Unit 1: Solving Everyday Problems with Science

Unit 1 in grade 3 focuses on having students gain an enduring understanding that science is everywhere and for everyone, and that we use science to solve problems. In Grade 2, students were asked to identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text in order to support comprehension. In Grade 3, students will be able to not only identify the main idea of a text but to explain how key details support the main idea. This will require students to make new connections and to analyze how the author uses details in a nonfiction text to deepen the reader’s understanding and to substantiate their assertions. Students can develop their knowledge and experience with the scientific method as they conduct their own experiments in Module 3 and write a report, using the text The Case of the Gasping Garbage as a model. In planning, teachers should select the highest leverage words for their students. All Foundational standards skills are prioritized as students are participating in activities to support reading fluency such as reading with purpose and understanding and confirming and self-correcting word recognition. Students will engage in fluency activities to ensure they are reading at the appropriate rate and accuracy to support comprehension.

In order to promote learning for all students, strategies have been incorporated into the day-to-day lesson design. For ELs, strategies such as using linguistic frames and using graphic organizers will create meaningful opportunities to use the language of the content areas. For students with IEPS, scaffolding supports based on student needs, such as providing text digitally will provide independent access to grade level text. Explicitly teaching Tier 2 academic vocabulary, and providing positive and constructive feedback will sustain connections made to grade level text. As part of the district’s initiative to promote equity, we will cultivate students’ intellect through exposure to complex informational text and engagement in real-world problem-solving. At the end of the unit, through research and writing, students will create a screen time recommendation chart that includes data and conclusions based on findings from reading and information from teachers, peers, and family members. Students prepare a presentation for district administrators and the school board of recommended healthy policies to minimize or reduce screen time while learning at home. This unit may include texts from Wit and Wisdom and/or ReadyGen that are aligned with the content and priority standards.

As designed the unit is paced for 40-45 days. Teachers will use additional time in the quarter for reteaching, reviewing, or enrichment activities aligned to the unit’s goals. Additional times may be used to develop the performance tasks and allow for district based assessments.

Big Ideas:

• Scientists study the interactions between humans and their environment. 

• Germs and viruses can be spread but there are preventative strategies that you can do to stay healthy and safe. 

• We can create shared agreements for the health and welfare of all. 

• Consider / Explore Science related fields as a career option.