Science Grade 3 Year at a Glance Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Measuring and

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1 Comprehensive Pre-Assessment: Aug 6-7 &10 Science Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Measuring and Forces and Rocks, Soils, and Plant and Animal Project Based Energy The Solar System The Environment Weather Patterns Describing Matter Motion Change Systems Learning* 21 Days 22 Days 20 Days 23 Days 24 Days 20 Days 17 Days 12 Days 12 Days Aug 6-Sept 3 Sept 8-Oct 8 Oct 13-Nov 9 Nov 10-Dec 18 Jan 5-Feb 10 Feb 11-Mar 10 Mar 14-Apr 13 Apr 14-Apr 29 May-2-May 20 Standard GLE Standard GLE Standard GLE Standard GLE Standard GLE Standard GLE Standard GLE Standard GLE Standard GLE 1 1 SI-E-A SI-E-A1 SI-E-A1 2 SI-E-A1 SI-E-A1 SI-E-A1 SI-E-A1 SI-E-A1 SI-E-A SI-E-A SI-E-A2 4 SI-E-A2 4 SI-E-A2 4 SI-E-A3 6 SI-E-A2 4 SI-E-A2 4 SI-E-A2 4 SI-E-A2 4 4 SI-E-A SI-E-A SI-E-A3 6 9 SI-E-A3 6 9 SI-E-A4 8 SI-E-A5 9 SI-E-A4 8 SI-E-A4 7 6 SI-E-A5 SI-E-A SI-E-A SI-E-A4 SI-E-A4 SI-E-A5 SI-E-A5 SI-E-A5 8 SI-E-A SI-E-A PS-E-B SI-E-A4 9 SI-E-A5 9 SI-E-A7 12 SI-E-A7 12 SI-E-A6 11 ESS-E-B1 53 SI-E-A6 11 SI-E-A SI-E-A5 9 SI-E-A6 11 SI-E-B1 13 SI-E-B3 15 SI-E-A7 12 ESS-E-B2 54 SI-E-A7 12 SI-E-A7 12 SI-E-A6 12 SI-E-A7 12 SI-E-B3 GLE 15 SI-E-A SI-E-B SI-E-B3 15 SI-E-B6 17 SI-E-A7 13 ESS-E-A1 ESS-E-B4 SI-E-B3 15 SI-E-B SI-E-A LS-E-A SE-E-A1 57 ESS-E-A2 47 SI-E-B6 21 SI-E-B4 9 SI-E-B5 16 SI-E-B3 15 ESS-E-A OA.A.2 3.O 35 3.NF.A.2 SE-E-A3 58 ESS-E-A3 48 PS-E-A2 23 SI-E-B5 16 SI-E-B6 17 SI-E-B4 9 ESS-E-A OA.A.3 LS-E-A3 A.C ESS-E-A4 49 PS-E-A4 24 SE-E-A4 SI-E-B6 17 PS-E-C1 27 SI-E-B5 16 ESS-E-A OA.A PS-E-A5 SI- 25 PS-E-A1 18 PS-E-C2 28 SI-E-B OA.B.5 3.O PS-E-B3 26 E- LS-E-A4 SE-E-A5 PS-E-A2 19 PS-E-C A.D ESS-E-A3 B3 58 PS-E-B2 PS-E-A3 20 PS-E-C *Based on Grade PS-E-A3 LS-E-A PS-E-B O 41 4 standards and 31 PS-E-A4 22 PS-E-B4 26 A.D 42 GLEs PS-E-C5 32 LS-E-A6 ESS-E-A PS-E-C5 ESS-E-A LS-E-B4 3.N BT. ESS-E-A4 49 PS-E-C6 33 A.3 ESS-E-A2 47 Comprehensive Pre-Assessment Aug 6-7 & 10 Review, Assess, Reteach & Summative Assessment Units 1-2: Oct Review, Assess, Reteach & Summative Assessment Units 1-4: Dec Review, Assess, Reteach & ileap Practice Test Review, Assess, Reteach & Comprehensive Assessment: May Comprehensive Post-Assessment: May 18-20

