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JEFFERSON PARISH PUBLIC SCHOOL SYSTEM
Grade 3 Science
2015
Scope, Sequence, Timeline
Correlation to Grade Level Expectations, Benchmarks, the
Louisiana Comprehensive Curriculum and Textbook
Revised 2015
Cathie Smith
2
Instructions for use:
The book used in the 3
rd grade curriculum is:
Name of Textbook: Macmillan McGraw-Hill Louisiana Science-A Closer Look
Copyright date: 2012
Cost: $56.67
The 2008 Comprehensive Curriculum (Page Numbers are given for the activities) LCC can be accessed on the Louisiana Department of
Education website at www.louisianabelieves.com
Important: Using the Louisiana Comprehensive Curriculum activities will assure you that you will be applying and using the Science as
Inquiry GLEs and the Content GLEs.
LCC Features:
BLM: Black Line Masters [Note: Not all activities have a BLM]
Literacy Strategies [Note: Not all activities have Literacy Strategies] Directions: Any activity that has a literacy strategy has a built
in link to the literacy strategy in the 2008 Comprehensive Curriculum.
Activities Specific Assessments (These activities are located at the end of each unit.) [Note: Not all activities have Activity Specific
Assessments]
There are also activities in the textbook that may cover the Science as Inquiry and Content GLEs. These textbook activities are listed in this
document.
Online Resources: ConnectED Master Access Codes – Codes can be redeemed at
http://connected.mcgraw-hill.com/
o Louisiana Science A Closer Look Grade 3 Teacher Edition TYWO-E4PN-4BZZ-8B9B
o Louisiana Science A Closer Look Grade 3 Student Edition Z5FK-4GR4-PMMT-2JW1 (Note – This student code is NOT to
share with students. It is for the teacher to have online access to a student edition of the text. Once registering online, student
codes will be generated to share with students.)
McGraw Hill Technical Support : 1-800-437-3715 or [email protected]
Revised 2015
Cathie Smith
3
Grade Level Expectations for Third Grade Science
Science as Inquiry The Abilities to Do Scientific 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)
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)
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)
Understanding Scientific Inquiry
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)
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)
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-EB6)
Physical Science Properties of Objects and Materials
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)
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)
Revised 2015
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4
Position and Motion of Objects
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) (PS-E-B3)
26. Explain the effect of varying amounts of force on the motion of an object (PS-E-B4)
Forms of Energy
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)
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)
33. Identify simple machines and the tasks they make possible (PS-E-C6)
Life Science Characteristics of Organisms
34. Describe what the human body needs to grow and be healthy (LS-E-A1)
35. Compare structures (parts of the body) in a variety of animals (e.g., fish, mammals, reptiles, amphibians, birds, insects) (LS-E-A3)
36. Compare structures (e.g., roots, leaves, stems, flowers, seeds) and their functions in a variety of plants (LS-E-A3)
37. Describe how plant structures enable the plant to meet its basic needs (LS-E-A3)
38. Classify groups of organisms based on common characteristics (LS-E-A4)
39. Compare organisms from different groups (e.g., birds with mammals, terrestrial plants with aquatic plants) (LS-E-A4)
40. Explain how the organs of the digestive system function (LS-E-A5)
41. Describe how the components of the skeletal system function (LS-E-A5)
42. Describe the relationship between eating habits and maintaining a healthy body (LSE-A6)
43. Identify a meal that includes representatives from each group of the food pyramid (LS-E-A6)
Life Cycles of Organisms
44. Graph, analyze, and interpret personal and class data (LS-E-B4)
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5
Earth and Space Science Properties of Earth Materials
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)
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)
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)
52. Identify characteristics of selected fossils and explain how fossil records are used to learn about the past (ESS-E-A7)
Objects in the Sky
53. Identify, in order, the planets of the solar system (ESS-E-B1)
54. Describe the patterns of apparent change in the position of the Sun (ESS-E-B2)
55. Explain the results of the rotation and revolution of Earth (e.g., day and night, year) (ESS-E-B4)
56. Compare shadow direction and length at different times of day and year (ESS-E-B4)
Science and the Environment 57. Describe the interrelationships of living (biotic) and nonliving (abiotic) components within various ecosystems (e.g., terrarium, swamp, backyard)
(SE-E-A1)
58. Describe how humans have had negative and positive effects on organisms and their environments (SE-E-A3) (SE-E-A5)
59. Classify manufactured products according to the natural resources from which they are made (e.g., copper wire from copper ore, plastic from
petroleum) (SE-E-A4)
60. Explain how renewable and nonrenewable resources can be replenished or depleted (SE-E-A4)
61. Explain how selected animals once classified as endangered have recovered (SE-EA5)
62. Identify animals in Louisiana that have recovered and that are no longer considered endangered (SE-E-A5)
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Third Grade Suggested Time Line
First Nine Weeks: Unit 1: Measuring and Describing Matter & Materials............................................................3 weeks
Unit 2: Energy.………………………..................................................................................4 weeks
Second Nine Weeks: Unit 3: Forces and Motion………………………...................................................................2 weeks
Unit 4: Rocks, Soil and Change..…………………………………………………………………2 weeks
Third Nine Weeks: Unit 5: Plants and Animals………………………………………………………………………....3 weeks
Unit 6: The Solar System …………………………………….……………………………….…...1 week
Fourth Nine weeks: Unit 7: The Environment ……………………………………….…………..………….…….…….1 week
Unit 8: Weather Patterns…………..…………………………………………...……….……….....2 weeks
Note: 1 week = Approximately 5 instructional periods of 45 minutes per period
NOTE:
LABORATORIES AND HANDS-ON ACTIVITIES SHOULD BE AN INTEGRAL PART OF ALL SCIENCE COURSES.
Revised 2015
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7
Unit 1:
Measuring and Describing Matter
and Materials
Revised 2015
Cathie Smith
8
Benchmarks
Unit 1: GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1: Measuring and Describing
Matter and Materials
Activities
From
Comprehensive
Curriculum
Activities From
Textbook,
Workbook
Or
Science Inquiry
Lesson Plans
Readings
From
Textbook
Or
Workbook
PS-E-A2: Measuring properties of objects
using appropriate materials,
tools and technology
SI-E-A7:
Explain and give examples if
how scientific discoveries have
affected society
*PS- 19 Select the appropriate metric
system and U.S. system tools for
measuring length, width, temperature,
volume, and mass
*SI- 12 Identify and use appropriate
safety procedures and equipment when
conducting investigations (e.g., gloves,
goggles, hair ties)
►Activity 1:
Safety Matters p.3
Literacy
Strategy-
Description p. 3
Safety Tips
Text p. 16-17
Inquiry Activity
How can you
measure length?
