order to design an animal or plant that could survive in
all.
http://betterlesson.com/lesson/632921/an-animal-that-can-survive-in-
all-biomes-a-two-day-activity
Adaptation: Bird Beaks

Students will use hands on materials to simulate how birds with
different beaks eat and survive in an ecosystem. Students will use
multiple methods of addition to calculate amount of food that birds
have consumed with their different beaks.
http://www.wccusd.net/cms/lib03/CA01001466/Centricity/domain/104
0/grade%203%20lessons/AdaptationThruAddition.pdf
In these lessons:
Teachers Should: Introduce formal labels, definitions, and explanations
for concepts, practices, skills or abilities.
Students Should: Verbalize conceptual understandings and demonstrate
scientific and engineering practices.
Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core
Explanation Concepts and Practices Ideas):
LS3.A: Inheritance of Traits
Other characteristics result from individuals’ interactions with the
environment, which can range from diet to learning. Many
characteristics involve both inheritance and environment.
The environment also affects the traits that an organism develops.
Hunger Games: Animal Adaptations for Survival
In a world where organisms must compete to survive, students will learn
about animal adaptations and how they can help, or hurt, their chances
for survival and reproduction. The competition is fierce and there can
only be one (ok, not really one) winner of… The Hunger Games!
Elaboration Extension Activity http://www.crscience.org/lessonplans/3_TheHungerGamesAnimalAdapt
ationsforSurvival_14-15.pdf
Additional Related Lessons and Resources

Constructing explanations and designing solutions in 3–5 builds on K–2
experiences and progresses to the use of evidence in constructing
explanations that specify variables that describe and predict phenomena
and in designing multiple solutions to design problems.

Assessment
http://missmillersroom.weebly.com/uploads/1/3/7/1/13713346/inherit
ance.pdf
Adaptation: Bird Beaks Assessment
http://www.wccusd.net/cms/lib03/CA01001466/Centricity/domain/1040/gr
ade%203%20lessons/AdaptationThruAddition.pdf
Teacher will use exit slip to assess students understanding of the lesson.
Unit 5 Overview
Continuing the Cycle
Grade: 3
Pacing: 10 days
Essential Question
Do all living things have the same life cycle?
Are there advantages to being different?
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in
surviving, finding mates, and reproducing.
Unit Summary
In this unit of study, students develop an understanding of the similarities and differences in organisms’ life cycles. In addition, students use evidence to
construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and
reproducing. The crosscutting concepts of patterns and cause and effect are called out as organizing concepts for these disciplinary core ideas. Students
demonstrate grade appropriate proficiency in developing and using models and constructing explanations and designing solutions. Students are also expected to
use these practices to demonstrate understanding of the core ideas.
Technical Terms
Life Cycle, Molecules, "Survival of the Fittest", Charles Darwin, Natural Selection, Animal Defenses, Embryo, Metamorphsis
Part A: Do all living things have the same life cycle?
• Sort and organisms (inherited traits) using similarities and differences in patterns.
• Make predictions using patterns of change
• Develop models to describe phenomena
• Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. (I.e., Changes
organisms go through during their life form a pattern.)
Part B: Are there advantages to being different?
• Use evidence (e.g., observations, patterns) to construct an explanation.
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving,
finding mates, and reproducing. Examples of cause and-effect relationships could include:  Plants that have larger thorns than other plants may be less likely to
be eaten by predators.  Animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave
offspring.
Ask and answer questions to demonstrate understanding of a text, referring Reason abstractly and quantitatively. (3-LS4-2) MP.2
explicitly to the text as the basis for the answers. (3-LS4-2) RI.3.1
Determine the main idea of a text; recount the key details and explain how Model with mathematics. (3-LS1-1), (3-LS4-2) MP.4
they support the main idea. (3-LS4-2) RI.3.2
Describe the relationship between a series of historical events, scientific ideas Number and Operations in Base Ten (3-LS1-1) 3.NBT
or concepts, or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect. (3-LS4-2) RI.3.3
Use information gained from illustrations (e.g., maps, photographs) and the Number and Operations—Fractions (3-LS1-1) 3.NF
words in a text to demonstrate understanding of the text (e.g., where, when,
why, and how key events occur). (3-LS1-1) RI.3.7
Draw a scaled picture graph and a scaled bar graph to represent a data set with
Report on a topic or text, tell a story, or recount an experience with several categories. Solve one- and two-step “how many more” and “how many
appropriate facts and relevant, descriptive details, speaking clearly at an less” problems using information presented in scaled bar graphs. (3-LS4-2)
understandable pace. (3-LS4-2) SL.3.4 3.MD.B.3
Generate measurement data by measuring lengths using rulers marked with
Create engaging audio recordings of stories or poems that demonstrate fluid halves and fourths of an inch. Show the data by making a line plot, where the
reading at an understandable pace; add visual displays when appropriate to horizontal scale is marked off in appropriate units—whole numbers, halves, or
emphasize or enhance certain facts or details. (3-LS1-1) SL.3.5 quarters. (3-LS4-1) 3.MD.B.4
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. (3-LS4-2) W.3.2
8.1.5.A.1, 8.1.5.A.2, 8.1.5.A.3, 8.1.5.A.4, 8.1.5.A.5, 8.1.5.D.3, 8.1.5.D.4, 8.1.5.E.1, 8.1.5.F.1, 8.2.5.C.1, 8.2.5.C.4,
Modifications
Grade 3 Unit 5: Continuing the Cycle
3-LS1 From Molecules to Organisms: Structures and Processes
Clarification Statement: Changes organisms go through during their life form a pattern.
Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.
Developing and Using Models LS1.B: Growth and Development of Organisms Patterns
Modeling in 3–5 builds on K–2 Reproduction is essential to the continued existence of every kind of organism. Patterns of change can be used to
experiences and progresses to building Plants and animals have unique and diverse life cycles. (3-LS1-1) make predictions. (3-LS1-1)
and revising simple models and using
models to represent events and design
solutions.
Develop models to describe phenomena.
(3-LS1-1)

