3rd+Grade+Science

=Physics= 3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object. 3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time. 3.P.1.3 Explain the effect of earth’s gravity on the motion of any object on or near the earth. || 1ST QUARTER PHYSICS || ||
 * OBJECTIVE: || **3.P.1 Understand motion and factors that affect motion.**
 * PACING GUIDE:
 * INTERACTIVE ACTIVITIES: || [[file:3rd Grade Physics with Toys.docx]] ||
 * DISCOVERY ED: || **[|Forces and Motion Video Clip]** ||
 * SMART BOARD: ||  ||
 * POWER POINTS: ||  ||
 * ASSESSMENTS: ||  ||
 * PROJECTS: ||  ||

3.P.2.1 Recognize that air is a substance that surrounds us, takes up space and has mass. 3.P.2.2 Compare solids, liquids, and gases based on their basic properties. 3.P.2.3 Summarize changes that occur to the observable properties of materials when different degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or freezing water. ||
 * OBJECTIVE: || ** Matter, Properties and ​change. **
 * 3.P.2 Understand the structure and properties of matter before and after they undergo a change. **
 * PACING GUIDE: || [[file:3rd grade physics 1st quarter pacing guide.docx]] ||
 * INTERACTIVE ACTIVITIES: || [[file:3gradeairhasmass.doc]]

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 * WEB SITES: || PheT Demonstrations: Solids/Liquids and Gases ||
 * SMART BOARD: ||  ||
 * POWER POINTS: ||  ||
 * ASSESSMENTS: ||  ||
 * PROJECTS: ||  ||

3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them against each other. 3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler one by contact or at a distance and the cooler object gets warmer. || || =Earth Science= 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the earth is the third planet from the sun in our solar system. 3.E.1.2. Recognize that changes in the length and direction of an object’s shadow indicate the apparent changing position of the Sun during the day although the patterns of the stars in the sky, to include the Sun, stay the same. ||
 * OBJECTIVE: || ** Energy: Conservation and Transfer **
 * 3.P.3 Recognize how energy can be transferred from one object to another. **
 * LITERARY CONNECTION: || [[file:ENERGY flash cards.docx]] ||
 * INTERACTIVE ACTIVITIES: || [[file:Multiple Ball Drop_Energy.pdf]]
 * SMART BOARD: ||  ||
 * POWER POINTS: || [[file:ENERGY FLASH CARDS.pptx]] ||
 * ASSESSMENTS: ||  ||
 * ASSESSMENTS: ||  ||
 * OBJECTIVE: || **Earth in the Universe**
 * 3.E.1 Recognize the major components and patterns observed in the earth/moon/sun system. **
 * PACING GUIDE: || [[file:3rd grade Third Quarter Pacing Guide Earth in the Unverse.docx]] ||
 * LITERARY CONNECTION: || Read Greek Myths to the class that explain constellations. Have students create their own constellation and write a myth to explain their star formation.

T__he Planet Gods Myths and Facts about the Solar System__ by Jacqueline Mitton

====Me and My Place in Space (Dragonfly Books)==== by Joan Sweeney This gives a simple overview of the planets. It is quick to read and has fun illustrations, making it a great choice to use a a read aloud book!

====The Planet Hunter: The Story Behind What Happened to Pluto==== by Elizabeth Rusch, Guy Francis This has wonderful illustrations and does an excellent job of explaining what happened to Pluto as a planet.

MYTHOLOGY THEATER
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 * INTERACTIVE ACTIVITIES: || [[file:HOA_ES_EarthScience_PlanetsinOurSolarSystem.pdf]] [[file:K-3 Planets PlayDoh Model.pdf]] [[file:Movement_in_the_Sky_ex.pdf]][[file:K-3 Earth and Moon Dance.pdf]]



Solar System Unit Great Unit that includes songs, interactive activites and lots of facts ||
 * WEB SITES: || [[file:Citizen Science Websites.docx]] [[file:AstroWebsites.docx]] ||
 * SMART BOARD: || [[file:3rd Grade NC Solar System SmartActivity.notebook]] ||
 * VOCABULARY: || [[file:Solar System Vocabulary.pptx]] ||
 * ASSESSMENTS: ||  ||
 * PROJECTS: || [[file:Solar System Class Project.docx]] ||

