3rd Grade Science Pacing Guide: First 4 Months

Teacher:

YourName

Subject: Science

Grade Level: 3rd Grade

Timeframe: Four Months (Weeks 1-16)

Unit 1: The Scientific Method & Matter (Weeks 1-4)

Standards & Objectives:

Students will be able to plan and carry out investigations to observe and describe the properties of matter.
Students will understand and use the steps of the scientific method.
Students will be able to distinguish between solids, liquids, and gases.
Core Concepts: Introduce Respect and Useful Contribution through collaborative observation and inquiry. Use the Goal Tree to track the steps of an experiment.

Materials & Resources:

Everyday objects (e.g., a pencil, a cup of water, a balloon filled with air).
Simple lab materials (e.g., ice cubes, a clear glass, a heat source).
Science journals for note-taking.
Goal Tree and Respect Ledger templates.

Learning Activities:

Weeks 1-2: Establishing Norms & Observation:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on what makes a good “lab partner.” They will discuss how to listen respectfully to each other’s ideas, which is their first useful contribution to the team.
Body: The groups will use their senses to observe and describe a variety of objects. They must teach each other their findings and respectfully point out details a partner might have missed. This activity reinforces that everyone has a valuable part to play, a useful contribution, in the group’s success.
Conclusion: Each group shares one object and its properties. The teacher uses the Respect Ledger to note teams that work together to ensure everyone’s understanding is equal.

Weeks 3-4: The Scientific Method:

Introduction: Students self-organize into new groups of three. Introduce the scientific method as a series of steps to solve a puzzle. The group’s goal is to collaboratively plan a simple experiment. Use the Goal Tree to show how each step is a “leaf” that contributes to the final discovery.
Body: Groups will design and carry out a simple experiment to observe a change in matter (e.g., how an ice cube melts). They will take notes on each step and teach each other the process. This helps them to build self-respect by accurately following a procedure.
Conclusion: The groups present their experiment and explain their results. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 2: Life Cycles & Ecosystems (Weeks 5-8)

Standards & Objectives:

Students will be able to describe the life cycles of plants and animals.
Students will be able to identify the basic components of an ecosystem.
Students will understand how organisms interact with their environment.
Core Concepts: Frame Frustration with complex topics as a tool for learning and growth. Practice Persistence in observing changes over time.

Materials & Resources:

Pictures and diagrams of life cycles (e.g., butterfly, frog, plant).
Small terrariums or classroom plants for observation.
Books and articles about different ecosystems.

Learning Activities:

Weeks 5-6: Life Cycles:

Introduction: Students self-organize into new groups of three. The team is presented with a model of a life cycle and asked to order the stages. Frame this challenge as a source of frustration that can be solved by sharing their knowledge.
Body: The groups will work together to correctly order the stages of the life cycle. They will teach each other their thought processes and problem-solving strategies. This helps to reinforce competence as they master a challenging new skill.
Conclusion: The groups present their life cycles to the class. The teacher uses the Respect Ledger to note groups that exhibit persistence and mutual contribution by helping each other.

Weeks 7-8: Ecosystems:

Introduction: Students self-organize into new groups of three. The team’s goal is to become “experts” on a specific ecosystem. The focus is on communication and taking notes on each part of the ecosystem to solve the puzzle as a team.
Body: Groups will research and create a diagram of their ecosystem. They will teach each other their findings, focusing on the roles of different plants and animals. This helps to reinforce competence and teamwork.
Conclusion: The groups present their ecosystems to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 3: Energy & Motion (Weeks 9-12)

Standards & Objectives:

Students will be able to plan and conduct investigations on how forces affect an object’s motion.
Students will be able to identify different forms of energy (e.g., light, heat, sound).
Core Concepts: Use Sighted Interrelations to observe how one force or form of energy affects another. Build Self-Confidence through hands-on experiments.

Materials & Resources:

Toy cars, ramps, and various surfaces.
Flashlights, batteries, and simple circuits.
Instruments for sound.

Learning Activities:

Weeks 9-10: Forces and Motion:

Introduction: Students self-organize into new groups of three. The team’s goal is to experiment with a car and a ramp. They will take notes on how a push or pull affects the car’s motion and see the sighted interrelations between the force and the result.
Body: The groups will experiment with different surfaces to see how friction affects the car. They must teach each other their findings and collaborate on a final conclusion. This is a direct application of a useful contribution, where they teach their partners what they’ve learned.
Conclusion: Each group shares a finding and explains how friction affects motion. This helps them to build self-confidence and self-respect by sharing what they know.

Weeks 11-12: Forms of Energy:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively experiment with different forms of energy. They will be encouraged to see the sighted interrelations between different forms of energy (e.g., how a battery creates light).
Body: The groups will work together on a simple energy experiment. They will teach each other their findings, and discuss how the energy changes form.
Conclusion: The groups present their experiment to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 4: Earth Systems & Celebration (Weeks 13-16)

Standards & Objectives:

Students will be able to describe and graph daily weather patterns.
Students will be able to identify and classify natural resources.
Core Concepts: Uphold Professional Acumen by avoiding Lie and/or Deceptive Omission. Embrace Mutual Contribution as the key to success.

Materials & Resources:

Weather charts and thermometers.
Images and samples of natural resources (e.g., rocks, water, soil).
Poster board or presentation software for final projects.

Learning Activities:

Weeks 13-14: The Weather Project:

Introduction: Students self-organize into new groups of three. The team’s goal is to collect a small amount of weather data. The teacher emphasizes that their data must be accurate and that a lie or deceptive omission harms the integrity of the team’s work.
Body: The groups will work together to collect the data, create a simple graph, and make sure their scale is correct. They must check each other’s work and be honest about any mistakes. This is a practice in building trust and respect.
Conclusion: Each group presents their graph and explains their process. The class provides respectful feedback, helping to build the group’s self-confidence.

Weeks 15-16: Final Project & Celebration:

Introduction: Students self-organize into new groups of three. The team’s goal is to design a small map showing how to use natural resources responsibly.
Body: The groups work together on the project. They will divide the work, with each student responsible for a different part of the map. They must teach each other what they’ve learned about natural resources and check for accuracy to ensure the project is complete and correct.
Conclusion: The class hosts a “Science Fair” where each group presents their map. The groups will take pride in seeing their finished work, which reinforces that true success is about shared growth and mutual contribution.