Priority Science Unit Grade 3 Concept: Science Fair Process Rationale: This unit was designed to provide instruction regarding the process of developing a science fair experiment. The unit is developed to empower students as they begin to choose a science fair experiment that interests them as well as relates to the world around them. Each individual lesson addresses an aspect of the science fair project, such as scientific thinking, creating and carrying out an experiment, and critically analyzing data. Next Generation Sunshine State Standards for Science SC.3.N.1.1: Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. SC.3.N.1.2: Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups. SC.3.N.1.3: Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. SC.3.N.1.4: Recognize the importance of communication among scientists. SC.3.N.1.5: Recognize that scientists question, discuss, and check each others' evidence and explanations. SC.3.N.1.6: Infer based on observation. SC.3.N.1.7: Explain that empirical evidence is information, such as observations or measurements that is used to help validate explanations of natural phenomena. SC.3.N.3.1: Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, energy, cell, heat, cold, and evidence. Mathematical Florida Standards MAFS.3.MD.2.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. MAFS.3.MD.2.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. Language Arts Florida Standards LAFS.3.W.3.7: Conduct short research projects that build knowledge about a topic. LAFS.3.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. LAFS.3.W.1.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. 1. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. 2. Provide reasons that support the opinion. 3. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. 4. Provide a concluding statement or section. LAFS.SL.3.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. LAFS.SL.3.1d: Explain their own ideas and understanding in light of the discussion. LAFS.SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. LAFS.SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Page 1 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

LAFS.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. NGSS (National Science Standards) The standards below were chosen because some of the content relates to this unit. The activities in the unit focus on the science practices that are embedded in the processes of a science project. Although correlations can be made between these standards and this science fair unit, the full content of the standards will be taught at another time. Students who demonstrate understanding can: 3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. Listed below are the Science and Engineering Practices for the standards identified above. This unit focuses on these practices.  Analyze and interpret data to make sense of phenomena using logical reasoning.  Use evidence (e.g., observations, patterns) to construct an explanation.  Construct an argument with evidence.  Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. Cross-Cutting Concepts (from K-12 Framework for Science Education) Cause and Effect, Patterns Essential Question: How do science experiments help us solve real world problems? Learning Goals embedded in science standards Students will  Create a testable question  Record and analyze scientific data  Observe, defend, and cite scientific evidence Comprehension Strategies: summarizing inferring Patterns for Organizing Information: comparing and contrasting cause and effect Unit ENGAGE Non-print media: “Science Fair Panic, Part 1”

Happy Scientist Video http://thehappyscientist.com/science-video/science-fair-panic-part-1 (currently a Brevard subscription) Username: Brevard Password: science What is teacher doing?

The teacher will present the video, “Science Fair Panic, Part 1”. Then, the students will discuss the importance of choosing a topic of interest, using the I Wonder Topic Selection worksheet (included at the beginning of the lessons) as a guide. What are students doing?

generating questions

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Unit EXPLORE Lesson 1 Title: What is a Scientist?

Students will research and discuss what scientists do while learning that scientists can be anyone who investigates the world around them and solves real world problems. Lesson 2 Title: Being a Safe Scientist Students work in groups to discuss scenarios regarding safety issues and procedures that may occur in the lab or during an experiment. Lesson 3 Title: What is an Experiment? Students evaluate science experiments and “non experiments” to find variables and the measurable data that is collected, and what measures were used to collect the data. Lesson 4 Title: Observation vs. Inference Students use a “mystery box” to make observations and create inferences about what could be in the box. Lesson 5 Title: The Earth and Sun CIS Students conduct a close read of the article from the Pathfinder book; The Sun. Students find main ideas and details in order to complete research for the class science experiment (starting in lesson 6). **ELAfocused lesson. Lesson 6 Title: How Does the Sun Affect the Temperature of Water? Students conduct an experiment to measure and collect data from the water temperature of cups of water inside the classroom and in the shade. Lesson 7 Title: The Graphing and Data Analysis of Temperature Students become familiar with graphing and create their own graph from the data collected in the lesson 6 experiment. Then, they analyze the data from the probe and discuss how to critically analyze data. **This lesson requires two class sessions. Lesson 8 Title: Design Your Question Using the topic they selected in the Engage lesson, students will expand their own ideas in order to create a question for their science inquiry. Unit EXPLAIN

Students will use the components generated in this unit (research, scientific inquiry question, hypothesis, results, and conclusion) to create a science fair mini board to reflect their knowledge of how the scientific process solves read world problems. Students will then present the boards to the class as a way of explaining their learning to others. Besides helping them articulate their learning, this will serve as a model for presenting their individual science fair projects to the class and to judges for the science fair. After the class presentations, students may then take their boards home as a model for their own science fair project boards. Mini boards can be created from file folders folded into thirds. Mini boards can also be created from construction paper folded into thirds.