Scientific Knowledge is Based on
Empirical Evidence
Science findings are based on recognizing
patterns.

Articulation of DCIs across grade-bands: MS.LS1.B
CCSS- ELA: RI.3.7, SL.3.5
CCSS- Math: MP.4, 3.NBT, 3.NF
5E Model
BrainPOP: Plant Life Cycle
https://jr.brainpop.com/science/plants/plantlifecycle/
Life Cycles: Video and Games
http://www.sheppardsoftware.com/scienceforkids/life_cycle/movie.htm
http://www.sheppardsoftware.com/scienceforkids/life_cycle/games.htm
Animal Life Cycles

http://www.kidzone.ws/animals/lifecycle.htm
Animal Life Cycles: Introduction
In this lesson, students will explain commonalities in animal life cycles as well and to compare life cycles of different animal
groups.
http://betterlesson.com/lesson/639116/animal-life-cycles-introduction
Life Cycle Lessons

The following lessons all address the big idea that all organisms have unique and diverse life cycles but all have in common
birth, growth, reproduction, and death. Lessons include: butterflies and grasshoppers, ants, chicken, salmon, frogs and sea
turtles. Lessons include the development of visual models of life cycles including drawings and graphic organizers.
http://betterlesson.com/lesson/637832/life-cycles-lesson-1-butterflies-and-grasshoppers
http://betterlesson.com/lesson/640795/lesson-2-life-cycle-of-an-ant
Exploration Student Inquiry http://betterlesson.com/lesson/637838/life-cycles-lesson-3-chicken-the-egg
http://betterlesson.com/lesson/637836/life-cycles-lesson-4-the-atlantic-salmon
http://betterlesson.com/lesson/637837/life-cycles-lesson-5-frogs
http://betterlesson.com/lesson/617772/life-cycles-lesson-6-examining-the-life-cycle-of-the-sea-turtle
Scholastic: 10 Ready-to-Go Resources for Teaching Life Cycles

http://www.scholastic.com/teachers/top-teaching/2014/04/10-ready-go-resources-teaching-life-cycles
PBS: Plant Life Cycles

Students explore the cycles of plant life and compare them with those of animals.
http://nj.pbslearningmedia.org/resource/tdc02.sci.life.colt.lp_plantcycle/plant-life-cycles/
In these lessons:
LS1.B: Growth and Development of Organisms
Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse
life cycles. (3-LS1-1)
Additional Related Lessons and Activities
Elaboration Extension Activity http://ngss.nsta.org/DisplayStandard.aspx?view=pe&id=53
Assessment Task A: Life Cycle Lessons
Evaluation Assessment Tasks Develop models to describe phenomena. (3-LS1-1)

