Weekly



Life Science


Create a museum exhibit of a chosen organism’s life cycle. The student will use researched information to incorporate species and geographical data. The information will be presented in mathematical terms.


Moore Magnet Elementary School

Unit Plan



Learning Target: (Essential Question)

Do all living organisms go through a life cycle?

Grade Level: 3rd




Standards:

Science

Use magnifiers to make observations of specific plant and body parts and describe their functions
Distinguish between living and nonliving things
Sequence diagrams that illustrate various stages in the development of an organism
Differentiate among the stages in the life cycle of a butterfly, mealworm, frog and plant
Identify the different life stages through which plants and animals pass

Technology/ISTE

Contribute to project teams to produce original works and solve problems
Apply existing knowledge to generate new ideas, products and processes
Use models and simulations to explore complex systems and issues

Math

Expanded form, standard form, word form
Place values
Even or odd
Write word problems using the data

Engineering/Science

Describe how tools technology, and inventions help to answer questions and solve problems.
Maintain a science notebook that includes observations, data, diagrama and explanations
Analyze and communicate findings from multiple investigations of similar phenomena to reach a conclusion


Performance Assessment Project:



Describe Project - What will the student do or create to demonstrate knowledge acquired?
Create a museum exhibit of a chosen organism’s life cycle. The student will use researched information to incorporate species and geographical data. The information will be presented in mathematical terms.
Scaffolding - What are you providing to make students successful?
We will provide technology, literature, World maps, access to library, plant and animal structures, examples of living and nonliving organisms.
Materials - What materials will you need to teach this unit?
We will need poster board, art supplies, technology (COW lab), shoe boxes, some materials from home, books, STEM notebooks.
Timeline
Weeks 1-7
Rubric
(see attached)
Supporting Activities for Unit- What activities will be done throughout the unit to support the learning?
Activities will include:
parts of plants lab p 27,
parts of animals lab p. 39,
living and non living things lab p 49,
seed life cycles p. 79,
mealworm lifecycles p 91 math,
graphing life spans p. 99 math.



Physical Science


Learning Target: (Essential Question)

How and why, if our water cycle is constant, are our ocean depths rising and falling?

Grade Level: 3rd




Standards:

Science

Construct a diagram to demonstrate how plants, animals and the environment interact to provide basic life requirements
Explore the relationship between an organism’s characteristic and its ability to survive in a particular environment
Classify organisms as thriving, threatened, endangered or extinct
Describe how environmental factors change over time and their affect on plants and animals of an area
Design a simple experiment to determine how the physical properties of matter can change over time and under different conditions
Make predictions and conduct experiments about conditions needed to change the physical properties of particular substances
Investigate phenomena that produce heat
Associate the sun’s energy with the melting of an ice cube in a window
Investigate different types of mixtures
Describe different methods to separate the mixtures

Technology/ISTE

Contribute to project teams to produce original works or solve problems
Plan and manage activities to develop a solution or complete a project
Use multiple processes and diverse perspectives to explore alterative solutions

Math

Measurement of temperature reading thermometers
Estimating sums
Input and output
Elapsed time
Telling time

Engineering/Science

Explain how different inventions and technologies impact people and other living organisms
Design a tool or a process that addresses an identified problem caused by human activity


Performance Assessment Project:



Describe Project - What will the student do or create to demonstrate knowledge acquired?
The students will create a device or method that enables ice to stay in a solid state for the longest possible period of time.
Scaffolding - What are you providing to make students successful?
We will provide technology, literature, world maps, and access to library, global concerns, and knowledge of animals living in Polar Regions.
Materials - What materials will you need to teach this unit?
We will need Delta kits, water, access to sinks, stopwatches, thermometers, light, and heat sources.
Timeline
Weeks 8-12
Rubric
See attached.
Supporting Activities for Unit- What activities will be done throughout the unit to support the learning?
Activities will include
physical properties p. 285,
mixing solids and water p. 297,
Delta kits lesson 1 p. 13 What is a solid,
Delta kit lesson 2, p. 19 What is a liquid,
Delta kit lesson 3, p 27 what is gas (sessions 1-2 recommended),
Delta kit lesson 4 melting ice p. 35, and
Delta kit lesson 5 hurry up or slow down p. 41.

Earth Science


Learning Target: (Essential Question)

How do Meteorologists determine weather patterns?

Grade Level: 3rd

Standards:

Science

Recognize that there are a variety of atmospheric conditions that can be measured
Use tools such as the barometer, thermometer, anemometer, and rain gauge to measure atmospheric conditions
Identify cloud types associated with particular atmospheric conditions
Predict the weather base don cloud observations
Select appropriate tools used for collecting weather data that correspond to the atmospheric condition being measured
Identify major cloud types and associate them with particular weather conditions

Technology/ISTE

Recognize that there are a variety of atmospheric conditions that can be measured
Use tools such as the barometer, thermometer, anemometer, and rain gauge to measure atmospheric conditions
Identify cloud types associated with particular atmospheric conditions
Predict the weather base don cloud observations
Select appropriate tools used for collecting weather data that correspond to the atmospheric condition being measured
Identify major cloud types and associate them with particular weather conditions

Math

Measurement of temperature reading thermometers
Estimating sums
Input and output
Elapsed time
Telling time

Engineering/Inquiry


Explain how different inventions and technologies impact people and other living organisms
Describe how tools, technology, and inventions help to answer questions and solve problems
Recognize that new tools, technologies, and inventions are always being developed
Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve a specified problem
Recognize the connection between scientific advances, new knowledge, and the availability of new tools and technologies



Performance Assessment Project: Describe Project- What will the student do or create to demonstrate knowledge acquired?

The students will create necessary tools that will help predict and forecast the weather. The students will observe phenomena and record data associated with various weather conditions.

Scaffolding- What are you providing to make students successful?

We will provide technology (research websites), literature, weather maps, materials to build various components, and allotted time for outdoors (weather related observations).

Materials- What materials will you need to teach this unit?

We will need materials to include balloons, cups, straws, bottles, thermometers, bicycle foot pump, alcohol, warming lamps and ice. We need materials to create balances to show that air has weight. We also need goggles and push pins with large heads.

Timeline

Weeks 21-24

Rubric

See attached.

Supporting Activities for Unit- What activities will be done throughout the unit to support the learning?

Activities will include
how can you tell air is around you, p. 247,
does land or water cover more of Earth’s surface p. 203 math,
learning to build, read and record components of weather stations.