Text p. 31
Quick Lab
Measure mass and
Volume
Text p. 35
Skill Builder
Inquiry Skill:
Measure
Text p. 58-49
► See 3rd
grade
Science Inquiry
Lesson Plans 5,7,8,9
How is matter
measured?
Text p. 32-33
How do we measure
mass?
Text. P. 34-35
Tools of Science
Reference Handbook
Teacher’s Manual
R1
Revised 2015
Cathie Smith
9
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1: Measuring and Describing
Matter and Materials
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
PS-E-A2:
Measuring properties of objects
using appropriate materials,
tools and technology
SI-E-A2: Planning and/or designing and
conducting a scientific
investigation
SI-E-A4: Employing equipment and tools
to gather data and extend the
sensory observations.
*PS- 19 Select the appropriate metric
system and U.S. system tools for
measuring length, width, temperature,
volume, and mass
*SI-5 Use a variety of methods and
materials and multiple trials to
investigate ideas (observe, measure,
accurately record data)
*SI-7 Measure and record length,
temperature, mass, volume, and area in
both metric and US system units.
*PS-20 Measure temperature by using
Fahrenheit and Celsius thermometers
and compare results
►Activity 2:
Finding a Standard
p. 4
Literacy
Strategy-
Description p. 4
Science Essentials
Elementary Level
Unit 1 Methods and
Measurement,
Lessons 5 p. 17-18
► See 3rd
grade
Science Inquiry
Lesson Plans
2,3,4,7,8,9, 12
Revised 2015
Cathie Smith
10
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1: Measuring and Describing
Matter and Materials
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
PS-E-A2: Measuring properties of objects
using appropriate materials,
tools and technology
SI-E-A2:
Planning and/or designing and
conducting a scientific
investigation
PS-E-A2:
Measuring properties of objects
using appropriate materials,
tools and technology
ESS-E-A4: Investigating, observing
measuring and describing
changes in daily weather
patterns and phenomenon.
*PS-19 Select the appropriate metric
system and U.S. system tools for
measuring length, width, temperature,
volume, and mass
*SI-5 Use a variety of methods and
materials and multiple trials to
investigate ideas (observe, measure,
accurately record data)
*PS-20 Measure temperature by using
Fahrenheit and Celsius thermometers
and compare results
*ESS-49 Describe climate patterns from
recorded weather conditions over a
period of time
►Activity 3:
Measuring Temp
p. 5-6
Literacy
Strategy-
Description (Comp.
Curr. p. 5)
►BLM:
Student Temp. Data
Sheet
►BLM:
Class Temp. Graph
►BLM:
Weather Journal
Activity Specific
Assessment
Weather Journal
(Comp Curr p. 13)
Inquiry Activity
What happens when
ice is heated?
Text p. 41
Quick Lab
Condense Water
Vapor
Text p. 45
Writing Link
Text p. 47
Math Link
Text p. 47
► See 3rd
grade
Science Inquiry
Lesson Plans
2,3,4,5,7,8,9
What happens when
matter is heated?
Text p. 42-43
What happens when
matter is cooled?
Text p. 44-45
How does the Sun
change matter?
Text p. 46-47
Revised 2015
Cathie Smith
11
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1: Measuring and Describing
Matter and Materials
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
PS-E-A2:
Measuring properties of
objects using appropriate
materials, tools and technology
SI-E-A2: Planning and/or designing and
conducting a scientific
investigation
SI-E-A4: Employing equipment and tools
to gather data and extend the
sensory observations.
*PS- 19 Select the appropriate metric
system and U.S. system tools for
measuring length, width, temperature,
volume, and mass
*SI- 3 Use observations to design and
conduct simple investigations or
experiments to answer testable questions
* SI-5 Use a variety of methods and
materials and multiple trials to
investigate ideas (observe, measure,
accurately record data)
* SI-7 Measure and record length,
temperature, mass, volume, and area in
both metric system and U.S. system
units
►Activity 4:
Measuring Mass
p. 6-7
Literacy
Strategy-
Description (Comp.
Curr. p. 6)
Activity Specific
Assessment
(Comp. Curr. p. 13)
Quick Lab
Measure mass and
volume
Text p. 35
Math Link
Text p. 37
Social Studies Link
Text p. 37
Science Essentials
Elementary Level
Lesson 10 p. 39-42
► See 3rd
grade
Science Inquiry
Lesson Plans 2,5, 7,
8,9
How do we measure
mass?
Text p. 34-35
How do we measure
temperature?
Text p. 36-37
Revised 2015
Cathie Smith
12
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1: Measuring and Describing
Matter and Materials
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
PS-E-A2:
Measuring properties of objects
using appropriate materials,
tools and technology
PS-E-A3:
Observing and describing the
objects by the properties of
the materials from which they
are made paper, wood, metal)
SI-E-A4:
Employing equipment and tools
to gather data and extend the
sensory observations.
*PS-19 Select the appropriate metric
system and U.S. system tools for
measuring length, width, temperature,
volume, and mass
*PS-21 Compare common objects and
identify the original material from
which they are made
*SI-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
►Activity 5:
Measuring Capacity?
p. 7-8
Literacy
Strategy- Description (Comp.
Curr. p. 7)
► See 3rd
grade
Science Inquiry
Lesson Plans 4,5,9
PS-E-A3:
Observing and describing the
objects by the properties of
the materials from which they
are made paper, wood, metal)
SI-E-A2: Planning and/or designing and
conducting a scientific
investigation
*PS-21 Compare common objects and
identify the original material from
which they are made
*SI-4 Predict and anticipate possible
outcomes
*SI-3 Use observations to design and
conduct simple investigations or
experiments to answer testable question
►Activity 6:
What Are Things
Made Of? p. 8-9
►BLM:
What Are Things
Made Of?
Quick Lab
Text p. 25
► See 3rd grade
Science Inquiry
Lesson Plans 4,5
Revised 2015
Cathie Smith
13
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1: Measuring and Describing
Matter and Materials
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
PS-E-A4: Describing the properties of the
different states of matter and
identifying the conditions that
cause matter to change states.
SI-E-A2: Planning and/or designing and
conducting a scientific
investigation
SI-E-A6:
Communicating observations
and experiments in oral and
written formats
SI-E-A7: Utilizing safety procedures
during experiments
ESS-E-A3: Investigating, observing, and
describing how water changes
from one form to another and
interacts with the atmosphere.