Students will research and develop models to describe that organisms have unique and diverse life cycles but all have in
common birth, growth, reproduction and death.
Grade 3 Unit 5: Continuing the Cycle
3-LS4 Biological Evolution: Unity and Diversity
Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by
predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.
Constructing Explanations and Designing Solutions LS4.B: Natural Selection Cause and Effect
Constructing explanations and designing solutions Sometimes the differences in characteristics between individuals of Cause and effect relationships are
in 3–5 builds on K–2 experiences and progresses to the same species provide advantages in surviving, finding mates, and routinely identified and used to
the use of evidence in constructing explanations reproducing. explain change.
that specify variables that describe and predict
phenomena and in designing multiple solutions to
design problems.
Use evidence (e.g., observations, patterns) to
construct an explanation.
Articulation of DCIs across grade-bands: MS.LS2.A, MS.LS3.B, MS.LS4.B
5E Model
BrainPOP: Natural Selection
https://www.brainpop.com/science/ecologyandbehavior/naturalselection/
Charles Darwin: Theory of Natural Selection
https://www.youtube.com/watch?v=vnktXHBvE8s
Exploration Student Inquiry Natural Selection Webquest
The following unit includes individual and group activities on natural selection and animal adaptations
found in various species. These lessons will help students understand how certain traits allow animals to
survive in certain environments. Key questions addressed in the unit include:
- What is natural selection? What is adaptation?
- What different types of adaptations do animals have?
- How do certain adaptations help a species survive?
http://naturalselectionwbi.weebly.com/
Animal Adaptations, Their Best Defense

In this two day lesson, students will determine how a specific inherited trait or adaptation helps an animal
survive by observing and discussing in collaborative groups.
http://betterlesson.com/lesson/623416/animal-adaptations-their-best-defense
http://betterlesson.com/lesson/631801/animal-adaptations-their-best-defense-day-2
In these lessons:
Teachers Should: Introduce formal labels, definitions, and explanations for concepts, practices, skills or
abilities.
Students Should: Verbalize conceptual understandings and demonstrate scientific and engineering
Explanation Concepts and Practices practices.
LS4.B: Natural Selection
Sometimes the differences in characteristics between individuals of the same species provide advantages
in surviving, finding mates, and reproducing.
Additional Related LEssons and Activities
Elaboration Extension Activity http://ngss.nsta.org/DisplayStandard.aspx?view=dci&id=27
Assessment Task A:Natural Selection Webquest
Use evidence (e.g., observations, patterns) to construct an explanation.
Evaluation Assessment Tasks Students will complete the assessment following the Webquest. (Use the rubric attached at the bottom of the
page to assess.)
View Assessment Task Here
Unit Overview
Organisms and the Environment
Grade: 3
Pacing: 15 days
Essential Question
Why don’t we see alligators in the arctic?
3-LS2-1. Construct an argument that some animals form groups that help members survive.
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive
at all.
Unit Summary
In this unit of study, students develop an understanding of the idea that when the environment changes, some organisms survive and reproduce, some move to
new locations, some move into the transformed environment, and some die. The crosscutting concepts of cause and effect and the interdependence of science,
engineering, and technology are called out as organizing concepts for these disciplinary core ideas. Students demonstrate grade-appropriate proficiency in
engaging in argument from evidence. Students are also expected to use this practice to demonstrate understanding of the core ideas.
Technical Terms
Ecosystems, Survival, Mammals, Reptiles, Amphibians, Species, Colonies, Pods, Herds, Survival Needs (4)
Part A: In a particular habitat, why do some organisms survive well, some survive less well, and some not survive at all?
• Construct an argument with evidence
• Construct an argument with evidence (e.g., needs and characteristics of the organisms and habitats involved) that in a particular habitat, some organisms can
survive well, some can survive less well, and some cannot survive at all.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers. (3-LS2-1), (3-LS4-3) RI.3.1 Model with mathematics. (3-LS2-1),(3-LS4-3) MP.4
Determine the main idea of a text; recount the key details and explain how they support Number and Operations in Base Ten. (3-LS2-1) 3.NBT
the main idea. (3-LS4-3) RI.3.2
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. (3-LS2-1),(3-LS4-3) RI.3.3
Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS2-
1), (3-LS4-3) W.3.1
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. (3-LS4-3) W.3.2
Report on a topic or text, tell a story, or recount an experience with appropriate facts
and relevant, descriptive details, speaking clearly at an understandable pace. (3-LS4-3)
SL.3.4
8.1.5.A.1, 8.1.5.A.2, 8.1.5.A.3, 8.1.5.A.4, 8.1.5.A.5, 8.1.5.D.3, 8.1.5.D.4, 8.1.5.E.1, 8.1.5.F.1, 8.2.5.C.1,
Technology Standards 8.2.5.C.4, 8.2.5.D.1, 8.2.5.D.2, 8.2.5.D.3, 8.2.5.D.4, 8.2.5.D.7
Modifications
Grade 3 Unit 6: Organisms and Environment
3-LS2 Ecosystems: Interactions, Energy, and Dynamics
Engaging in Argument from Evidence LS2.D: Social Interactions and Group Behavior Cause and Effect
Engaging in argument from evidence in 3–5 builds on K–2 Being part of a group helps animals obtain food, defend Cause and effect relationships are
experiences and progresses to critiquing the scientific themselves, and cope with changes. Groups may serve routinely identified and used to
explanations or solutions proposed by peers by citing relevant different functions and vary dramatically in size (Note: explain change.
evidence about the natural and designed world(s). Moved from K–2).
Construct an argument with evidence, data, and/or a model.