3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). 3.E.2.2. Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by constructing models, pictures, diagrams, and maps. || 3RD QUARTER || ||
 * OBJECTIVE: || **Earth Systems, Structures and Processes**
 * 3.E.2 Compare the structures of the Earth’s surface using models or __t__hree dimensions diagrams. **
 * PACING GUIDE
 * LITERARY CONNECTION: ||  ||
 * MATH CONNECTIONS:

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 * INTERACTIVE ACTIVITIES: || [[file:Landform Projects for 3rd Grade-3.docx]]

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 * DISCOVERY ED: ||  ||
 * SMART BOARD: || [[file:Landforms-1.notebook]] [[file:Landforms.notebook]] [[file:Bodies of Water.notebook]] ||
 * POWER POINTS: || [[file:landforms.ppt]] [[file:Surface Water Vocabulary Words third grade.pptx]] ||
 * ASSESSMENTS: ||  ||
 * PROJECTS: ||  ||

**{Earth History**
No 3rd Grade Expectation **}**

=**Life Science**= 3.L.1.1 Compare the different functions of the skeletal and muscular system. 3.L.1.2. Explain why skin is necessary for protection and for the body to remain healthy.6C/E3 || 2ND QUARTER || || [] //Dirty Jobs// with Mike Rowe on retrieving owl pellets [] Human Body Foss Kit [] || @http://www.thinkfirst.ca/documents/CandySpineRecipe-Final.pdf ||
 * OBJECTIVE: || ** L.1 Structures and Functions of Living Organisms **
 * 3.L.1 Understand human body systems and how they are essential for life: protection, movement and support. **
 * PACING GUIDE
 * INTERACTIVE ACTIVITIES: || Virtual Owl Pellet Dissection
 * DISCOVERY ED: ||  ||
 * LITERACY CONNECTIONS: || [[file:THIRD GRADE Body System flash card set.docx]] ||
 * POWER POINTS: || [[file:3RD GRADE BODY SYSTEMS VOCABULARY.pptx]] ||
 * ASSESSMENTS: ||  ||
 * PROJECTS: || Candy Spinal Cord[[image:http://cdncache3-a.akamaihd.net/items/it/img/arrow-10x10.png height="10"]] Project

3.L.2.1 Remember the function of the following plant structures as it relates to the survival of plants in their environment:(Roots – absorb nutrients; Stems – provide support; Leaves – synthesize food; Flowers – attract pollinators and produce seeds for reproduction 5D/E3b) 3.L.2.2 Explain how environmental conditions determine how well plants survive and grow. 5D/E1 3.L.2.3 Summarize the distinct stages of the life cycle of seed plants. 3.L.2.4 Explain how the basic properties (texture and capacity to hold water) and components (sand, clay and humus) of soil determine the ability of soil to support the growth and survival of many plants**.** 5D/E1 || 4TH QUARTER
 * OBJECTIVE: || ** L.2 Ecosystems **
 * 3.L.2 Understand how plants survive in their environments. **
 * PACING GUIDE

|| || __From Seed to Plant__ by Gail Gibbons __The Magic School Bus Gets Planted__ by Lenore Notkin __Plant Life__ by Peter Riley __The Reason for a Flower__ by Ruth Heller __How a Seed Grows__ by Helen J. Jordan ||
 * LITERARY CONNECTION: || __From Acorn to Oak Tree__ by Jan Kottke
 * INTERACTIVE ACTIVITIES: || ===**DPI PLANT UNIT:**===
 * INTERACTIVE ACTIVITIES: || ===**DPI PLANT UNIT:**===

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 * DISCOVERY ED: ||  ||
 * SMART BOARD: || [[file:PLANTS.notebook]] [[file:3rd grade plants smart lesson.notebook]]
 * POWER POINTS: ||  ||
 * ASSESSMENTS: ||  ||
 * PROJECTS : ||  ||