*PS-22 Investigate and explain
conditions under which matter changes
physical states: heating, freezing,
evaporating, condensing, boiling
*SI-3 Use observations to design and
conduct simple investigations or
experiments to answer testable questions
* SI-1 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-12 Identify and use appropriate
safety procedures and equipment when
conducting investigations
► Activity 7:
Changing Matter
p. 9-11
►BLM:
Science
Investigation
Guidelines
►BLM:
Science
Investigation
Rubric
Science Inquiry
Lesson 3: Inferring
Quick lab
Text p. 45
What happens when
matter is heated?
Text p. 42-43
What happens when
matter is cooled?
Text p. 44-45
How does the sun
change matter?
Text p. 46
Revised 2015
Cathie Smith
14
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1: Measuring and Describing
Matter and Materials
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
PS-E-A4:
Describing the properties of the
different states of matter and
identifying the
conditions that cause
matter to change states.
SI-E-A3: Communicating that observations
are made with one’s senses.
SI-E-B3: Choosing appropriate equipment to
conduct an experiment
*PS-22 Investigate and explain
conditions under which matter, changes
physical states: heating, freezing,
evaporating, condensing, boiling
*SI-6 Use the five senses to describe
observations.
*SI-15 Distinguish between what is
known and what is unknown in
scientific investigations.
►Activity 8: Using
the Senses for
Matter p. 11
Literacy
Strategy-
Description (Comp.
Curr. p. 11)
Activity Specific
Assessment
(Comp. Curr. p. 13)
► See 3rd grade
Science Inquiry
Lesson Plans
2,3,4,5,6,9,11,15
PS-E-A1: Observing, describing, and
classifying objects by properties
(size, weight, shape, color, texture,
and temperature)
SI-E-A2: Planning and/or designing and
conducting a scientific investigation
SI-E-A2: Planning and/or designing and
conducting a scientific investigation
*PS-18 Compare and classify objects on
properties determined through
experimentation (e.g., ability to conduct
electricity, tendency to float or sink in
water)
* SI-4 Predict and anticipate possible
outcomes
* SI-5 Use a variety of methods and
materials and multiple trials to
investigate ideas (observe, measure,
accurately record data)
►Activity 9:
Floating and
Sinking p. 11-12
►BLM:
Float and Sink
►BLM:
Science
Investigation
Guidelines
(Activity 7)
► See 3rd grade
Science Inquiry
Lesson Plans
2,3,4,5,9
Unit resources
P1-2
Lesson Outline
p.1-5
Revised 2015
Cathie Smith
15
Unit 2:
Energy
Revised 2015
Cathie Smith
16
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 2: Energy
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
PS-E-C6: Exploring and describing simple
energy transformation
SI-E-A1:
Asking appropriate questions about
organisms and events in the
environment.
SI-E-A2: Planning and/or designing and
conducting a scientific investigation
SI-E-A7:
Utilizing safety procedures during
experiments.
PS-E-C6: Exploring and describing simple
energy transformation.
*PS-31 Compare and describe the
common forms of energy and explain
how they are used in everyday life.
*SI-1 Ask questions about objects and
events in the environment (e.g., plants,
rocks, storms)
*SI-3 Use observations to design and
conduct simple investigations or
experiments to answer testable questions
*SI-13 Identify questions that need to be
explained through further inquiry.
*PS-33 Compare and describe the
common forms of energy and explain
how they are used in everyday life (e.g.,
light, electricity, heat, mechanical)
►Activity 1:
Forms of Energy p.
16- 17
Literacy
Strategy-
Description
►BLM:
Forms of energy
Activity Specific
Assessment
Activity 4 p. 27
Inquiry Activity
What happens to air
when it is heated?
Text p. 57
Quick Lab
Heating Water and
Soil
Text p. 63
► See 3rd grade
Science Inquiry
Lesson Plans
4,11,13
What is energy?
Text p. 58-59
What are some
forms of energy?
Text p. 61
What is heat?
Text p. 62-63
How does heat affect
matter?
Text p. 64-65
PS-E-C1:
Experimenting and communicating
how vibrations of objects produce
sound and how changing the rate of
vibration varies the pitch
*PS-27 Use the words high/low to
compare the pitch of sound and the
words loud/soft to compare the volume
(amplitude) of sound
►Activity 2:
Bottle Challenge p.
17-18
Activity Specific
Assessment p. 27
Inquiry Activity
How can you make
sounds? Text p. 71
Quick Lab
Changing Sounds
Text p. 75
► See 3rd grade
Science Inquiry
Lesson Plans 2, 3, 4,
5, 9, 11, 13
What is sound?
Text p. 72-73
How are sounds
different?
Text p. 74-75
How do you hear
sounds?
Text p. 76-77
Revised 2015
Cathie Smith
17
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 2: Energy
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
Or
Science Inquiry
Lesson Plans
Readings
From Textbook
Or
Workbook
PS-E-C1:
Experimenting and communicating
how vibrations of objects produce
sound and how changing the rate
of vibration varies the pitch
*PS-27 Use the words high/low to
compare the pitch of sound and the
words loud/soft to compare the volume
(amplitude) of sound
►Activity 3:
Rubber Band
Guitars p. 18-19
Writing in Science
Text p. 78
Math in Science
Text p. 79
► See 3rd grade
Science Inquiry
Lesson Plans
3,4,5,9,11,13
SI-E-A2:
Planning and/or designing and
conducting a scientific investigation
PS-E-C2:
Investigating and describing how
light travels and what happens when
light strikes an object (reflection,
refraction, and absorption)
* SI-5 Use a variety of methods and
materials and multiple trials to
investigate ideas (observe, measure,
accurately record data)
*PS-28 Describe the
reflection/absorption properties of
various colored objects
►Activity 4:
Reflector or
Absorber of Heat?
p. 20
►BLM:
Reflector or
Absorber of Heat
Activity
Specific
Assessment p. 27
Focus on Skills
Inquiry Skill:
Experiment
Text p. 68-69
Inquiry Activity
How does light
move? Text p. 81
► See 3rd grade
Science Inquiry
Lesson Plans
1,2,3,4,9,11,12,13
How can you control
the flow of heat?
Text p. 66-67
What is light?
Text p. 82-83
Revised 2015
Cathie Smith
18
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 2: Energy
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
PS-E-C2: Investigating and describing how
light travels and what happens when
light strikes and object (reflection,
refraction and absorption)
PS-E-C6 :
Exploring and
describing simple
energy transformation
SI-E-B6:
Reviewing and asking questions
about the results of investigations
*PS-28 Describe the
reflection/absorption properties of
various colored objects
*PS-32 Give examples of how energy
can be used to move or lift objects
*SI-17 Explain and give examples of
how scientific discoveries have affected
society
►Activity 5:
Solar Cooker p.20-
21
Literacy
Strategy-
Description
►BLM:
Science
Investigation
Guidelines
►BLM:
Science
Investigation
Guidelines Rubric
►BLM:
Solar Cooker Data
Sheet
Activity
Specific
Assessment p. 27
Quick Lab
Mixing colors Text
p. 85
Why can you see
colors?