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Unit ELABORATE Technology Extension:

Students bring in photos or self-made diagrams of when they are scientists out of school while at home, at sports practice, on vacation, in the kitchen, etc. Refer to the article from the Happy Scientist: http://thehappyscientist.com/study-unit/what-do-scientistsdo  Students will then summarize the scientific processes taking place in the photo or diagram. Then, the photos or diagrams will be put into a presentation tool (such as Prezi, PowerPoint, Photostory, etc). Current Event Extension:

Students will bring in articles that demonstrate an inquiry or part of the scientific process taking place. Unit EVALUATE Summative Assessment—Give students an image that they have not viewed before of a real world problem.

Some examples of a photo the teacher may show is a farm with corn crops which have died. Students must then answer the following questions: •What inferences and observations can you make based upon this photo? •Based upon your observations and inferences, what scientific questions would you use to test solutions to this real world problem?

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I WONDER Topic Selection Worksheet Your first step for the Science Fair is to pick your topic . Ideas can come from hobbies, interests, problems needing solutions. Many ideas are available through books and web sites, but the BEST ideas come from your own head.

FIRST…Brainstorm all of your interests in your interactive science notebook. Think of activities or things that interest you or maybe something you’ve always wondered about. Use simple one-word ideas like plants, worms, cars, sports, fishing......

NOW…Circle 3 of the ideas above that you like BEST. NEXT… Look very carefully at your 3 choices. Which ONE do you already know something about AND really CARE about? Underline that word. Can’t decide? Keep brainstorming. It will come to you. Your underlined word is the start to your project. From now on we’ll call it “Your

TOPIC.”

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The student will: Create a diagram as a written record Collaborate and communicate as scientists Provide evidence such as observations The students will create a diagram of a scientist before any discussion. Most students will create a drawing of a man in a lab coat with test tubes (and possibly glasses). This lesson will help the students see that scientists fall into many different categories.

Materials:

Learning Goals:

SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. SC.3.N.1.4 Recognize the importance of communication among scientists. SC.3.N.1.5 Recognize that scientists question, discuss, and check each other’s evidence and explanations.

Formative Assessment:

Standards:

What is a Scientist? SC.3.N.1.3 SC.3.N.1.4 SC.3.N.1.5

For each student, you will need:  Paper  Interactive science notebook  Crayons/coloring pencils/markers  National Geographic Grade 3 Big Ideas Book, Science Methods and Processing Skills p. 4-7  Safe Science Teacher Guide, which can be accessed at: https://docs.google.com/a/share.brevardschools.org/file/d/0B5--VfTZqLfuaGM4cl93dW9YUzQ/edit?pli=1

Explore:

Engage:

1. Post these questions on the board for the students to reflect upon individually, but not discuss:

Who are scientists? What does a scientist look like? 2. Hand out the paper to the students. Tell students to fold a piece of paper in half. (One side for recording their first diagram and the other side for their second diagram). 3. Then, without any discussion, students should create a diagram of a scientist on one side of the folded piece of paper. 1. When students have completed their first diagram, ask students to look through their text book to find examples of scientists. (They may do this independently or with a classmate.) 2. Have students share their discoveries with their classmates in a small group. The teacher can circulate to listen and prod discussions.