2 Grade Level Expectations 1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) 2. Pose questions that can be answered by using students own observations, scientific knowledge, and testable scientific investigations 3. Use observations to design and conduct simple investigations or experiments to answer testable questions 4. Predict and anticipate possible outcomes 5. Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) 6. Use the five senses to describe observations 7. Measure and record length, temperature, mass, volume, and area in both metric system and U.S. system units 8. Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data 9. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate 10. Combine information, data, and knowledge from one or more of the science content areas to reach a conclusion or make a prediction 11. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) LA State Benchmarks` A Abilities Necessary to Do Scientific Inquiry (1, 2, 3, 4, 5, 6, 7) 12. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) 13. Identify questions that need to be explained through further inquiry 14. Distinguish between what is known and what is unknown in scientific investigations 15. Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) 16. Describe procedures and communicate data in a manner that allows others to understand and repeat an investigation or experiment 17. Explain and give examples of how scientific discoveries have affected society B - Understanding Scientific Inquiry (1, 2, 3, 4, 5, 6)

3 18. Compare and classify objects on properties determined through experimentation (e.g., ability to conduct electricity, tendency to float or sink in water) 19. Select the appropriate metric system and U.S. system tools for measuring length, width, temperature, volume, and mass 20. Measure temperature by using Fahrenheit and Celsius thermometers and compare results 21. Compare common objects and identify the original material from which they are made (e.g., paper, pencil, comb) 22. Investigate and explain conditions under which matter changes physical states: heating, freezing, evaporating, condensing, boiling A Properties of Objects and Materials (1, 2, 3, 4) 23. Demonstrate how force is a push or a pull by using students bodies, toy cars, or balls 24. Explain how the amount and direction of force exerted on an object (e.g., push, pull, friction, gravity) determine how much the object will move 25. Observe and analyze motion and position of objects over time (e.g., shadows, apparent path of the Sun across the sky) 26. Explain the effect of varying amounts of force on the motion of an object B Position and Motion of Objects (2, 3, 4) 27. Use the words high/low to compare the pitch of sound and the words loud/soft to compare the volume (amplitude) of sound 28. Describe the reflection/absorption properties of various colored objects 30. Demonstrate and explain the movement of electricity in closed and open circuits 31. Compare and describe the common forms of energy and explain how they are used in everyday life (e.g., light, electricity, heat, mechanical) 32. Give examples of how energy can be used to move or lift objects 33. Identify simple machines and the tasks they make possible C Forms of Energy (1, 2, 3, 4, 5) 34. Describe what the human body needs to grow and be healthy 35. Compare structures (parts of the body) in a variety of animals (e.g., fish, mammals, reptiles, amphibians, birds, insects) A Characteristics of Organisms (1, 3, 4, 5, 6)

4 36. Compare structures (e.g., roots, leaves, stems, flowers, seeds) and their functions in a variety of plants 37. Describe how plant structures enable the plant to meet its basic needs 38. Classify groups of organisms based on common characteristics 39. Compare organisms from different groups (e.g., birds with mammals, terrestrial plants with aquatic plants) 40. Explain how the organs of the digestive system function 41. Describe how the components of the skeletal system function 42. Describe the relationship between eating habits and maintaining a healthy body 43. Identify a meal that includes representatives from each group of the food pyramid 44. Graph, analyze, and interpret personal and class data 45. Recognize and describe that rock is composed of different combinations of minerals 46. Describe earth processes that have affected selected physical features in students neighborhoods (e.g., rusting, erosion, weathering) 47. Describe the difference between weather and climate 48. Identify examples of the processes of a water cycle (e.g., evaporation, condensation, precipitation, collection of runoff ) 49. Describe climate patterns from recorded weather conditions over a period of time 50. Compare and group common rocks according to their characteristics (i.e., igneous, metamorphic, sedimentary) 51. Identify and compare the components found in soil 52. Identify characteristics of selected fossils and explain how fossil records are used to learn about the past B Life Cycles of Organisms (4) A Properties of Earth and Materials (1, 2, 3, 4, 5, 6, 7) 53. Identify, in order, the planets of the solar system 54. Describe the patterns of apparent change in the position of the Sun 55. Explain the results of the rotation and revolution of Earth (e.g., day and night, year) 56. Compare shadow direction and length at different times of day and year B Objects in the Sky