Text p. 84-85
How do you see?
Text p. 86-87
Reading in Science
Text p. 88-89 (Unit
resource p. 2-36)
Revised 2015
Cathie Smith
19
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 2: Energy
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
SI-E-A1:
Asking appropriate questions about
organisms and events in the
environment.
SI-E-B5: Presenting the results of experiments
PS-E-C3:
Investigating and describing
different ways heat can be produced
and moved from one object to
another by conduction
*SI-2 Pose questions that can be
answered by using students’ own
observations, scientific knowledge, and
testable scientific investigations
*SI-16 Describe procedures and
communicate data in a manner that
allows others to understand and repeat an
investigation or experiment
*PS-29 Determine which materials
insulate best by using experimental data
►Activity 6:
Insulators of Heat
p. 21
Literacy
Strategy-
Description
►BLM:
Science
Investigation
Guidelines
►BLM:
Science
Investigation
Guidelines Rubric
►BLM:
Melting Time
Data Sheet
Quick Lab
Conductors and
Insulators
Text p. 96
►See 3rd grade
Science Inquiry
Lesson Plans
2,3,4,5,9,11,13
What are conductors
and insulators?
Text p. 96-97
Revised 2015
Cathie Smith
20
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 2: Energy
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
PS-E-C3: Investigating and describing
different ways heat can be produced
and moved from one object to
another by conduction
PS-E-C4:
Investigating and
describing how electricity
travels in a circuit.
SI-E-B1: Categorizing questions about what is
known, what is not known and what
questions need to be explained.
SI-E-A5: Using data, including numbers and
graphs to explain observations and
experiments.
*PS-29 Determine which materials
insulate best by using experimental data
*PS- 30 Demonstrate and explain the
movement of electricity in closed and
open circuits
*SI-14 Distinguish between what is
known and what is unknown in scientific
investigations
*SI- 9 Express data in a variety of ways
by constructing illustrations, graphs,
charts, tables, concept maps, and oral and
written explanations as appropriate.
►Activity 7:
Lighting Bulbs
p. 24-25
Literacy
Strategy-
Description
Activity
Specific
Assessment
Activity 7 p. 25
Inquiry Activity
What makes a bulb
light? Text p. 91
► See 3rd grade
Science Inquiry
Lesson Plans 1, 2 , 3
,4, 5, 9, 11 ,12,
13,14,17
What is electrical
charge?
Text p. 92-93
What is electric
current?
Text p. 94-95
Revised 2015
Cathie Smith
21
Unit 3:
Forces and Motion
Revised 2015
Cathie Smith
22
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 3: Forces and Motion
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings from
Textbook
PS-E-B2: Exploring and recognizing that the
position and motion of objects can
be changed by pushing or pulling
(force) over time
PS-E-B3: Describing an object’s motion by
tracing and measuring its position
over time
PS-E-B4: Investigating and describing how the
motion of an object is related to the
strength of the force (pushing or
pulling) and mass of an object
SI-E-A5: Using data, including numbers and
graphs to explain observations and
experiments.
*PS-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-23 Demonstrate how force is a push
or a pull by using students’ bodies, toy
cars, or balls
*PS-25 Observe and analyze motion and
position of objects over time (e.g.,
shadows, apparent path of the Sun across
the sky)
*PS-26 Explain the effect of varying
amounts of force on the motion of an
object
*SI- 9 Express data in a variety of ways
by constructing illustrations, graphs,
charts, tables, concept maps, and oral and
written explanations as appropriate.
►Activity 1:
Moving Objects
p.29-31
Literacy
Strategy-
Description
►BLM:
Moving Objects
Data Sheet
►BLM:
Vocab. Self
Awareness Chart
Quick Lab
Measure Speed Text
p. 112
► See 3rd grade
Science Inquiry
Lesson Plans
2,3,4,5,7,8,9
How can you
describe position?
Text p. 108-109
What is motion?
Text p. 110-111
What is speed?
Text p. 112-113
Revised 2015
Cathie Smith
23
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 3: Forces and Motion
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
PS-E-B2: Exploring and recognizing that the
position and motion of objects can
be changed by pushing or pulling
(force) over time
*PS-23 Demonstrate how force is a push
or a pull by using students’ bodies, toy
cars, or balls
►Activity 2:
Tennis Ball Roll p.
31-32
►BLM:
View Literacy
Description
►BLM:
Activity-Specific
Assessments
Activity 2 p. 37
► See 3rd grade
Science Inquiry
Lesson Plans 5,8,9
What are forces?
Text p. 118-119
What are types of
forces?
Text p. 120-121
PS-E-B2: Exploring and recognizing that the
position and motion of objects can
be changed by pushing or pulling
(force) over time
PS-E-B4:
Investigating and describing how the
motion of an object is related to the
strength of the force (pulling or
pushing) and the mass of the object.
SI-E-A2: Planning and/or designing and
conducting a scientific investigation
*PS 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 26 Explain the effect of varying
amounts of force on the motion of an
object
* SI 5 Use a variety of methods and
materials and multiple trials to
investigate ideas (observe, measure,
accurately record data)
►Activity 3:
Rolling Toy Race
p. 32-33
►BLM:
Science
Investigation
Guidelines
►BLM:
Science
Investigation
Rubric
►BLM:
Rolling Toy Race
Data Sheet
►BLM:
Vocab Self-
Awareness Sheet
Activity
Specific
Assessment
Activity 3 p. 37
Inquiry Activity
How can pushes
affect the way
objects move?
Text p. 117
Quick Lab
Text p. 121
Be a Scientist
Investigation Inquiry
Text p. 124-125
► See 3rd grade
Science Inquiry
Lesson Plans
1,2,3,4,5,8,9,11,12
What is friction?
Text p. 122-123
What is work?
Text p. 128-129
What is energy?
Text p. 130-131
How can energy
change?
Text p. 132-133
Revised 2015
Cathie Smith
24
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 3: Forces and Motion
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
Or
Science Inquiry
Lesson Plans
Readings
From Textbook
Or
Workbook
PS-E-B2:
Exploring and recognizing that the
position and motion of objects can
be changed by pushing or pulling
over time
PS-E-C6:
Exploring and describing
simple energy transformation
SI-E-B1:
Categorizing questions into what is
known, what is not known, and what
questions need to be explained.