Articulation of DCIs across grade-bands: 1.LS1.B, MS.LS2.A
CCSS- ELA: RI.3.1, RI.3.3
CCSS- Math: MP.4, 3.NBT
5E Model
Animal Groups
In this introductory activity, students will learn that being part of a group helps animals obtain food, defend themselves and cope
with changes. Groups may serve different functions and vary dramatically in size. Animals form groups to help members survive.
http://www.educationinnature.com/~/media/Corporate/EIN/Files/LessonPlans/AnimalGroupsLessonPlan.ashx?force=1
How Do Herds Help Animals?
In this activity, students will use digital media to observe animal herds, take notes only about what they observe, and write an
expository paragraph.
http://betterlesson.com/lesson/632313/how-do-herds-help-animals
Animal Groups - Benefits and Disadvantages
In this lesson, students will read short passages about animals that live in groups and participate in a discussion about how groups
benefit some (but not all) animals.
http://betterlesson.com/lesson/632399/animal-groups-benefits-and-disadvantages
Animal Groups- What Purpose Do They Serve?

Students will observe and act out a few group behaviors of non-herd animals and then will be able to discuss and write about
Exploration Student possible benefits of living in a group.
Inquiry
http://betterlesson.com/lesson/632602/animal-groups-what-purpose-do-they-serve
Ant Colonies: The Power of Cooperation

In this lesson, students begin to gather data on animals that live in groups in order to increase their survival. This initial study
focuses on ants.
http://the-curious-scientist.weebly.com/uploads/2/3/6/6/23667706/lesson_1-ant_colonies_complete2.pdf
In these lessons:
LS2.D: Social Interactions and Group Behavior
Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions
and vary dramatically in size (Note: Moved from K–2).
Insects That Work Together
In this lesson, students continue to gather data on animals that live in groups in order to increase their chances of survival. Using a
Elaboration Extension
jigsaw approach, groups of students become “experts” on specific types of insects and create a chart explaining how their insect
Activity
works together in groups to help them survive.
http://the-curious-scientist.weebly.com/uploads/2/3/6/6/23667706/animal_groups_lesson_2-insects_that_work_together.pdf
Assessment Task A:
Evaluation Assessment 3-LS2-1. Construct an argument that some animals form groups that help members survive.
Tasks
After students engaged in the above exploration activities, students will work in groups to collect data and construct arguments that
some animals form groups to help members survive. Students will share arguments with class to engage in a discussion.
at all.
Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their
habitat make up a system in which the parts depend on each other.
Engaging in Argument from Evidence LS4.C: Adaptation Cause and Effect
Engaging in argument from evidence in 3–5 builds on For any particular environment, some kinds of organisms Cause and effect relationships are
K–2 experiences and progresses to critiquing the survive well, some survive less well, and some cannot survive routinely identified and used to explain
scientific explanations or solutions proposed by at all. change.
peers by citing relevant evidence about the natural
and designed world(s).
Construct an argument with evidence.
Connections to other DCIs in this grade-band: 3.ESS2.D
Articulation of DCIs across grade-bands: K.ESS3.A, 2.LS2.A, 2.LS4.D, MS.LS2.A, MS.LS4.B, MS.LS4.C, MS.ESS1.C
CCSS- Math: MP.2, 3.MD.B.3
5E Model
at all.
BrainPOP: Habitats
https://jr.brainpop.com/science/habitats/
Engage Anticipatory Set What's Your Habitat