5 57. Describe the interrelationships of living (biotic) and nonliving (abiotic) components within various ecosystems (e.g., terrarium, swamp, backyard) 58. Describe how humans have had negative and positive effects on organisms and their environments 59. Classify manufactured products according to the natural resources from which they are made (e.g., copper wire from copper ore, plastic from petroleum) 60. Explain how renewable and nonrenewable resources can be replenished or depleted 61. Explain how selected animals once classified as endangered have recovered 62. Identify animals in Louisiana that have recovered and that are no longer considered endangered Science and the Environment The following GLEs are based on Grade 4 Module 1 GLEs The following standards are based on Grade 4 Module 1 standards construct knowledge and explanations formulate questions design plausible means of gathering data or evidence related to their questions design and carry out scientific investigations use appropriate tools, technology, and techniques gather data to address the questions they formulated recognize the variety of types of information that constitute evidence recognize the inherent bias and limitations of each source of information keep clear, concise records of appropriate data and observations think critically and logically about relationships between different pieces of evidence develop and modify predictions, models, and explanations make meaning of observations, natural phenomena, and everyday occurrences share the results of scientific investigations through oral and written formats Questioning, Planning, Doing, and Recording Interpreting and Communicating

6 Unit 1: Measuring and Describing Matter Guiding Questions 1. Can students cite what units of measurement are used to measure length and width? 2. Can students select the appropriate tool to measure temperature, liquid volume, and mass? 3. Can students distinguish what materials make up common objects? 4. Can students describe what physical changes occur when matter changes states and what causes these changes? Unit 1 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks Science as Inquiry 2. Pose questions that can be answered by using students own observations, scientific knowledge, and testable scientific investigations (SI-E-A1) 3. Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2) 4. Predict and anticipate possible outcomes (SI-E-A2) 5. Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) (SI-E-A2) 6. Use the five senses to describe observations (SI-E-A3) 7. Measure and record length, temperature, mass, volume, and area in both metric system and U.S. system units (SI-E-A4) 8. Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data (SI-E-A4) 9. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4) 11. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (SI-E-A6) 12. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7) 15. Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-B3) Physical Science 18. Compare and classify objects on properties determined through experimentation (e.g., ability to conduct electricity, tendency to float or sink in water) (PS-E-A1) 19. Select the appropriate metric system and U.S. system tools for measuring length, width, temperature, volume, and mass (PS-E-A2) 20. Measure temperature by using Fahrenheit and Celsius thermometers and compare results (PS-E-A2) 6

7 GLE # GLE Text and Benchmarks 21. Compare common objects and identify the original material from which they are made (e.g., paper, pencil, comb) (PS-E-A3) 22. Investigate and explain conditions under which matter changes physical states: heating, freezing, evaporating, condensing, boiling (PS-E-A4) Earth and Space Science 47. Describe the difference between weather and climate (ESS-E-A2) 48. Identify examples of the processes of a water cycle (e.g., evaporation, condensation, precipitation, collection of runoff) (ESS-E-A3) 49. Describe climate patterns from recorded weather conditions over a period of time (ESS-E-A4) Resource Correlations for Unit 1 Time Frame 4 Weeks Lesson Correlations Text Reference Science A Closer Look Week 1 Lesson 1: Properties of Matter Pages Week 2 Lesson 2: Measuring Matter Pages Week 3 Lesson 3: Changes of State Pages Supplementary Resources Delta/FOSS Science Kit Force and Motion Room Arrangements X Anchor charts related to content Increase distance between desks Flexible grouping Task lists that are desk top Lesson Presentation X Multi-sensory Activities X Model, repeat, restate X Break larger presentations into smaller segments Varied activities to meet all needs Sample Accommodations & Modifications Assignments & Assessments X Extended time X Simplifying complex directions X Multi -sensory approach X Shorten assignments X Manipulatives Extra credit recovery X Extra response time X Simplify directions with pictures X Modeling directions/ expectations X Visuals X Frequent short Quizzes DISCLAIMER: The accommodations listed are intended for general guidance only. They should not be relied upon as substitutes or replacements for the legal and binding accommodations documented on a student s Individual Education/Individual Accommodation Plan (IEP/IAP). It is the responsibility of each IEP Instructor/school site 504 Coordinator to ensure that accommodations documented on a student s IEP/IAP are appropriately developed based on individual student need and implemented with fidelity. EBRPSS s Department of Curriculum & Instruction K-12 and its members disclaim use of these accommodations beyond general guidance. Cross Curriculum Connections Reading in Science- Meet Neil degrasse Tyson ( Pages 28-29) Writing in Science - Write About It Describe Matter (Page 38) Math in Science- Measuring Perimeter (Page 39) 7