*PS-23 Demonstrate how force is a push
or a pull by using students’ bodies, toy
cars, or balls
*PS-32 Give examples of how energy
can be used to move or lift objects
*PS-33 Identify simple machines and the
tasks they make possible
*SI-17 Explain and give examples of
how scientific discoveries have affected
society
►Activity 4:
Simple Machines
p. 34
►BLM:
Simple Machine
Data Sheet
Activity
Specific
Assessment :
Activity 4 p. 38
Inquiry Activity
What is work?
Text p. 127
Quick Lab
Using Energy
Text p. 131
Skill Builder-
Inquiry skill Infer
Text p. 134-135
Inquiry Activity
How can a simple
machine help you
lift objects?
Text p. 137
Quick Lab
Inclined Planes
Text p. 143
Writing in Science
A very useful
machine text p. 146
Math in Science
Using number
patterns Text p. 147
► See 3rd grade
Science Inquiry
Lesson Plans 2,
5,9,11,17
Reading in Science
Travel through
Space
Text p. 114-115
What are machines?
Text p. 138-139
What are levers?
Text p. 140-141
What are inclined
planes?
Text p. 142-143
How do machines
work together?
Text p. 144-145
Revised 2015
Cathie Smith
25
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 3: Forces and Motion
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
PS-E-B3: Describing an object’s motion by
tracing and measuring its position
over time
* PS 25 Observe and analyze motion and
position of objects over time (e.g.,
shadows, apparent path of the Sun across
the sky)
►Activity 5:
Movement Over
Time
p. 35-36
Inquiry Activity
How can you
describe an object’s
position?
Text p. 107
► See 3rd grade
Science Inquiry
Lesson Plans 1,3, 4,
5, 9, 11
Revised 2015
Cathie Smith
26
Unit 4:
Rocks, Soil, and Change
Revised 2015
Cathie Smith
27
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 4: Rocks, Soil, and Change
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
ESS-E-A1: Understanding that earth materials
are rocks, minerals, and soils
GLE 45
ESS-E-A5: Observing and communicating that
rocks are composed of various
substances.
SI-E-B3: Choosing appropriate equipment and
tools to conduct an experiment
*ES-45 Recognize an describe that rock
is composed of different combinations of
minerals
*ES-46 Describe earth processes that
have affected selected physical features
in students’ neighborhoods (e.g., rusting,
weathering, erosion)
*SI-15 Recognize that a variety of tools
can be used to examine objects at
different degrees of magnification (e.g.,
hand lens, microscope)
►Activity 1:
Rocks & Rock
Models? p. 41-42
Inquiry Activity
How do a mineral’s
color and mark
compare?
Text p. 164-165
► See 3rd grade
Science Inquiry
Lesson Plans 6, 8, 9,
10, 11, 13, 15
►Science Essentials
Elementary Level
Earth Science
Lesson 56
p. 251-254
►Science Essentials
Elementary Level
Earth Science
Lesson 51 p.231-234
What are minerals?
Text p. 166-167
What are rocks?
Text p. 168-169
Revised 2015
Cathie Smith
28
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 4: Rocks, Soil, and Change
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
ESS-E-A5: Observing and communicating that
rocks are composed of various
substances
SI-E-A2:
Planning and/or designing and
conducting a scientific investigation
*ES-50 Compare and group common
rocks according to their characteristics
(e.g., igneous, metamorphic,
sedimentary)
*SI-5 Use a variety of methods and
materials and multiple trials to
investigate ideas (observe, measure,
accurately record data)
►Activity 2:
Types of Rocks p.
43
Literacy
Strategy-
►BLM:
Types of Rocks
►BLM:
Vocab Self-
Awareness Sheet
Activity
Specific
Assessment p. 51
Writing in Science
Marble Memorials
Text p. 174
Math in Science
Finding Fractions
Text p. 175
► See 3rd grade
Science Inquiry
Lesson Plans 1,5,8,9
Science Essentials
Elementary Level
Earth Science
Lesson 47
p. 215-218
What are
sedimentary and
metamorphic rocks?
Text p. 170-171
Science Handbook
Teacher’s manual
R10-12
ESS-E-A1: Understanding that earth materials
are rocks, minerals, and soils
ESS-E-A5: Observing and communicating that
rocks are composed of various
substances
SI-E-B3:
Choosing appropriate equipment and
tools to conduct an experiment
*ES-45 Recognize an describe that rock
is composed of different combinations of
minerals
*ES-46 Describe earth processes that
have affected selected physical features
in students’ neighborhoods (e.g., rusting,
weathering, erosion)
*SI-15 Recognize that a variety of
tools can be used to examine objects
at different degrees of magnification
(e.g., hand lens, microscope)
►Activity 3:
Rock Detectives p.
44-45
Literacy
Strategy
►BLM:
Rock Detective
Quick Lab
Classify Rocks
Text p. 169
► See 3rd grade
Science Inquiry
Lesson Plans 1, 2, 3,
4, 5, 8, 9, 12
How do we use
minerals and rocks?
Text p. 172-173
Science Handbook
Teacher’s manual
R7
Revised 2015
Cathie Smith
29
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 4: Rocks, Soil, and Change
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
ESS-E-A1: Understanding that earth materials
are rocks, minerals, and soils
SI-E-A2: Planning and/or designing and
conducting a scientific investigation
*ES-46 Describe earth processes that
have affected selected physical features
in students’ neighborhoods (e.g., rusting,
weathering, erosion)
*SI-4 Predict and anticipate possible
outcomes
►Activity 4:
What’s
Happening? p. 45-
47
Literacy
Strategy
Activity
Specific
Assessment p. 51
Inquiry Activity
How can rocks
change in moving
water? Text p. 155
Writing in Science
Missing Noses
Text p. 162
Math in Science
Estimate a Glacier’s
change Text p. 163
What is weathering?
Text p. 156-157
What is erosion?
Text p. 158-159
What is rusting?
Text p. 160-161
ESS-E-A6: Observing and describing variations
in soil
ESS-E-A1: Understanding that earth materials
are rocks, minerals, and soils
SI-E-A7: Utilizing safety procedures during
experiments.
*ES-51 Identify and compare the
components found in soil
*SI-12 Identify and use appropriate
safety procedures and equipment when
conducting investigations (e.g., gloves,
goggles, hair ties)
►Activity 5: Soil
Composition p.
39-40
Activity
Specific
Assessment
Inquiry Activity
What makes up soil?
Text p. 177
Quick Lab
Classify Soils
Text p. 181
Skill Builder- Use
Variables
Text p. 184-185
► See 3rd grade
Science Inquiry
Lesson Plans 1, 2, 3,
5, 8, 9, 11, 12
What is soil?
Text p. 178-179
How are soils
different?
Text p. 180-181
Why is soil important?