Students explore basic survival needs of humans and wildlife by drawing their own homes and neighborhoods.
https://www.nwf.org/~/media/PDFs/Be%20Out%20There/Schoolyard%20Habitats/whatsyourhabitat2.pdf
Habitat and Adaptation: Informational Text
http://wwf.panda.org/about_our_earth/teacher_resources/webfieldtrips/hab_adaptation/
Would Your Animal Survive Here?
In this two day lesson, students will determine whether an animal can survive in a different environment than its own
based on its inherited traits.
http://betterlesson.com/lesson/631250/would-your-animal-survive-here-day-1
http://betterlesson.com/lesson/627888/would-your-animal-survive-there-day-2
Exploration Student Inquiry
If Frogs Need Water, Why Do They Want to Live in the Desert?

In this lesson, students will read an expository text about amphibians in two different states, and then will collect and
graph data about their different habitats.
http://betterlesson.com/lesson/630027/if-frogs-need-water-why-do-they-want-to-live-in-the-desert
In these lessons:
Explanation Concepts and Practices
LS4.C: Adaptation
For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at
all.
Additional Related Lessons and Resources
Assessment Task A: Would Your Animal Survive Here?
Construct an argument with evidence.
Evaluation Assessment Tasks Students will use the Sample Accountable Talk Sentence Stems and Starters to construct an argument with evidence that
in a particular habitat some organisms can survive well, some survive less wll, and some cannot survive at all.
Talk Sentence Stems
Unit Overview
Unit 7: Using Evidence to Understand Change in Environments
Grade: 3
Pacing: 15 Instructional Days
Essential Question
What do fossils tell us about the organisms and the environments in which they lived?
3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may
change.*
Unit Summary
In this unit of study, students develop an understanding of the types of organisms that lived long ago and also about the nature of their environments. Students
develop an understanding of the idea that when the environment changes, some organisms survive and reproduce, some move to new locations, some move
into the transformed environment, and some die. The crosscutting concepts of systems and system models; scale, proportion, and quantity; and the influence of
engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. Students are
expected to demonstrate grade-appropriate proficiency in asking questions and defining problems, analyzing and interpreting data, and engaging in argument
from evidence. Students are also expected to use these practices to demonstrate understanding of the core ideas.
Technical Terms
Biological Evolution, Unity vs. Diversity, Body Fossils, Trace Fossils, Sediment, Paleontology, Evolve, Endangered, Critically Endangered, Extinct in the Wild,
Extinct, Environmental Changes, Bycatch, Deforestation, Illegal Wildlife Trade, Overfishing, Soil Erosion, Soil Degredation, Ecological Footprint
Part A: What do fossils tell us about the organisms and the environments in which they lived?
Students who understand the concepts are able to:
Observe that phenomena exist from very short to very long periods of time.
Analyze and interpret data to make sense of phenomena using logical reasoning.
Analyze and interpret data from fossils (e.g., type, size, distributions of fossil organisms) to provide evidence of the organisms and the environments in which
they lived long ago. (Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and
relative ages.) Examples of fossils and environments could include:  Marine fossils found on dry land;  Tropical plant fossils found in Arctic areas; or  Fossils of
extinct organisms.
Part B: What happens to the plants and animals when the environment changes?
Students who understand the concepts are able to:
Describe a system in terms of its components and interactions.
Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of a problem.
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
(Assessment is limited to a single environmental change and does not include the greenhouse effect or climate change.) Examples of environmental changes
could include changes in  Land characteristics,  Water distribution,  Temperature,  Food, or  Other organisms.
Define a simple design problem that can be solved through the development of an object, tool, process, or system and that includes several criteria for success
