3rd Grade exploring the properties and change in matter

Scope and sequence

Suggested Time Frame: 3rd Grade Science Curriculum Map

• 3rd Nine Weeks- Consult the 3rd Grade Science Curriculum Map for specific details.

The 3rd Grade Science Curriculum Map outlines the following information:

• 1. Recommended pacing, scope, and sequence for each unit.

  2. Alignment with standards, conceptual understandings, and performance indicators

  3. Links to Unit Concept Storyboard Maps, Content and SEP Support Documents, and Curriculum Guides

  4. Details for Evidence of Understanding, Essential Learning Experiences, and Suggested Learning Engagements

  5. Where appropriate, alignment with specific FOSS, DSM, GEMS, and STC kit Activities and Investigations

Learning goals, skills, and concepts

Learning Goals

• Students will gather observations and measurement data about the physical properties of different objects and materials and will use their data to classify the materials as a solid, liquid, or gas.

• Students will use their data to construct explanations as to why their materials are classified as a solid, liquid, or gas.

• Students will conduct investigations in order to determine how adding or removing heat causes matter to change from one form to another through melting, freezing, condensing, boiling, and evaporation.

  • Safety note: Investigations involving boiling should be done as teacher demonstrations or observed indirectly using video clips or virtual simulations with proper safety precautions taken.

• Students will gather information from various sources to describe and compare different processes that produce heat energy.

• Students will define problems related to heat transfer and will design and test solutions to either prevent heat transfer or conduct heat transfer.

Skills and Concepts

• Analyze and Interpret Data- SEP Support Document

• Construct Explanations- SEP Support Document

• Obtain and Communicate Information- SEP Support Document

• Plan and Carry Out Investigations- SEP Support Document

• Define Problems and Design Solutions- SEP Support Document

• Properties of Matter- Essential Knowledge Support Document

• Classifying Solids, Liquids, and Gases- Essential Knowledge Support Document

• Adding and Removing Heat- Essential Knowledge Support Document

• Sources of Heat Energy- Essential Knowledge Support Document

• Insulators and Conductors- Essential Knowledge Support Document

Science Concept Storyboard

This link will take you to a print-friendly version of the science concept storyboard.

Lessons and activities

Heat and Matter Unit Planning Support Doc

Potential Instructional Strategies/Lessons/Examples

• States of Matter (DSM Kit) All Investigations

• Building a Better Lunchbox Engineering Unit Plan

• Pearson SC Interactive Science Textbook:

  • Chapter 1: Matter

    • Lesson 1 (3.P.2A.1)

      • QuickLab pg 7- Intro to measurement and classifying objects based on observations

      • Information presented in this lesson is relevant to the indicator, but does not completely cover all information required of this indicator

    • Lesson 2 (3.P.2A.1)

      • Quick Lab pg. 13- Challenges students to measure volume and mass but does not measure temperature and length

      • This lesson fills the concept gaps of lesson 1, but students need more experience collecting and analyzing data related to these concepts.

      • Lab Investigation p. 26(3.P.2A.1)

    • Lesson 4 (3.P.2A.2, 3.P.2A.3)

      • Quick Lab pg. 29- Helps students gain experience with different states of matter and how they could possibly change from one to another.

      • Lesson explains the differences between all 3 states and presents opportunities for students to observe and classify each.

      • Lab Investigation p. 36(3.P.2A.2)

    • Lesson 3 (3.P.2A.4)

      • Quick Lab pg. 19- A beneficial follow-up to this activity would be for students to draw a diagram of their experience and the transfer of heat

      • Briefly covers sources of heat energy and how heat energy moves

    • Open Ended Inquiry (3.P.2A.5)

      • Allows student to define and solve problems pertaining to heat transfer

• This chapter lacks the neccesary information to meet all of the requirements of indicator 3,4, and 5 within standard 3.P.2A.

• AIMS Activities: 2005 SC Science AIMS 3rd Grade Physical Science

  • Matter of Fact (3.P.2A.1)

  • What’s the Matter (3.P.2A.1)(3.P.2A.2)

  • A Crazy Combo (3.P.2A.2) (3.P.2A.3)

  • From State to State--foldable mini-book only

  • Room for Change (3.P.2A.2) (3.P.2A.3)

  • Kool Kups (3.P.2A.3)

  • Handmade Ice Cream (3.P.2A.3) (not a ‘smart snack’)

  • Puddle Pictures (3.P.2A.3)

  • Heat Energy Moves (3.P.2A.5)

  • Hot Chocolate (3.P.2A.5)

  • Cool Conductors (3.P.2A.5)

  • All Wrapped Up (3.P.2A.5)

  • Hot Stuff (3.P.2A.4)

• Solid, Liquid, or Gas (3.P.2A.1 and 2)

  • This activity, from the TeachEngineering website, details an investigation where students use all of their senses to make observations and measurements of different materials and then classify them as solids, liquids, or gases.

    • Extension- After the students have finished describing and classifying the objects, have defend why they classified something as a solid, liquid, or gas.

• Air- Is It Really There? (3.P.2A 1 and 2)

  • This activity, from the TeachEngineering website, details a series of demonstrations with probing questions of different phenomena that illustrate the properties of air, helping students explore what makes something a gas.

• What is the Best Insulator (3.P.2A.5)

  • This activity, from the TeachEngineering website, details an investigation where students analyze and interpret data to determine the best material for insulating against heat transfer.

Additional Resources

• RSD2 Literacy Connections website

• National Geographic Video Resource:

  • As with any video resource, teachers should carefully preview and vet any videos before showing them to students.