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Evaluate

Elaborate:

Explain:

What is a Scientist? SC.3.N.1.3 SC.3.N.1.4 SC.3.N.1.5 Scaffold a student-led discussion on the properties of the scientist that they drew and the ones they found in their science book. (The discussion between students should lead the students to infer that scientists can be anyone who is investigating the world around them.) Use these questions to guide the discussion: What do you think a scientist does? Do you know any scientists? Where do scientists do their work? 1. Begin the conversation as a whole class. 2. Then divide into groups to further discuss (with teacher guidance) why both their scientists (one they drew and one they found) are scientists and how their scientists are alike and different. 3. Finally, come together as a whole group to discuss the properties of a scientist. Refer back to the original questions: Who do you think a scientist is? What does a scientist look like? As students discuss whole group, the teacher should record their answers on the board for the class to see. 4. Students should conclude by the end of the discussion that a scientist can be anyone who is investigating the world around them. Therefore, a teacher, student, chef, policeman, etc. can all be scientist. 5. The teacher may want to use the additional resources of this article: What Do Scientists Do? – http://thehappyscientist.com/study-unit/what-do-scientists-do This article further describes how athletes, cooks, and video gamers are all scientists. 6. Then have students use the second half of their paper to create a diagram of a scientist, sharing their new understanding of what scientists do. 7. Students should share their pre- and post-discussion scientist diagrams, as well as their conclusions about scientists.  Students can interview their parents/guardians at home to find out when they act as scientists.  Students can find articles of examples of scientists.  In order to have an extensive inquiry classroom, allow students to pose questions and to keep a running record of questions as an interactive bulletin board. As the weeks progress towards science fair, the teacher can review and discuss all aspects of scientific questioning that relate to each particular question. It can also serve as an idea-starter for students who have trouble developing an idea for a science fair project. Summative Assessment: Write to summarize: How can everyday people become scientists and solve real world problems?

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The student will: Compare and evaluate situations where safety is a priority. Develop science safety procedures. As the students are discussing the scenarios, teacher will circulate around the room to observe the student responses to the scenario worksheet.

Explore:

Engage:

Materials:

Learning Goals:

SC.3.N.1.4 Recognize the importance of communication among scientists. SC.3.N.1.5 Recognize that scientists question, discuss, and check each other’s evidence and explanations. SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.

Formative Assessment:

Standards:

Being a Safe Scientist SC.3.N.1.1 SC.3.N.1.5 SC.3.N.1.4

For each student, you will need: Scenarios (included at end of this lesson) Photograph of volcanologist (included at end of this lesson) Science Lab Safety agreement, which is page 11 of the document that can be accessed at: https://docs.google.com/a/share.brevardschools.org/file/d/0B5--VfTZqLfuaGM4cl93dW9YUzQ/edit?pli=1 National Geographic Grade 3 Big Ideas Book, Science Methods and Processing Skills p. 48-49 Have the students refer back to the scientists they discovered in “What is a Scientist?” Have them work with a partner to determine things that their chosen scientist would have to do to stay “safe” while working as a scientist. Use the volcanologist image (included at the end of this lesson) as a model. First you come up with your own ideas, then ask your “group” (a group of 4 students in the front of the class) for their suggestions. Finally, you put it out to the whole class, seeking their additional suggestions. 1. Announce to the class that they will be working as scientists today solving problems that may arise in the science lab or during an inquiry. 2. Tell students that they will be arranged into groups. Each group will have multiple scenarios describing events that could take place in the classroom (or science lab) or while performing an investigation. Each scenario will discuss a situation that students could face. 3. For each scenario, each student should think up his/her own ideas, then share them with the group. Make sure you work collaboratively to analyze the situation and then determine how to best handle each situation. 4. Tell the students that once they have an idea from the whole group, record the solutions on the back of the worksheet. 5. NOTE: The whole group discussion is part of the Explain phase.

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Explain:

When each group is finished, the class should meet to discuss the different scenarios. 1. Each team presents their scenario and solution. Lead a discussion to help them conclude that each situation could be resolved by comparing each team’s opinions and resolutions to the scenarios. The students should ultimately recognize that by communicating with each other they are provided with more knowledge to make greater decisions during difficult situations. 2. Refer back to the image of the volcanologist. He had a team with him, monitoring his safety and helping him get his data. Only one person at a time was allowed to go into the “danger zone,” so that there would be someone to help in an emergency. 3. Hand out copies of the Science Safety Agreement. The scenarios were developed using this document. Go over each item with the students. For each item, see if their resolutions match the items in the Science Safety Agreement. 4. Have the students sign the Agreement, then place in a safe place to be signed by parents.

Elaborate:

1. The students should record how they use science safety in the home whether they are baking, cooking, planting, or cleaning. 2. They could also do a hunt for scientists working in groups to investigate.