Text p. 182-183
Revised 2015
Cathie Smith
30
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 4: Rocks, Soil, and Change
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
ESS-E-A7: Investigating fossils and describing
how they provide evidence about
plants and animals that lived long
ago and the environment in which
they lived
SI-E-A5:
Using data, including numbers and
graphs to explain observations and
experiments.
*ES-52 Identify characteristics of
selected fossils and explain how fossil
records are used to learn about the past
*SI-9: Express data in a variety of ways
by constructing illustrations, graphs,
charts, tables, concept maps, and oral and
written explanations as appropriate
►Activity 6:
Fossils
p. 48
Activity
Specific
Assessment p. 51
Inquiry Activity
How do fossils tell
us about the past?
Text p. 187
Quick Lab
Fossil Mystery
Text p. 191
► See 3rd grade
Science Inquiry
Lesson Plans 5, 8, 9,
10, 11, 12, 13
What can happen if
the environment
suddenly changes?
Text p. 188-189
How can we learn
about things that
lived long ago?
Text p. 190-191
How are living
things of today
similar to those that
lived long ago?
Text p. 192-193
Reading in Science
Looking at
Dinosaurs
Text p. 194-195
Revised 2015
Cathie Smith
31
Unit 5:
Plants and Animals
Revised 2015
Cathie Smith
32
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 5: Plants and Animals
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
Or
Science Inquiry
Lesson Plans
Readings
From Textbook
Or
Workbook
LS-E-A1:
Identifying the needs of plants and
animals, based on age-appropriate
recorded observations
LS-E-A6: Recognizing the food groups
necessary to maintain a healthy body
LS-E-B4: Observing, recording, and graphing
student growth over time using a
variety of quantitative measures
(height, weight, linear measure of
feet and hands, etc.)
*LS-34 Describe what the human body
needs to grow and be healthy
*LS-42 Describe how the components of
the skeletal system function
*LS-44 Graph, analyze, and interpret
personal and class data
►Activity 1:
Healthy Body
p. 54
Literacy
Strategy
►BLM:
Anticipation Guide
►BLM:
Anticipation Guide
Answer Key
►BLM:
Sleep Chart
Inquiry Activity
What foods make a
healthful meal? Text
p. 203
►See 3rd grade
Science Inquiry
Lesson Plans
1,2,5,9,10,11
What are different
kinds of nutrition?
Text p. 206-207
What is food safety?
Text p. 208-209
Revised 2015
Cathie Smith
33
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 5: Plants and Animals
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
LS-E-A1:
Identifying the needs of plants and
animals, based on age-appropriate
recorded observations
LS-E-A6:
Recognizing the food groups
necessary to maintain a healthy body
LS-E-B4: Observing, recording, and graphing
student growth over time using a
variety of quantitative measures
(height, weight, linear measure of
feet and hands, etc.)
*LS-34 Describe what the human body
needs to grow and be healthy
*LS-42 Describe how the components of
the skeletal system function
*LS-43 Identify a meal that includes
representatives from each group of the
food pyramid
*LS-44 Graph, analyze, and interpret
personal and class data
►Activity
2:Eating Healthy
p. 55
Literacy
Strategy
►BLM:
Food Label
Scavenger Hunt
Chart
►BLM:
Food Journal
Activity
Specific
Assessment p. 66
Quick Lab
Food Labels
Text p. 207
Quick Lab
A Team of Muscles
Text p. 220
Writing in Science
Health Kick!
Text p. 210
Math in Science
Calculating Calories
Text p. 211
►See 3rd grade
Science Inquiry
Lesson Plans 1, 2, 5,
9, 10, 11
What are healthful
foods to eat?
Text p. 204-205
What keeps your
body healthy?
Text p. 220-221
Health handbook
Teacher’s manual
R24-26
Revised 2015
Cathie Smith
34
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 5: Plants and Animals
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
LS-E-A3:
Locating and comparing major plant
and animal structures and their
functions
LS-E-A5:
Locating major human body organs
and describing their functions
*LS-35 Compare structures (parts of the
body) in a variety of animals (e.g., fish,
mammals, reptiles, amphibians, birds,
insects)
*LS-40 Explain how the organs of the
digestive system function
►Activity 3: Life
Size Digestive
System p. 56
Literacy
Strategy
►BLM:
Steps To Digestion
►BLM:
Steps To Digestion
Answer Key
►BLM:
Human Digestive
System
Activity
Specific
Assessment p. 66
Inquiry Activity
How does food
move to your
stomach?
Text p. 213
►See 3rd grade
Science Inquiry
Lesson Plans 9,11
What is the digestive
system?
Text p. 214-215
Health handbook
Teacher’s manual
R18
LS-E-A5: Locating major human body organs
and describing their functions
SI-E-A6:
Communicating observations and
experiments in oral and written
formats
*LS-41 Describe how the components of
the skeletal system function
*SI-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)
►Activity 4:
Skeletal System p.
57-58
►See 3rd grade
Science Inquiry
Lesson Plans 9,11
What do bones and
muscles do?
Text p. 218-219
Health handbook
Teacher’s manual
R14
Revised 2015
Cathie Smith
35
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 5: Plants and Animals
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
LS-E-A3: Locating and comparing major plant
and animal structures and their
functions
LS-E-A4:
Recognizing that there is great
diversity among organisms
*LS-35 Compare structures (parts of the
body) in a variety of animals (e.g., fish,
mammals, reptiles, amphibians, birds,
insects)
*LS-38 Classify groups of organisms
based on common characteristics
*LS-39 Compare organisms from
different groups (e.g., birds with
mammals, terrestrial plants with aquatic
plants)
►Activity 5:
Animal Structures
p. 59-60
Quick Lab
Observe Animal
Structures Text p.
241
Inquiry Activity
How can you
classify animals?
Text p. 247
Quick Lab
Model a Backbone
Text p. 249
Inquiry Skill-
Classify
Text p. 256-257
►See 3rd grade
Science Inquiry
Lesson Plans 9,11
How can you
classify animals?
Text p. 248-249
What are
invertebrates?
Text p. 250-251
What are some
vertebrates?
Text p. 252-253
What are mammals?
Text p. 254-255
Revised 2015
Cathie Smith
36
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 5: Plants and Animals
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
LS-E-A3:
Locating and comparing major plant
and animal structures and their
functions
*LS-35 Compare structures (parts of the
body) in a variety of animals (e.g., fish,
mammals, reptiles, amphibians, birds,
insects)
►Activity 6:
Worm Bins
p. 61-63
Literacy
Strategy
►BLM:
Science
Investigation
Guidelines
►BLM:
Science
Investigation
Guidelines Rubric
►BLM:
Worm
Investigation Ideas
Activity
Specific
Assessment p. 66
Inquiry Activity
How do an animal’s
structures help it
meet its needs? Text
p. 237
►See 3rd grade
Science Inquiry
Lesson Plans
1,2,3,5,8,9,10,11,12
What are animals?
