3rd+Grade+STEM

__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.

toc =**Moore Magnet Elementary School**=

Unit Plan
=**Learning Target: (Essential Question)**= Do all living organisms go through a life cycle?

**Standards:**
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 || Apply existing knowledge to generate new ideas, products and processes Use models and simulations to explore complex systems and issues || Place values Even or odd Write word problems using the data || 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 ||
 * ===**Science**=== ||
 * Use magnifiers to make observations of specific plant and body parts and describe their functions
 * ===**Technology/ISTE**=== ||
 * Contribute to project teams to produce original works and solve problems
 * ===**Math**=== ||
 * Expanded form, standard form, word form
 * ===**Engineering/Science**=== ||
 * Describe how tools technology, and inventions help to answer questions and solve problems.

Performance Assessment Project:
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. ||
 * **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:

__Physical Science__
=**Learning Target: (Essential Question)**= How and why, if our water cycle is constant, are our ocean depths rising and falling?

**Standards:**
Plan and manage activities to develop a solution or complete a project Use multiple processes and diverse perspectives to explore alterative solutions || Estimating sums Input and output Elapsed time Telling time || Design a tool or a process that addresses an identified problem caused by human activity ||
 * ===**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
 * ===**Math**=== ||
 * Measurement of temperature reading thermometers
 * ===**Engineering/Science**=== ||
 * Explain how different inventions and technologies impact people and other living organisms

Performance Assessment Project:
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. ||
 * **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

__Earth Science__
=**Learning Target: (Essential Question)**= How do Meteorologists determine weather patterns?

**Standards:**
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 || 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 || Estimating sums Input and output Elapsed time Telling time || 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 ||
 * ===**Science**=== ||
 * Recognize that there are a variety of atmospheric conditions that can be measured
 * ===**Technology/ISTE**=== ||
 * Recognize that there are a variety of atmospheric conditions that can be measured
 * ===**Math**=== ||
 * Measurement of temperature reading thermometers
 * ===**Engineering/Inquiry**=== ||
 * Explain how different inventions and technologies impact people and other living organisms
 * Explain how different inventions and technologies impact people and other living organisms

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.