and constraints on materials, time, or cost.
Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost.
Ask and answer questions to demonstrate understanding of a text, referring Reason abstractly and quantitatively. (3-LS4-1),(3-LS4-4), (3-5- ETS1-1) MP.2
explicitly to the text as the basis for the answers. (3-LS4-4) RI.3.1
Determine the main idea of a text; recount the key details and explain how Model with mathematics. (3-LS4-1),(3-LS4-4), (3-5-ETS1-1) MP.4
they support the main idea. (3-LS4-1),(3-LS4-4) RI.3.2
Describe the relationship between a series of historical events, scientific ideas Use appropriate tools strategically. (3-LS4-1), (3-5-ETS1-1) MP.5
or concepts, or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect. (3-LS4-1),(3-LS4-4) RI.3.3
Write opinion pieces on topics or texts, supporting a point of view with Draw a scaled picture graph and a scaled bar graph to represent a data set with
reasons. (3-LS4-1),(3-LS4- 4) W.3.1 several categories. Solve one- and two-step “how many more” and “how many
less” problems using information presented in scaled bar graphs. (3-LS4-2),(3-
LS4-3) 3.MD.B.3
Write informative/explanatory texts to examine a topic and convey ideas and Generate measurement data by measuring lengths using rulers marked with
information clearly. (3-LS4-1),(3-LS4-4) W.3.2 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. (3-LS4- 1) 3.MD.B.4
Recall information from experiences or gather information from print and Operations and Algebraic Thinking (3-ETS1-1) 3-5.OA
digital sources; take brief notes on sources and sort evidence into provided
categories. (3-LS4-1) W.3.8
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic. (3-5-ETS1-1) W.5.7
Recall relevant information from experiences or gather relevant information
from print and digital sources; summarize or paraphrase information in notes
and finished work, and provide a list of sources. (3-5-ETS1-1) W.5.8
8.1.5.A.1, 8.1.5.A.2, 8.1.5.A.3, 8.1.5.A.4, 8.1.5.A.5, 8.1.5.D.3, 8.1.5.D.4, 8.1.5.E.1, 8.1.5.F.1, 8.2.5.C.1, 8.2.5.C.4,
Modifications
Grade 3 Unit 6: Using Evidence to Understand Change in Environments
Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include
marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.
Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types
and relative ages.
Analyzing and Interpreting Data LS4.A: Evidence of Common Ancestry and Diversity Scale, Proportion, and Quantity
Analyzing data in 3–5 builds on K–2 experiences and Some kinds of plants and animals that once lived on Earth are no Observable phenomena exist from
progresses to introducing quantitative approaches to longer found anywhere.(Note: moved from K-2) very short to very long time
collecting data and conducting multiple trials of periods.
qualitative observations. When possible and feasible,
digital tools should be used.
Analyze and interpret data to make sense of Fossils provide evidence about the types of organisms that lived Connections to Nature of Science
phenomena using logical reasoning. long ago and also about the nature of their environments.
Scientific Knowledge Assumes an
Order and Consistency in Natural
Systems
Science assumes consistent
patterns in natural systems.
Articulation of DCIs across grade-bands: 4.ESS1.C, MS.LS2.A, MS.LS4.A, MS.ESS1.C, MS.ESS2.B
CCSS- ELA: RI.3.1, RI.3.2, RI.3.3, W.3.1, W.3.2, W.3.8
CCSS- Math: MP.2, MP.4, MP.5, 3.MD.B.3, 3.MD.B.4
5E Model
BrainPOP: Fossils
Engage Anticipatory Set https://jr.brainpop.com/science/land/fossils/
https://www.brainpop.com/science/diversityoflife/fossils/
How Do We Know What Dinosaurs and Other Extinct Animals Ate?
This video shows how scientists use fossil evidence to answer this question.
https://www.opened.com/video/how-do-we-know-what-dinosaurs-and-other-extinct-
animals/934125
Fossil Record Mystery: Video

Fossils from the mid-Jurassic left a hole in the paleontologist's knowledge. Now, new fossil finds are
bridging the gap.
https://www.opened.com/video/fossil-record-mystery-youtube/233923
Fossils: Prezi Lesson
This lessons explores how fossils are formed and how they are used.
https://prezi.com/4z0q_3ioyxuf/5e-lesson-plan-fossils/
Fossil Webquest
Working in collaborative groups, student engage in an interactive research about fossils.
Exploration Student Inquiry http://betterlesson.com/lesson/638575/fossil-webquest
How Fossil Records Add to Our Understanding