Text p. 238-239
How do animals stay
safe? Text p. 242-
243
Revised 2015
Cathie Smith
37
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 5: Plants and Animals
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
LS-E-A3:
Locating and comparing major plant
and animal structures and their
functions
*LS-36 Compare structures in a variety
of animals (e.g. roots, leaves, stems,
flowers, seeds) and their functions in
plants.
*LS 37: Describe how plant structures
enable the plant to meet its basic needs.
►Activity 7:
Plant Shoots and
Roots p. 63-64
Inquiry Activity
How are plants
alike? Text p. 225
Quick Lab
Observe Stems
Text p. 229
Inquiry Investigation
What do plants need
to survive?
Text p. 234-235
►See 3rd grade
Science Inquiry
Lesson Plans
1,2,5,9,10,11
What are plants?
Text p. 226-227
How do roots ad
stems help plants?
Text p. 228-229
Why are leaves
important?
Text p. 230-231
How can you
classify plants?
Text p. 232-233
LS-E-A3:
Locating and comparing major plant
and animal structures and their
functions
*LS -36 Compare structures (e.g., roots,
leaves, stems, flowers, seeds) and their
functions in a variety of plants
*LS-37 Describe how plant structures
enable the plant to meet its basic needs
►Activity 8:
Yummy Plant
Parts p. 64
►See 3rd grade
Science Inquiry
Lesson Plans
1,2,3,5,
Unit A p. Plant Cells & A Plant Cell, pgs. A8-A9
LS-E-A3: Locating and comparing major plant
and animal structures and their
functions
LS-37 Describe how plant structures
enable the plant to meet its basic needs
►Activity 9:
Roots & Leaves –
Are They Useful
Or Not? p. 65
► See 3rd grade
Science Inquiry
Lesson Plans
1,2,3,5,9,10,11
Revised 2015
Cathie Smith
38
Unit 6:
The Solar System
Revised 2015
Cathie Smith
39
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 6: The Solar System
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
PS-E-B3:
Describing an object’s motion by
tracing and measuring its position
over time
ESS-E-B2:
Demonstrating how the relationship
of the Earth, moon, and the sun
causes eclipses and moon phases
ESS-E-B4:
Modeling changes that occur because
of the rotation of the Earth
(alternation of day and night) and the
revolutions of Earth around the sun
*PS-25 Observe and analyze motion and
position of objects over time (e.g.,
shadows, apparent path of the Sun across
the sky)
*ESS-54 Describe the patterns of
apparent change in the position of the
Sun
*ESS-56 Compare shadow direction and
length at different times of day and year
►Activity 1: Sun
and Shadows p.
68-69
Literacy
Strategy
►BLM:
Shadows Data
Sheet
Activity
Specific
Assessment p. 73
Activity 1
Inquiry Activity
How do shadows
change throughout
the day? Text p. 265
Quick Lab
Model Earth’s
Rotation Text p. 267
Writing in Science
Seasons where you
live Text p. 272
Math In Science
Keeping Time by
Sunlight Text p. 273
►See 3rd grade
Science Inquiry
Lesson Plans 1, 2, 4,
5, 9, 11
Why are there
seasons?
Text p. 268-269
What is the Sun
like?
Text p. 270-271
ESS-E-B2:
Demonstrating how the relationship
of the Earth, moon, and the sun
causes eclipses and moon phases
ESS-E-B4:
Modeling changes that occur because
of the rotation of the Earth
(alternation of day and night) and the
revolutions of Earth around the sun
*ESS-54 Describe the patterns of
apparent change in the position of the
Sun
*ESS-55 Explain the results of the
rotation and revolutions of Earth (e.g.,
day and night, year)
►Activity 2:
Rotation and
Revolution of
Earth p. 69-70
Literacy
Strategy
►Activity
Specific
Assessment p. 72
►See 3rd grade
Science Inquiry
Lesson Plans 1, 2, 4,
5, 9, 11
Why is there day
and night?
Text p. 26-267
Revised 2015
Cathie Smith
40
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 6: The Solar System
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
ESS-E-B1:
Observing and describing the
characteristics of the objects in the
sky
SI-E-A6:
Communicating observations and
experiments in oral and written
formats
*ESS-53 Identify in order the planets of
the solar system
*SI-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)
►Activity 3:
Make Model of
The Solar System
p. 71-72
Literacy
Strategy
Activity
Specific
Assessment p. 73
Inquiry Activity
How do the planets
move through
space? Text p. 275
Quick Lab
Sizing Up Planets
Text p. 277
Focus on Skills
Inquiry Skill:
Observe Text p.
282-283
►See 3rd grade
Science Inquiry
Lesson Plans 1, 2, 5,
9, 11
What is our solar
system?
Text p. 277-278
What are the inner
and outer planets?
Text p. 278-279
How can we view
the planets?
Text p. 280-281
Revised 2015
Cathie Smith
41
Unit 7:
The Environment
Revised 2015
Cathie Smith
42
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 7: The Environment
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
SE-E-A1: Understanding that an “ecosystem” is
made of living and non-living
components
SE-E-A3:
Identifying ways in which humans
have altered their environment, both
in positive and negative ways, either
for themselves or for other living
things
*SE-57 Describe the interrelationships of
living (biotic) and non-living (abiotic)
components within various ecosystems
(e.g., terrarium, swamp, backyard)
*SE-58 Describe how humans have had
negative and positive effects on organism
and their environments
►Activity 1:
What’s In Your
Backyard? P. 76
Inquiry Activity
What can you find in
your backyard?
Text p. 291
Quick Lab
Make a Terrarium
Text p293.
►See 3rd grade
Science Inquiry
Lesson Plans 1, 2, 4,
5, 8, 9, 12, 13, 15
What is an
ecosystem?
Text p. 292-293
How do ecosystems
differ?
Text p. 294-295
What is a wetland?
Text p. 296-297
Revised 2015
Cathie Smith
43
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 7: The Environment
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
SE-E-A1: Understanding that an “ecosystem” is
made of living and non-living
components
SE-E-A3:
Identifying ways in which humans
have altered their environment, both
in positive and negative ways, either
for themselves or for other living
things
SE-E-A4: Understanding that the original
sources of all materials goods are
natural resources and that the
conserving and recycling of natural
resources is a form of stewardship
*SE-57 Describe the interrelationships of
living (biotic) and non-living (abiotic)
components within various ecosystems
(e.g., terrarium, swamp, backyard)
*SE-58 Describe how humans have had
negative and positive effects on organism
and their environments
*SE-59 Classify manufactured products
according to the natural resource from
which they are made (e.g., copper wire
from copper ore, plastic from petroleum)
*SE-60 Explain how renewable and
nonrenewable resources can be
replenished or depleted
►Activity 2:
Exploring
Ecosystems p.78
Activity
Specific
Assessment p. 84
Inquiry Activity
How can worms
change their
environment?