Evaluate

Being a Safe Scientist SC.3.N.1.1 SC.3.N.1.5 SC.3.N.1.4

Summative Assessment: Pose a question on classroom/lab/inquiry safety that the students have not seen. Today you are working with water and thermometers. You notice that your teammate is not following directions and the thermometer might break. How would you communicate with your teammates to solve the situation?

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Being a Safe Scientist SC.3.N.1.1 SC.3.N.1.5 SC.3.N.1.4

SCENARIOS Discuss with your group the following situations:

1.Today your teacher has given you Oreo cookies for an inquiry lesson. You decide that you will eat just one Oreo cookie before asking the teacher. 2.The inquiry lesson requires you to work with dirt and water. You accidentally splash water all over the floor. 3.You are growing a plant in a box and a plant near the window to investigate how sunlight affects plants. How should you care for the plants? 4.Your class just hatched baby chicks! You are allowed to handle them. Once you hold the baby chick and your turn is over, what should you do? 5.Your team finished the lab on batteries and light bulbs and it is time for extended physical activity. Should you leave everything and rush out the door? 6.What safety equipment should you use when creating rockets? 7.Today you are working with your favorite candy…gummy worms. You can’t wait to get started. Your team does not read the direction and begins to eat all of the gummy worms. What important step did they forget? 8.You need scissors to cut a foldable. How should you use them safely? How should you walk across the classroom carefully? 9.What do you do when you don’t understand the directions or the lab? 10.When working with chemicals, what are some important rules for staying safe?

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Being a Safe Scientist SC.3.N.1.1 SC.3.N.1.5 SC.3.N.1.4

This image is of a volcanologist (a scientist who studies volcanoes) at work on the crater of a volcano in Alaska. What would this scientist have to consider in order to work safely? Photo courtesy US Geological Society http://www.avo.alaska.edu/images/image.php?id=15493 Possible safety considerations:

 Helmet  Orange vest so she can easily be spotted  Attached by rope to anchor (silver pole with red top)  Other members of the team—like the photographer—are available in case there’s an emergency  Heavy boots  Only one at a time in “danger area”

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Materials:

Learning Goals:

Standards:

What is an Experiment? SC.3.N.1.7 SC3.N.1.5 SC.3.N.1.1 SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. SC.3.N.1.5 Recognize that scientists question, discuss, and check each other’s' evidence and explanations. SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. The student will: Identify inquiry questions that are based upon the natural world. Distinguish meanings of words in science as compared to meaning outside of science. Collaborate and communicate as scientists. Organize information based upon evidence and inference. For each student, you will need:  Is It an Experiment? probe, Part 1 and Part 2 (included at the end of this lesson)  Colored pencils (3 different colors) If you choose to do the optional Elaborate activity “Sorting Questions,” you will also need  Sorting Questions worksheet (included at the end of this lesson)  Glue  Scissors 1. Write this question on the board, but do not discuss student answers yet:

Engage:

What is an Experiment? 2. Hand out the “Is It an Experiment?” Part 1 probe (Formative Assessment). The students will independently read the scenarios and place an “X” next to the scenario that demonstrates an experiment taking place. Teacher Note: Consider having the students use colored pencil to make their Xs. This will stop them from erasing their first answer and replacing it with a new answer during the video and sharing. Stress to the students that your aren’t grading the paper—you are looking at their initial impressions of what they think an experiment is. They will get more chances to change their answers as you go through the lesson.

Explore:

1. After the students have completed their probe, show the video “Real World Science: The Scientific Method.” It can be accessed at: http://app.discoveryeducation.com/player/view/assetGuid/27A04F6BEA62-4EB7-A7C5-0A89EC22C2B4 This video will provide students with an understanding of how an experiment is conducted. 2. After the video, have the students take a different colored pencil and re-mark things they think are an experiment. Tell them it’s okay to have a different idea now—they’ve gotten more information about what an experiment it. Stress that they shouldn’t erase their first answers—they are keeping track of their learning. 3. Go over the student answers to the probe. Encourage the students to make changes using a third colored pencil. Begin with the first statement and continue reviewing the students’ explanations for why they believe the scenario was or was not an experiment.

