2nd Nine Weeks- Consult the 3rd Grade Science Curriculum Map for specific details.
The 3rd Grade Science Curriculum Map outlines the following information:
Recommended pacing, scope, and sequence for each unit.
Alignment with standards, conceptual understandings, and performance indicators
Links to Unit Concept Storyboard Maps, Content and SEP Support Documents, and Curriculum Guides
Details for Evidence of Understanding, Essential Learning Experiences, and Suggested Learning Engagements
Where appropriate, alignment with specific FOSS, DSM, GEMS, and STC kit Activities and Investigations
3.E.4A Earth is made of materials (including rocks, minerals, soil, and water) that have distinct properties. These materials provide resources for human activities.
3.E.4A.1 Analyze and interpret data from observations and measurements to describe and compare different Earth materials (including rocks, minerals, and soil) and classify each type of material based on its distinct physical properties.
3.E.4A.2 Develop and use models to describe and classify the pattern distribution of land and water features on Earth.
3.E.4A.3 Obtain and communicate information to exemplify how humans obtain, use, and protect renewable and nonrenewable Earth resources.
3.E.4B Earth’s surface has changed over time by natural processes and by human activities. Humans can take steps to reduce the impact of these changes.
3.E.4B.1 Develop and use models to describe the characteristics of Earth’s continental landforms and classify landforms as volcanoes, mountains, valleys, canyons, plains, and islands.
3.E.4B.2 Plan and conduct scientific investigations to determine how natural processes (including weathering, erosion, and gravity) shape Earth’s surface.
3.E.4B.3 Obtain and communicate information to explain how natural events (such as fires, landslides, earthquakes, volcanic eruptions, or floods) and human activities (such as farming, mining, or building) impact the environment.
3.E.4B.4 Define problems caused by a natural event or human activity and design devices or solutions to reduce the impact on the environment.
See Science Standards Content Vertical Articulation Chart
See Science Standards Content Vertical Articulation Chart
Students will gather observational and measurement data about the properties of rocks, minerals, and soils in order to:
Classify unknown rock specimens as igneous, metamorphic, or sedimentary rocks based on properties.
Classify unknown minerals using a mineral chart (see support document) based on the properties of luster, color, hardness, and other properties.
Classify unknown soil samples as humus, sand, silt, or clay based on their appearance and texture.
Students will apply what they learned from their investigations into the properties of Earth materials as well as information from various sources to describe how humans use different Earth materials, what makes them renewable or nonrenewable, and how to conserve them.
Students will gather information from various sources, including maps, models, pictures, and satellite images, to develop models that they will use to classify and describe the pattern and distribution of landforms and water features on the Earth. The following features should include:
Water features: Oceans, Seas, Rivers, Streams, Lakes, Ponds, Glaciers
Landforms: Volcanoes, Mountains, Valleys, Canyons, Plains, Islands
Models can include but are not limited to:
Diagrams
3-D Models
Illustrations
Charts
Students will gather observational and measurement data from investigations using stream tables (or something similar) to describe how weathering, erosion, and gravity shape the Earth’s surface.
Students will gather information from various sources about natural and human-caused events in order to describe their impact on the Earth’s surface, define problems related to these events, and design and test solutions.
Analyze and Interpret Data- SEP Support Document
Obtain and Communicate Information- SEP Support Document
Develop and Use Models- SEP Support Document
Plan and Carry Out Investigations- SEP Support Document
Define Problems and Design Solutions- SEP Support Document
Properties of Rocks, Minerals, and Soils- Essential Knowledge Support Document
Renewable and Nonrenewable Resources- Essential Knowledge Support Document
Distribution of Land and Water Features- Essential Knowledge Support Document
Classifying Landforms- Essential Knowledge Support Document
Natural Processes- Essential Knowledge Support Document
Natural Events and Human Activities- Essential Knowledge Support Document
Problems from Natural Events and Human Activities- Essential Knowledge Support Document
This link will take you to a print-friendly version of the science concept storyboard.
It is ESSENTIAL that students gather evidence through observations and measurements of the properties of rocks, minerals, and soils and will use that evidence to classify and compare unknown samples of rocks, minerals, and soils.