In this two day lesson, student identify and illustrate how fossil records are used.
http://betterlesson.com/lesson/638809/how-fossil-records-add-to-our-understanding-day-1
http://betterlesson.com/lesson/638823/how-fossil-records-add-to-our-understanding-day-2-
biodiversity
Fossils and Dinosaurs

Students will understand what can be learned from fossils and in doing so, realize the difference
between fact and theory (idea). They will also gain a general understanding of how fossils are formed.
http://sciencenetlinks.com/lessons/fossils-1-fossils-and-dinosaurs/
Uncovering the Facts

Students will recognize the kind of information that can be accumulated by studying dinosaur fossils,
as well as understand that some fossil facts are made based on comparisons with living organisms.
http://sciencenetlinks.com/lessons/fossils-2-uncovering-the-facts/
In these lessons:
Teachers Should: Introduce formal labels, definitions, and explanations for concepts, practices, skills
or abilities.
Students Should: Verbalize conceptual understandings and demonstrate scientific and engineering
practices.
Explanation Concepts and Practices Topics to Be Discussed in Teacher Directed Lessons (Disciplinary Core Ideas):
LS4.A: Evidence of Common Ancestry and Diversity
Some kinds of plants and animals that once lived on Earth are no longer found anywhere.(Note:
moved from K-2)
Fossils provide evidence about the types of organisms that lived long ago and also about the nature of
their environments.
Fossil Formation
Students will learn about how fossils are formed and why they are important.
http://www.crscience.org/lessonplans/2-Fossil_Formation-Alice_Mel_11-12.pdf
Discovering Fossils
Elaboration Extension Activity This activity allows students to explore the process used by paleontologists — scientists who study
fossils to understand ancient landscapes, climate, and life on Earth — to find and identify fossils.
http://www.earthsciweek.org/classroom-activities/discovering-fossils
Can You Dig It?

http://www-tc.pbskids.org/dragonflytv/web_assets/pdf/dftv_gpsedguide_babydinosaurs.pdf
3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the
environments in which they lived long ago.
Assessment Task A:
Fossil Webquest
Fossil Webquest Rubric
Assessment Task B: check for student understanding through written and/or verbal feedback (group
discussion can be implemented)
http://sciencenetlinks.com/lessons/fossils-1-fossils-and-dinosaurs/
Assessment Task C:
Uncovering the Facts
From Fossils to Facts
From Fossils to Facts Answer Key
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there
may change.*
Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other
organisms.
Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.
Engaging in Argument from Evidence LS2.C: Ecosystem Dynamics, Functioning, and Resilience Systems and System Models
Engaging in argument from evidence in 3–5 When the environment changes in ways that affect a place’s A system can be described in terms of its
builds on K–2 experiences and progresses to physical characteristics, temperature, or availability of components and their interactions.
critiquing the scientific explanations or solutions resources, some organisms survive and reproduce, others
proposed by peers by citing relevant evidence move to new locations, yet others move into the transformed
about the natural and designed world(s). environment, and some die.(secondary)
Make a claim about the merit of a solution to a Connections to Engineering, Technology, and
problem by citing relevant evidence about how Applications of Science
it meets the criteria and constraints of the
problem. LS4.D: Biodiversity and Humans
Populations live in a variety of habitats, and change in those Interdependence of Engineering, Technology,
habitats affects the organisms living there. and Science on Society and the Natural World
Knowledge of relevant scientific concepts and

research findings is important in engineering.
Connections to other DCIs in this grade-band: 3.ESS3.B
Articulation of DCIs across grade-bands: K.ESS3.A ; K.ETS1.A ; 2.LS2.A ; 2.LS4.D ; 4.ESS3.B ; 4.ETS1.A ; MS.LS2.A ; MS.LS2.C ; MS.LS4.C ; MS.ESS1.C ; MS.ESS3.C
CCSS- Math: MP.2, MP.4
5E Model
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there
may change.*
Engage Changes In the Environment: Video
Anticipatory Set What's happening to our environment? And how do creatures adapt to it?
http://www.bbc.co.uk/bitesize/ks3/science/environment_earth_universe/changes_in_environment/activity/
Tackling Threats that Impact Earth

http://www.worldwildlife.org/threats
How Can We Help Endangered Species?
Students will engage in a preliminary investigation of how people can help animals that are not adapting well to environmental
changes, such as habitat loss.
http://betterlesson.com/lesson/638380/engage-how-can-we-help-endangered-species
Presenting a Persuasive Argument- Children Can Change the World