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What is an Experiment? SC.3.N.1.7 SC3.N.1.5 SC.3.N.1.1

Explain:

1. Have the students look over their markings, from the first color through the group discussion.  What leaps out at them?  Is there something that they thought was an experiment that they now know isn’t?  Is there one that they are still confused about? 2. Hand out “Is It an Experiment? Part 2” Go through the first one with the students: Which paper towel soaks up water the quickest? What is the topic? Paper towels soaking up water What variable changes? Different kinds of paper towels What can be measured? How much water they soak up Is this an experiment or not? YES (variable that can be measured)

Evaluate

Elaborate:

3. Have the students work in groups to decide on the others, then explain their reasoning in a whole class discussion.  Students could complete the “Sorting Questions” activity (included at the end of this lesson).  Students may search through the textbook to find examples of experiments. Teacher Note: Many of the activities in science textbooks are actually investigations, not experiments, so the students may need lots of guidance in determining the difference in the textbook. Go through several examples in the book before having the students work independently. Summative Assessment: Students go back to the initial question and write a summary defining an experiment. Answer: Experiments involve testing to answer a question. They have variables and data is measured and collected. Experiments also have predictions or hypotheses.

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Name:________________________________ Date:_________________________________

Is It an Experiment? Part 1 Directions: Look at the following examples and put an “x” next to the items that are experiments.

______ Ed was building a model volcano that he planned to erupt during science class. His teacher was worried it would make a big mess. ______ Our class planted two bean plants and put one in the closet and one on the window sill. Over the next ten days they measured the growth of each plant. ______ Lindsey wanted to improve her baseball skills. So she tried hitting several baseballs with a wooden bat and several baseballs with a metal bat to see which kind of bat makes the ball go the furthest. ______ Aidan spent a week writing a research report about the Sun, which he then presented in front of his class. ______ Wendy conducted a survey of students in her class to see what flavor ice cream was liked best. She discovered that chocolate was liked best. ______ Pam wanted to know if gravity worked the same for heavy and light objects. So she tried dropping objects of different weight to see which object hits the ground first. She used a timer to see how long it took each object to fall. ______ Thomas used hot and cold water to demonstrate how a hurricane is formed. ______ On a hot summer day Ashley wondered why her popsicle was melting so quickly. She wondered if it was because of the color. So she predicted which color of popsicle will melt the quickest and she used popsicles from the freezer to find out.

After discussing these answers, what is your definition of an experiment? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Page 14 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Is It an Experiment? Part 1 Answer Key ______ Ed was building a model volcano that he planned to erupt during science class. His teacher was worried it would make a big mess. (This is an example of a model; there are no testable variables) ___ X___ Our class planted two bean plants and put one in the closet and one on the window sill. Over the next ten days they measured the growth of each plant. (This is an experiment because there are variables and measurable data that is collected. The variable is the amount of light that the plant receives and plant growth is being measured.) ___ X___ Lindsey wanted to improve her baseball skills. So she tried hitting several baseballs with a wooden bat and several baseballs with a metal bat to see which kind of bat makes the ball go the furthest. (This is an experiment because there are variables and measurable data that is collected. The variable is the type of bat and the distance the baseball travels is the measurable data.) ______ Aidan spent a week writing a research report about the Sun, which he then presented in front of his class. (Information is collected but there is not an experiment or test being conducted.) ______ Wendy conducted a survey of students in her class to see what flavor ice cream was liked best. She discovered that chocolate was liked best. (Data is collected in a survey but a test is not conducted.) __ X____ Pam wanted to know if gravity worked the same for heavy and light objects. So she tried dropping objects of different weight to see which object hits the ground first. She used a timer to see how long it took each object to fall. (This is an experiment because there are variables and measurable data that is collected. The variable is the weight of the objects and the time it takes to hit the ground is what is being measured.) ______ Thomas used hot and cold water to demonstrate how a hurricane is formed. (A demonstration does not follow the steps of the scientific process from asking a question to creating a test to answer the question.) ___X___ On a hot summer day Ashley wondered why her popsicle was melting so quickly. She wondered if it was because of the color. So she predicted which color of popsicle will melt the quickest and she used popsicles from the freezer to find out. (This is an experiment because there are variables and measurable data that is collected during tests. This example talks about a prediction (hypothesis). The variable is the color of the popsicles and the time they take to melt is what is being measured.)