Text p. 301
Quick lab
Model Pollution
Text p. 305
Focus on Skills
Inquiry Skill: Use
Numbers
Text p. 308-309
►See 3rd grade
Science Inquiry
Lesson Plans 5, 9,
10, 11, 17
How do living things
change their
environments?
Text p. 302-303
How do people
change their
environments?
Text p. 304-305
How can people
protect their
environment?
Text p. 306-307
Revised 2015
Cathie Smith
44
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 7: The Environment
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
SE-E-A4: Understanding that the original
sources of all materials goods are
natural resources and that the
conserving and recycling of natural
resources is a form of stewardship
*SE-59 Classify manufactured products
according to the natural resource from
which they are made (e.g., copper wire
from copper ore, plastic from petroleum)
*SE-60 Explain how renewable and
nonrenewable resources can be
replenished or depleted
►Activity 3:
From Resources
To Product: p.80
►BLM:
Resourceful
Reporter
►BLM:
Renewable & Non
renewable
Resources Data
Sheet
Activity
Specific
Assessment p. 84
Inquiry Activity
Which objects are
natural and which or
not? Text p. 311
►See 3rd grade
Science Inquiry
Lesson Plans 5, 9,
10, 11, 17
What are fossil
fuels?
Text p. 312-313
How do we use
natural resources?
Text p. 314-315
What can happen to
natural resources?
Text p. 316-317
How can you
conserve resources?
Text p. 318-319
Revised 2015
Cathie Smith
45
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 7: The Environment
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
SE-E-A5:
Understanding that most plant and
animal species are threatened or
endangered today due to habitat loss
or change
*SE-61 Explain how selected animals
once classified as endangered have
recovered
*SE-62 Identify animals in Louisiana
that have recovered and that are no
longer considered endangered
►Activity 4:
Endangered
Animals
p. 81-82
►Activity
Specific
Assessment p. 84
Inquiry Activity
How can a flood
affect plants?
Text p. 323
Quick Lab
A changing
Ecosystem
Text p. 327
Writing in Science
Save the Koala
Bears Text p. 332
►See 3rd grade
Science Inquiry
Lesson Plans 1, 2, 9,
11, 14
What are some ways
environments
change?
Text p. 324-325
How do
environmental
changes affect an
entire community?
Text p. 326-327
How do living things
respond to changes?
Text p. 328-329
How does an
endangered animal
recover?
Text p. 330-331
Revised 2015
Cathie Smith
46
Unit 8:
Weather Patterns
Revised 2015
Cathie Smith
47
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 8: Weather Patterns
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
ESS-E-A3: Investigating, observing, and
describing how water changes from
one form to another and interacts
with the atmosphere
SI-E-A2: Planning and/or designing and
conducting a scientific investigation
*ES-48 Identify examples of the
processes of a water cycle (e.g.,
evaporation, condensation, precipitation,
collection of runoff)
*SI- 5 Use a variety of methods and
materials and multiple trials to
investigate ideas (observe, measure,
accurately record data)
►Activity 1: Modeling the
Water Cycle
p. 86-87
►Activity
Specific
Assessment p. 93
Inquiry Activity
How do raindrops
form? Text p. 341
Quick lab
Cloud in a Jar Text
p. 345
Focus of skills
Inquiry skill: Predict
►See 3rd grade
Science Inquiry
Lesson Plans 1, 2, 4,
5, 9, 10, 11
What are clouds?
Text p. 342-343
How do clouds for?
Text p. 344-345
What is the water
cycle?
Text p. 346-347
ESS-E-A2: Understanding that approximately
three-fourths of the Earth’s surface is
covered with water and how this
condition affects weather patterns and
climates
ESS-E-A4:
Investigating, observing, measuring,
and describing changes in daily
weather patterns and phenomena
*ESS-47 Describe the difference
between weather and climate
*ESS-49 Describe climate patterns from
recorded weather conditions over a
period of time
►Activity 2:
Weather
Instruments p. 88
►BLM:
Weather
Instruments Data
Sheet
Activity
Specific
Assessment p. 93
►See 3rd grade
Science Inquiry
Lesson Plans 1, 2, 4,
5, 9, 10, 11
What are some kinds
of severe weather?
Text p. 348-349
How can you stay
safe in severe
weather?
Text p. 350
Revised 2015
Cathie Smith
48
Benchmarks
GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 8: Weather Patterns
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
ESS-E-A2: Understanding that approximately
three-fourths of the Earth’s surface is
covered with water and how this
condition affects weather patterns and
climates
ESS-E-A4:
Investigating, observing, measuring,
and describing changes in daily
weather patterns and phenomena
*ESS-47 Describe the difference
between weather and climate
*ESS-49 Describe climate patterns from
recorded weather conditions over a
period of time
►Activity 3:
Weather Patterns
to Climate
p. 90-91
Activity
Specific
Assessment p.93
Inquiry Activity
How do temperature
and precipitation
patterns compare?
Text p. 355
Quick Lab
Climate in Two
Cities
Text p. 359
Writing in Science
A Season Myth Text
p. 362
Math in Science
Average
Temperature
Text p. 363
►See 3rd grade
Science Inquiry
Lesson Plans 1, 2, 3,
4, 5, 7, 8, 9, 10, 11,
17
What is climate?
Text p. 356-357
What determines
climate?
Text p. 358-359
Revised 2015
Cathie Smith
49
Benchmarks
Unit 8: GLEs
Grade Level Expectation
Comprehensive
Curriculum
Unit 1: Weather Patterns
Activities
From
Comprehensive
Curriculum
Activities From
Textbook
OR
Science Inquiry
Lesson Plans
Readings
From
Textbook
Or Workbook
SI-E-B6:
Reviewing and asking questions
about results of investigations
ESS-E-A3: Investigating, observing, and
describing how water changes from
one form to another and interacts
with the atmosphere
ESS-E-B6:
Understanding that knowledge of the
earth as well as of the universe is
gained through space exploration.
*SI-17 Explain and give examples of
how scientific discoveries have affected
society
*ES-48 Identify examples of the
processes of a water cycle (e.g.,
evaporation, condensation, precipitation,
collection of runoff)
►Activity 4:
Severe Weather
p. 92
Activity
Specific
Assessment p.93
►See 3rd grade
Science Inquiry
Lesson Plans 1, 2, 4,
5, 9, 10, 11