It is ESSENTIAL that students gather information from various sources, including satellite images, maps, models, pictures, and investigations in order to develop models that illustrate and classify different landforms and water features.
It is ESSENTIAL that students gather data from research and weathering and erosion investigations in order to describe how natural processes impact the Earth’s surface and what people can do about problems caused by these events.
Why are rocks different?
What is in a rock?
How can we tell different rocks apart?
How can we tell different minerals apart?
What is soil made of?
How can we tell different soils apart?
What is it about something that makes it a useful Earth material?
Why are some things renewable and some things nonrenewable?
Why should we worry about conserving Earth materials?
Where is all the water on the Earth?
How many ways can we find water on the Earth?
What does water do to the Earth’s surface?
Why do landforms look the way they look?
Where do different landforms come from?
Why are there so many different natural events?
How do humans affect the Earth’s surface?
What can we do about natural and human-caused problems?
Rock
Igneous Rock
Lava
Magma
Sedimentary Rock
Sediments
Metamorphic Rock
Heat
Pressure
Mineral
Luster
Hardness
Color
Soil
Sand
Humus
Silt
Clay
Renewable Resource
Nonrenewable Resource
Conservation
Oceans
Seas
Rivers
Streams
Lakes
Ponds
Glaciers
Landforms
Volcanoes
Mountains
Valleys
Canyons
Plains
Islands
Weathering
Erosion
Gravity
Deposition
Wind
Water
Ice
Fires
Landslides
Earthquakes
Volcanic Eruptions
Floods
Farming
Mining
Earth Materials (FOSS Kit) Investigations 2, 3, 4
Pearson SC Interactive Science Textbook:
Chapter 3 -Earth’s Surface
Lesson 1 (3.E.4.A1)
QuickLab pg. 105-Great intro experience for students to practice observing and classifying rocks and minerals
This lesson gives great information pertaining to the types of rocks (sedimentary,igneous, metamorphic), but is lacking exposure to all minerals listed within the support document. This should be supplemented using rocks and minerals kit.
Lesson 2 (3.E.4.A1)
This lesson helps to address the information on soil which is lacking from the previous lesson
Lab Investigation, p. 112(3.E.4A.1)
Chapter 3 Earth’s Surface
Lesson 3 (3.E.4A.2, 3.E.4B.1, 3.E.4B.3)
Quick Lab pg. 123- Quick intro to get students thinking about landforms(creating a ‘volcano’).
This lesson gives information about almost all types of landforms and water features with the exception of islands, canyons, streams, and seas. Students will still need to develop and use models of each of these landforms and water features. It also addresses some of the natural events that change to Earth’s surface but not all (excluding landslides and floods). All effects that people have on Earth’s surface are presented in chapter 4 lesson 3
Inquiry warm-up pg. 102 and Lab Investigation pg. 130 are the only instances where the indicator where weathering and erosion are addressed in this text.(3.E.4B.2)
Lab Investigation p. 132(3.E.4B.4)
Chapter 4 Earth’s Resources, lesson 1 ‘What are natural resources?’
Lesson 1 (3.E4A.3)
Quick Lab pg. 149 exemplifies different common natural resources
Lab Investigation, p. 172(3.E.4A.3)
Lesson 3 (3.E.4A.3, 3.E.4B.3, 3.E.4B.4)
Quick Lab pg 165- Great connection to water pollution
This lesson gives students the positives and negative affects humans have on the environment. The quick lab on pg. 169 presents one way students can design solutions to decrease our impact on the environment but you may want to have students work on designing solution to different problems so that they can share their findings with the class.
AIMS Activities: 2005 SC Science AIMS 3rd Grade Earth Science
All Sorts of Rocks (3.E.4A.1)
Sedimentary Rock Sources(3.E.4A.1) (3.E.4B.2)
Metamorphic Morsels (3.E.4A.1) (involves sweets-not a ‘smart snack’)
Creating Crystals (igneous)( (3.E.4A.1)
All Sorts of Soils (3.E.4A.1)
Soil Safari (3.E.4A.1)
Mineral Management (3.E.4A.1)
Sandpile (3.E.4A.1)
The Earth Has What We Need! (3.E.4A.3
Rocks and Minerals as Resources (3.E.4A.3) (3.E.4A.1)
Where is Water (3.E.4A.2)
Making Sense of Water(3.E.4A.2)
The Earth’s Features (3.E.4B.1)
Weathering (3.E.4B.2) This activity and the 2 that follow are the foldable mini-books.