8 GLE # Science GLE Text and Benchmarks Science Task Textbook Science A Closer Look Title Page DOK Level What is it Made of?

9 Unit 2: Energy Guiding Questions 1. Can students describe how the structure of an object changes the pitch and volume of the sound? 2. Can students describe the relation of an object s color to its absorption and reflective properties? 3. Can students identify materials that are a good conductor of heat and electricity and tell which materials make the best insulators? 4. Can students describe the effect of color on the temperature of an object when it is exposed to sunlight? 5. Can students diagram a circuit and identify the direction of electrical energy flow in an open and closed circuit? Unit 2 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks Science as Inquiry 1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1) 2. Pose questions that can be answered by using students own observations, scientific knowledge, and testable scientific investigations (SI-E-A1) 3. Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2) 4. Predict and anticipate possible outcomes (SI-E-A2) 5. Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) (SI-E-A2) 9. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4) 11. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (SI-E-A6) 12. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7) 13. Identify questions that need to be explained through further inquiry (SI-E-B1) 14. Distinguish between what is known and what is unknown in scientific investigations (SI-E-B1) 16. Describe procedures and communicate data in a manner that allows others to understand and repeat an investigation or experiment (SI-E-B5) 17. Explain and give examples of how scientific discoveries have affected society (SI-E- B6) Physical Science 27. Use the words high/low to compare the pitch of sound and the words loud/soft to compare the volume (amplitude) of sound (PS-E-C1) 9

10 GLE # GLE Text and Benchmarks 28. Describe the reflection/absorption properties of various colored objects (PS-E-C2) 29. Determine which materials insulate best by using experimental data (PS-E-C3) 30. Demonstrate and explain the movement of electricity in closed and open circuits (PS- E-C4) 31. Compare and describe the common forms of energy and explain how they are used in everyday life (e.g., light, electricity, heat, mechanical) (PS-E-C6) 32. Give examples of how energy can be used to move or lift objects (PS-E-C6) Resource Correlations for Unit 2 Time Frame 4 Weeks Lesson Correlations Text Reference Science A Closer Look Week 1 Lesson 1: Energy and Heat Pages Week 2 Lesson 2: Sound Pages Week 3 Lesson 3: Light Pages Week 4 Lesson 4: Electricity Pages Lakeshore File Folder Games Heat, Light & Sound Supplementary Resources Delta/FOSS Science Kit Force and Motion Sample Accommodations & Modifications Room Arrangements X Anchor charts related to content Increase distance between desks Flexible grouping Task lists that are desk top Lesson Presentation X Multi-sensory Activities X Model, repeat, restate X Break larger presentations into smaller segments Varied activities to meet all needs Assignments & Assessments X Extended time X Simplifying complex directions X Multi -sensory approach X Shorten assignments X Manipulatives Extra credit recovery X Extra response time X Simplify directions with pictures X Modeling directions/ expectations X Visuals X Frequent short Quizzes DISCLAIMER: The accommodations listed are intended for general guidance only. They should not be relied upon as substitutes or replacements for the legal and binding accommodations documented on a student s Individual Education/Individual Accommodation Plan (IEP/IAP). It is the responsibility of each IEP Instructor/school site 504 Coordinator to ensure that accommodations documented on a student s IEP/IAP are appropriately developed based on individual student need and implemented with fidelity. EBRPSS s Department of Curriculum & Instruction K-12 and its members disclaim use of these accommodations beyond general guidance. Cross Curriculum Connections Light Bounces! Textbook Science A Closer Look Reading in Science- Meet Neil degrasse Tyson( pages 28-29) Writing in Science- Personal Narrative & Persuasive Writing (pages 78 & 98) Math in Science- Writing a Number Sentence & Multiply Decimals (pages 79 & 99) 10