Students will present their ideas about how to solve an environmental problem involving natural resource use and loss of gorilla
Exploration
habitat.
Student Inquiry
http://betterlesson.com/lesson/638108/presenting-a-persuasive-argument-children-can-change-the-world
Engineering Design Project: Deforestation (Prezi Lesson)

In this lesson, students will learn about different causes and effects of deforestation. They will demonstrate their knowledge of
deforestation by coming up with a potential solutions and explaining their ideas to the class. Through the use of an exit ticket, the
students will evaluate the solutions proposed by each group, identifying which solution they liked best and why.
https://prezi.com/2-91yro6p89h/engineering-design-project/
In these lessons:
Explanation Concepts and LS2.C: Ecosystem Dynamics, Functioning, and Resilience
Practices
When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some
organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some
die.(secondary)
LS4.D: Biodiversity and Humans
Populations live in a variety of habitats, and change in those habitats affects the organisms living there.
Elaboration Additional Related Lessons and Resources
Extension Activity https://www.opened.com/search?standard=3.LS4.4
Evaluation
Assessment Tasks

Asking Questions and Defining Problems ETS1.A: Defining and Delimiting Engineering Problems Influence of Science, Engineering, and
Technology on Society and the Natural
World
Asking questions and defining problems in 3-5 builds on Possible solutions to a problem are limited by available People's needs and wants change over time,
grades K-2 experiences and progresses to specifying materials and resources (constraints). The success of a as do their demands for new and improved
qualitative relationships. designed solution is determined by considering the technologies.
desired features of a solution (criteria). Different
proposals can be compared on the basis of how well
each one meets the specified criteria for success of how
well each takes the constraints into account.
Define a simple design problem that can be solved
through the development of an object, tool, process, or
system and includes several criteria for success and
constraints on materials, time, or cost.
CCSS- ELA: W.5.7; W.5.8; W.5.9
CCSS- Math: MP.2; MP.4; MP.5; 3-5.OA

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Unit 1 Overview

Weather and Climate

Obtaining, Evaluating, and Communicating Information

Connections to other DCIs in this grade-band: N/A

How Windy is Too Windy?

Weather and Seasons

Create a Weather Map

Plotting Climate Data

Weather Vane and Anemometer

Additional Related Lessons

Obtaining, Evaluating, and Communicating Information

Connections to other DCIs in this grade-band: N/A

National Geographic: Climate and Weather

Photo Gallery: Climate

Comparing Regional Temperatures

Connections to Nature of Science

Exploration Student http://betterlesson.com/lesson/634338/protect-my-home

Fearsome Flash Floods

Grade 3 Unit 1: Weather and Climate

Connections to other DCIs in this grade-band: 4th Grade P-PS3-4

Balanced and Unbalanced Forces: Presentation

Tug of War: Kids vs. Teachers

Forces and Interactions Unit

Falling Objects (pg. 6)

Connections to Nature of Science

Engage Anticipatory Set

Forces and Interactions Unit

Pendulum Swing (pg. 12)

Bill Nye: Magnetism

Forces and Interactions Unit

Introduction to Magnets (pg. 20)

Multiple Magnets (pg. 30)

Magnetic Object Sort (pg. 34)

Electromagnets (pg. 42)

Elaboration Extension Activity

Magnet Engineering Design Challenge

Grade 3 Unit 3: Electrical and Magnetic Forces

Learn Genetics: What is Inheritance?

Heredity: Video and Interactive Website

Inheritance and Variation of Traits: Life Cycles and Traits Unit

Exploration Student Inquiry Mammals and Their Parents, Perfect Together

Inherited and Observable Traits

Plant Structure and Function- Lesson 3: Inherited Characteristics

Guppies Galore Assessment

Animal Detectives Assessment

Plant and Animal Adaptations

An Animal That Can Survive In All Biomes

Adaptation: Bird Beaks

Additional Related Lessons and Resources

Evaluation Assessment Tasks

Connections to Nature of Science

Connections to other DCIs in this grade-band: N/A

Animal Life Cycles

Life Cycle Lessons

Scholastic: 10 Ready-to-Go Resources for Teaching Life Cycles

PBS: Plant Life Cycles

Evaluation Assessment Tasks Develop models to describe phenomena. (3-LS1-1)

Animal Adaptations, Their Best Defense