Erosion(3.E.4B.2)
Boulder to Bits (3.E.4B.2)
Weathering Away(3.E.4B.2) In this activity and the 3 that follow, students conduct the investigation, but do not plan it.
Radishes Rock (3.E.4B.2)
Ice Breakers(3.E.4B.2)
Agent Erosion(3.E.4B.2)
Shakes and Quakes(3.E.4B.3)
Energy Sources and Use (3.E.4A.3)
This lesson, from the American Association for the Advancement of Science ScienceNetLinks website, details a lesson where students explore renewable and nonrenewable resources.
All the Water in the World (3.E.4A.2)
Recognize that there is a lot of water in the world, but that not very much of it can be used for our drinking water and other water supply needs. Recognize that groundwater is a very small percentage of the earth’s water. Understand how important it is that we take care of our groundwater.
Teacher Note: Although this activity does not meet the specific performance expectations of these performance indicators, it can be used to as part of the learning experience to illustrate how much of the Earth’s water is freshwater vs. saltwater.
Carve That Mountain (3.E.4A.2 and 3.E.4B.1)
This activity, from the TeachEngineering website, outlines how students can develop models to illustrate the shapes and characteristics of different landforms and water features. The activity goes on to address engineering issues beyond the scope of the SC standards.
Fist to five
Turn & Talk
Think/Pair share
Vocabulary Smart Cards Games
Lab Investigations ‘How can you compare and contrast minerals?’
Lab Investigations ‘Why are earth materials important?’
Lab Investigation ‘What can cause rock to crack?’
Lab Investigation ‘How can I reduce the impact of an earthquake?’
Exit Slip (could use the questions on the back of the SC Interactive Science Vocab cards as a formative assessment for students)
2 New, 1 knew
Whiteboard quick checks (verbal questions or questions written in a presentation)
Kahoot or Google Form
Name that rock type
Which Mineral is that?/Mineral Investigation (study and complete a quick write up of different minerals around the room)
What landform is that? (pictures or verbal descriptions and students have to respond with the correct answer).
South Carolina Test Practice, end of chapters 3, 4
Natural Resource Sales Pitch: Students are assigned a natural resource (one renewable and one non-renewable) and they must promote their resources to their classmates in order to convince them that theirs is the best.
Research project(group or individual)
Include rock and/or mineral of choice, properties, where mined, image/picture, uses of, well constructed paragraph or essay
Art connection to landforms and water features- Have students create a poem, song, or interpretive dance about these natural formations.
PBL- Take Action Plan: Have students work in groups to create a promotional campaign that educates the school on how we as humans can reduce the impacts we have on the environment
Design own state or country; include 3 or more landforms and 3 water features; consider including physical and natural features, water features, map skills studied in S.C. History.
This website provides information about the geology of South Carolina by different regions. This may be used to provide teachers with background information to include in lessons or, depending on reading level, might be something your students could access as a informational text.
RSD2 Literacy Connections website
Discovery Education video clip ‘Getting to Know: Soil’
Discovery Education video clips, ‘Weathering and Erosion’, ‘Science lab: Earthquakes’
Diamond Dell-traveling van of rock mining, comes to school, email: gemmining@hotmail.com
This blog has an abundance of background information about geology and might be of use for teachers who are looking to gather information in the planning of this unit.
This website provides information about the geology of South Carolina by different regions. This may be used to provide teachers with background information to include in lessons or, depending on reading level, might be something your students could access as a informational text.
This blog has an abundance of background information about geology and might be of use for teachers who are looking to gather information in the planning of this unit.
Weather Wiz Kids (3.E.4B.3)
I know what you are thinking- we don't teach weather in 3rd grade. This site not only includes weather information presented in student-friendly language, it also include a link to other non-weather related natural disasters, such as landslides, earthquakes, and volcanic eruptions. Great background information for students to access.
National Geographic Video Resource:
As with any video resource, teachers should carefully preview and vet any videos before showing them to students.