11 GLE # Science GLE Text and Benchmarks Science Task Textbook Science A Closer Look Title Page DOK Level Changing Energy

12 Guiding Questions Unit 3: Forces and Motion 1. Can students explain how force is a push or a pull on an object? 2. Can students describe the relationship of the height of an inclined plane and the distance an object will roll? 3. Can students explain how the height of an inclined plane determines the speed at which an object moves? 4. Can students describe how the effect of friction determines an object s movement? 5. Can students observe and analyze shadows and the apparent path of the Sun across the sky from data collected? Unit 3 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks Science as Inquiry 1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1) 2. Pose questions that can be answered by using students own observations, scientific knowledge, and testable scientific investigations (SI-E-A1) 3. Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2) 4. Predict and anticipate possible outcomes (SI-E-A2) 5. Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) (SI-E-A2) 7. Measure and record length, temperature, mass, volume, and area in both metric system and U.S. system units (SI-E-A4) 8. Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data (SI-E-A4) 9. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4) 11. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (SI-E-A6) 12. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7) 17. Explain and give examples of how scientific discoveries have affected society (SI-E-B1) Physical Science 23. Demonstrate how force is a push or a pull by using students bodies, toy cars, or balls (PS-E-B2) 24. Explain how the amount and direction of force exerted on an object (e.g., push, pull, friction, gravity) determine how much the object will move (PS-E-B2) 25. Observe and analyze motion and position of objects over time (e.g., shadows, apparent path of the Sun across the sky) 12

13 GLE # GLE Text and Benchmarks 26. Explain the effect of varying amounts of force on the motion of an object (PS-E-B4) 32. Give examples of how energy can be used to move or lift objects (PS-E-C6) 33. Identify simple machines and the tasks they make possible (PS-E-C6) Resource Correlations for Unit 3 Time Frame 4 Weeks Lesson Correlations Text Reference Science A Closer Look Week 1 Lesson 1: Position and Motion Pages Week 2 Lesson 2: Forces Pages Week 3 Lesson 3: Work and Energy Pages Week 4 Lesson 4: Using Simple Machines Pages Lakeshore File Folder Games Force & Motion and Supplementary Resources Simple Machines Delta/FOSS Science Kit Force and Motion Sample Accommodations & Modifications Room Arrangements X Anchor charts related to content Increase distance between desks Flexible grouping Task lists that are desk top Lesson Presentation X Multi-sensory Activities X Model, repeat, restate X Break larger presentations into smaller segments Varied activities to meet all needs Assignments & Assessments X Extended time X Simplifying complex directions X Multi -sensory approach X Shorten assignments X Manipulatives Extra credit recovery X Extra response time X Simplify directions with pictures X Modeling directions/ expectations X Visuals X Frequent short Quizzes DISCLAIMER: The accommodations listed are intended for general guidance only. They should not be relied upon as substitutes or replacements for the legal and binding accommodations documented on a student s Individual Education/Individual Accommodation Plan (IEP/IAP). It is the responsibility of each IEP Instructor/school site 504 Coordinator to ensure that accommodations documented on a student s IEP/IAP are appropriately developed based on individual student need and implemented with fidelity. EBRPSS s Department of Curriculum & Instruction K-12 and its members disclaim use of these accommodations beyond general guidance. Cross Curriculum Connections Famous Scientists Sir Isaac Newton Textbook Science A Closer Look Reading in Science- Meet Neil degrasse Tyson (pages ) Writing in Science- Explanatory Writing (page 146) Math in Science- Using Number Patterns (page 147) 13

