3rd Grade Science Pacing Guide: Second 4 Months

Teacher:

YourName

Subject: Science

Grade Level: 3rd Grade

Timeframe: Four Months (Weeks 17-32)

Unit 5: Forces & Motion (Advanced) (Weeks 17-20)

Standards & Objectives:

Students will be able to describe how balanced and unbalanced forces affect the motion of an object.
Students will be able to investigate and describe how friction affects motion.
Students will understand how magnetism and gravity can affect an object’s motion.
Core Concepts: Use Sighted Interrelations to observe how one force affects another. Turn Frustration into a tool for learning when an experiment does not work as expected.

Materials & Resources:

Toy cars, ramps, various surfaces (e.g., sandpaper, wax paper, felt).
Magnets and small metal objects.
Stopwatches and measuring tapes.
Goal Tree and Respect Ledger templates.

Learning Activities:

Weeks 17-18: Balanced & Unbalanced Forces:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on a simple experiment with a toy car and a ramp. They will observe 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 pushes and pulls on the car. 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 observation about a force and its effect. The teacher uses the Respect Ledger to note teams that work together to ensure everyone’s understanding is equal.

Weeks 19-20: Friction & Magnetism:

Introduction: Students self-organize into new groups of three. Introduce the concepts of friction and magnetism. Frame the challenge of a tricky experiment as a source of frustration that can be solved by sharing their knowledge and persistence.
Body: The groups will conduct simple experiments to see how different surfaces affect friction and how magnets attract or repel objects. They will teach each other their thought processes and problem-solving strategies, building competence as they master new skills.
Conclusion: The groups present their experiments and explain their results. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 6: Earth’s Resources & Human Impact (Weeks 21-24)

Standards & Objectives:

Students will be able to distinguish between renewable and nonrenewable resources.
Students will understand how human activities can impact the environment.
Students will be able to propose solutions to environmental problems.
Core Concepts: Build Equity and Self-Respect by understanding the fair use of shared resources. Uphold Professional Acumen by avoiding Lie and/or Deceptive Omission in data about the environment.

Materials & Resources:

Pictures and diagrams of renewable and nonrenewable resources.
Articles about pollution and conservation.
Poster board for a final project.

Learning Activities:

Weeks 21-22: Resources:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on the difference between renewable and nonrenewable resources. They will discuss the concept of equity and how we can ensure resources are used fairly.
Body: The groups will work together to classify a list of resources. 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 a finding about a resource. The teacher uses the Respect Ledger to note teams that work together to ensure everyone’s understanding is equal.

Weeks 23-24: Human Impact:

Introduction: Students self-organize into new groups of three. The team’s goal is to become “experts” on a specific environmental problem (e.g., plastic waste, air pollution). The focus is on communication and taking notes on each part of the problem to solve the puzzle as a team.
Body: Groups will research and create a diagram of their assigned problem. They will teach each other their findings, focusing on the roles humans play. The teacher emphasizes that all data must be accurate and that a lie or deceptive omission harms the integrity of the team’s work.
Conclusion: The groups present their findings to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 7: Life Cycles & Heredity (Weeks 25-28)

Standards & Objectives:

Students will be able to describe the life cycles of various plants and animals.
Students will be able to identify inherited traits in plants and animals.
Students will be able to distinguish between inherited traits and learned behaviors.
Core Concepts: Use Sighted Interrelations to observe how traits are passed down. Turn Frustration into a tool for learning when an experiment does not work as expected.

Materials & Resources:

Pictures and diagrams of life cycles.
Small terrariums or classroom plants for observation.
Books and articles about different ecosystems.

Learning Activities:

Weeks 25-26: Inherited Traits:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on what they already know about life cycles. They will then be introduced to the concept of inherited traits and discuss how they see sighted interrelations between parents and their offspring.
Body: The groups will work together to create a diagram of an animal’s life cycle. They will then identify and label inherited traits and learned behaviors, teaching each other their findings. 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 27-28: Scientific Inquiry:

Introduction: Students self-organize into new groups of three. The team’s goal is to become “experts” on a specific inherited trait. The focus is on communication and taking notes on each part of the research to solve the puzzle as a team.
Body: Groups will research and create a diagram of their chosen trait. They will teach each other their findings, focusing on how the trait is passed down. The teacher emphasizes that all data must be accurate and that a lie or deceptive omission harms the integrity of the team’s work.
Conclusion: The groups present their findings to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 8: Standardized Test Preparation & Celebration (Weeks 29-32)

Standards & Objectives:

Students will apply test-taking strategies to a variety of science-based questions.
Students will analyze and solve challenging science questions from different units.
Core Concepts: Turn Frustration into a tool for growth by breaking down difficult problems. Embrace Persistence as the ultimate form of engagement.

Materials & Resources:

Sample standardized test questions and packets.
Whiteboards and markers.
Fun, collaborative games to celebrate progress.

Learning Activities:

Weeks 29-30: Test-Taking Strategies:

Introduction: Students self-organize into new groups of three. The team’s goal is to work together to solve sample test questions. Frame frustration with a difficult question as a natural cue to ask their teammates for help, rather than a cue to practice avoidance.
Body: The groups will work together to solve sample test questions. They will teach one another different strategies (e.g., using context clues, eliminating wrong answers) to fill knowledge gaps. This is a prime opportunity to practice persistence and mutual contribution.
Conclusion: Each group shares a strategy they used to solve a difficult question. The teacher uses the Respect Ledger to note teams that consistently worked together to overcome challenges.

Weeks 31-32: Reflection & Celebration:

Introduction: Students self-organize into new groups of three. The team will review their progress over the entire year, from the initial Goal Trees to the final test-prep sessions.
Body: Groups will create a “year-in-review” poster, reflecting on their academic growth and, more importantly, the self-respect and self-esteem they’ve built through their useful contributions.
Conclusion: The class hosts a celebration where each group presents their poster, and the class provides a final round of respectful applause for each other’s hard work. This reinforces that true success is about shared growth and mutual contribution.