14 GLE # Science GLE Text and Benchmarks Science Tasks Textbook Science A Closer Look Title Page DOK Level Not-So-Simple Machines Force and Motion source/academic-curriculum/task---science--- grade-3---force-and-motion.docx?sfvrsn=6 14

15 Guiding Questions Unit 4: Rocks, Soils, and Change 1. Can students describe the composition of rocks? 2. Can students explain how Earth s processes have affected their neighborhood? 3. Can students identify igneous, sedimentary, and metamorphic rocks? 4. Can students identify the components of soil? 5. Can students identify the characteristics of fossils? 6. Can students explain how fossil records are used to learn about the past? Unit 4 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks Science as Inquiry 1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1) 4. Predict and anticipate possible outcomes (SI-E-A2) 5. Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) (SI-E-A2) 6. Use the five senses to describe observations (SI-E-A3) 8. Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data (SI-E-A4) 9. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4) 10. Combine information, data, and knowledge from one or more of the science content areas to reach a conclusion or make a prediction (SI-E-A5) 11. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (SI-E-A6) 12. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7) 15. Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-B3) Earth and Space Science 45. Recognize and describe that rock is composed of different combinations of minerals (ESS-E-A1) (ESS-E-A5) 46. Describe earth processes that have affected selected physical features in students neighborhoods (e.g., rusting, weathering, erosion) (ESS-E-A1) 50. Compare and group common rocks according to their characteristics (i.e., igneous, metamorphic, sedimentary) (ESS-E-A5) 51. Identify and compare the components found in soil (ESS-E-A6) (ESS-E-A1) 15

16 GLE # GLE Text and Benchmarks 52. Identify characteristics of selected fossils and explain how fossil records are used to learn about the past (ESS-E-A7) Resource Correlations for Unit 4 Time Frame 4 Weeks Lesson Correlations Text Reference Science A Closer Look Week 1 Lesson 1: Weathering and Erosion Pages Week 2 Lesson 2: Minerals and Rocks Pages Week 3 Lesson 3: Soil Pages Week 4 Lesson 4: Living Things of the Past Pages Lakeshore File Folder Games Rocks, Minerals & Soil Supplementary Resources Delta/FOSS Science Kit Earth Minerals LASM Field Experience Dinosaur Passage to Pangaea Sample Accommodations & Modifications Room Arrangements X Anchor charts related to content Increase distance between desks Flexible grouping Task lists that are desk top Lesson Presentation X Multi-sensory Activities X Model, repeat, restate X Break larger presentations into smaller segments Varied activities to meet all needs Assignments & Assessments X Extended time X Simplifying complex directions X Multi -sensory approach X Shorten assignments X Manipulatives Extra credit recovery X Extra response time X Simplify directions with pictures X Modeling directions/ expectations X Visuals X Frequent short Quizzes DISCLAIMER: The accommodations listed are intended for general guidance only. They should not be relied upon as substitutes or replacements for the legal and binding accommodations documented on a student s Individual Education/Individual Accommodation Plan (IEP/IAP). It is the responsibility of each IEP Instructor/school site 504 Coordinator to ensure that accommodations documented on a student s IEP/IAP are appropriately developed based on individual student need and implemented with fidelity. EBRPSS s Department of Curriculum & Instruction K-12 and its members disclaim use of these accommodations beyond general guidance. Cross Curricular Connections Fossils and Dinosaurs Fossils Textbook Science A Closer Look Reading in Science- Meet Neil degrasse Tyson (pages 28-29) Writing in Science - Expository & Descriptive Writing (pages 162 & 174) Math in Science- Estimation & Fractions (pages 163 & 175) 16

17 GLE # Science GLE Text and Benchmarks Science Tasks Textbook Science A Closer Look Title Page DOK Level Make a Poster Rocks and Minerals source/academic-curriculum/task---science--- grade-3---rocks-and-minerals.docx?sfvrsn=2 17