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Is It an Experiment? Part 2 Which paper towel soaks up water the quickest? What is the topic? What variable changes? What can be measured? Is this an experiment or not? How does a lava lamp work? What is the topic? What variable changes? What can be measured? Is this an experiment or not? What is the best weather for a plant to grow in? What is the topic? What variable changes? What can be measured? Is this an experiment or not? How do rockets work? What is the topic? What variable changes? What can be measured? Is this an experiment or not? Here are some other questions to try. Find the topic, the variable that is changed, and a measurable observation. Are these experiments or some other type of scientific activity? (demonstrations, models, research, explanations, etc.) Which brand of soap makes the most suds? In which type of liquid do plants grow best? Which model car design will be the fastest?

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Sorting Questions Create a brace map in your interactive science notebook. Title the brace map: Science Questioning. The brace map should have two branches. The branches should be labeled:

Experiments Not Experiments

Then, with a classmate or team, cut out the science questions below and sort them into their categories. Remember to ask these questions to determine if it is an experiment:

What is the topic? What variable changes? What can be measured?

Wait to glue the science questions onto the brace map until after your entire class discusses and agrees where the questions belong.

How does a model volcano work? Does the shape of the paperclip affect its floating ability? Which size straw call sounds the most like a duck? Does a paperclip float on water? Does vinegar temperature affect how fast the volcano erupts? How can you create a model duck call? Page 17 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Engage:

Materials:

Teacher Prep:

Learning Goals:

Standards:

Observation vs. Inference SC.3.N.1.6 SC.3.N.1.7 SC.3.N.1.6 Infer based on observation. SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements that is used to help validate explanations of natural phenomena. The student will:  Differentiate between observations and inferences.  Organize information based upon evidence and explanations. Before the lesson begins, the teacher will need to create “Mystery Boxes.” A Mystery Box is a small box (like a gift box for jewelry) with another item sealed inside. Make sure the box is completely sealed so that it cannot be opened easily. A shoe box is too big for this activity, but some suggestions are: an empty Jell-O box with a number dice inside a gift box for bracelets or necklaces with an action figure inside a single-serving cereal box with a toy car inside The item inside should make some kind of noise and move freely in the box. It’s even more valuable as a learning experience if the items inside the box are not easily recognizable.  This lesson was adapted from this lesson: Mystery Boxes Lesson Plan http://undsci.berkeley.edu/lessons/mystery_boxes.html Teachers may want to revisit the 5 senses with students prior to the lesson. Students will need to be aware that observations include all of the 5 senses to identify properties of objects. For each group of students, you will need:  Photograph of hurricane event (included at end of this lesson)  Mystery Boxes (see Teacher Prep, above)  “Observation vs. Inference” Foldable (included at the end of this lesson) 1.Show the photo of the hurricane event. Have students make observations of the photo. Write down everything they share (without commenting on it), even if it’s an inference. (Formative Assessment) 2.After everyone is done with sharing, explain that observations are descriptions of things using our 5 senses. Ask the students, “In the case of this photo, which of our senses were we using?” (sight) 3.Now, go back to the list of “observations.” Go over them with the students, checking if they were actual observations. For example, an observation might be There are 3 men. The house is in the water. The sky is gray. 4.Once you’ve identified all the observations on your list, explain that most of the other comments are “inferences.” An inference is a conclusion you come to based on the observations. Go back over the list and identify all the inferences. Some inferences might be, Three men are running from a hurricane. (observations: title of photo—Hurricane, three men, not smiling, lots of water) The waves knocked the house into the water. (observations: waves washing over road, house bottom is exposed) The man in the middle is trying to save the other two. (observations: seems to be wearing a life vest, holding tightly to hands of other men) 5.Explain that scientists must be careful to keep their observations and inferences separate. Observations are the things that we observe with our 5 senses—we should all be able to agree on those. But inferences are the conclusions we draw—those may be very different. Page 18 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Explore:

Observation vs. Inference SC.3.N.1.6 SC.3.N.1.7 1. Set students up into groups. Pass out the Observation foldable 2. Announce that each group will receive a “Mystery Box.” Students are to make observations about the box. The students must use their senses to identify the properties of the box and the item inside of the box. First they are going to be observing the box with only the sense of sight and recording their observations in quadrant 1 of the foldable “Observations of the box without moving or touching the box.” So they may not pick up or touch the box for the first round of observations. However, encourage them to make precise observations of the box—consider having measuring tapes or rules available for them to take measurements. 3. Remind students to communicate within their group to make sure their observations are very detailed. 4. Do a group share. Have the whole class decide if the groups have included only observations or if they slipped in inferences. The teacher should be the facilitator of the discussion, not the judge of whether something is an observation or inference—let the students lead the discussion as you guide them with leading questions. 5. Now direct students to touch and move the box. (At this point students should recognize that they are now using different senses—hearing, touch, and possibly smell.) Remind students to continue to collaborate by sharing their observations and recording their observations in quadrant 2: “Observation of the box by touching/moving and using all of the senses.” 6. Do a group share again. 7. Now tell the students we are going to focus on what is inside the box. We can’t open the box to see what it is, so we have to make observations using our other senses. Again, we are only making observations—it’s not time to figure out what is in the box! Remind the students to work with their partners and fill out quadrant 3: “Observations of the properties of the item inside the box that I made with my teammates.” 8. Once all have completed their observations, explain that it is time to begin to make inferences. We’ve gathered all the evidence we can, now we put it together with what we already know (our background experiences) and make an inference of what might be contained in the box. Teacher note: This would be a critical time to direct student’s attention to the vocabulary word hypothesis. Students have begun to use background knowledge to generate ideas as to what could be in the box. The students have already created a hypothesis in their mind; the teacher now must provide a name for this process. Stress that it’s okay to have different inferences—we all have different background experiences. But the inferences MUST be based on evidence—the observations. Give the students this example: “I could make an inference that there is a duck inside my box…but I have no observations that would back that up. Perhaps if my box started quaking, I could reasonably infer there is a duck inside.” 9. Students will again collaborate to make inferences about the item in the box. They record their inferences in quadrant 4: “Now, use all of the observations that you and your teammates made and create a diagram to represent the item in the box.” 10.Then, the students will create a diagram of the object in the mystery box on the last quadrant of their foldable.

Page 19 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Evaluate:

Elaborate:

Explain:

Observation vs. Inference SC.3.N.1.6 SC.3.N.1.7 Regroup for a final discussion. At this time each group should have time to share out the communication that took place within their group.  Teachers should scaffold the discussion so that students are narrowing in on the importance of using the senses to make observations and how the communication of observations among scientists provides for a more in-depth understanding. They should also start to realize that the better the observations, the better the inferences that could be made. The final discussion should focus on forming conclusions (inferences) based upon data that is collected (observations). Students should recognize that scientists construct scientific answers using inferences based on observation, which in turn lead to further scientific exploration.  The teacher may choose to collect the boxes without allowing the students to open them. Furthermore, the final discussion should focus on forming conclusion based upon data that is collected. Students should recognize that scientists construct scientific answers using inferences based on observation, which in turn lead to further scientific exploration.  Some lesson plans for the “Mystery Box” inquiry direct students to open the box in order to validate their observations; however others feel that is contrary to the spirit of science investigations in that science isn’t looking to find “right or wrong.” Instead, it looks to get more and more precise in observations. In this case, it’s a good idea to bring up some examples from the scientific world that mirror the Mystery Boxes, in that scientists can’t “look inside the box” to observe an item. Some examples include: the inside of an atom, black holes, the interior of the Earth, etc.  Teachers may also plan for a lesson extension so that students may create a “mystery box” at home to bring in as further investigation. Summative Assessment: Write a summary in your interactive science notebook explaining how observations, inferences, and communication among scientists help scientists come closer to a scientific answer.

Page 20 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Observation vs. Inference SC.3.N.1.6 SC.3.N.1.7

Hurricane!

http://sciencenotebooking.blogspot.com/2010/08/picture-of-day-activity.html

Page 21 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Observations vs. Inference Foldable

Cut out the foldable below and glue into your interactive science notebook. Using the Mystery Box given to you by your teacher, answer the questions in each box. Observations of the box without moving or touching the box:

Observations of the box by touching/moving and using all of the senses:

Observations of the properties of the item inside the box that I made with my teammates:

Now, use all of the observations that you and your teammates made and create a diagram to represent the item in the box.

Page 22 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Teacher Prep:

Materials:

Text:

Learning Goals:

Standards:

CIS: The Earth and Sun A Comprehension Instructional Sequence Plan SC.3.E.5.2 Identify the Sun as a star that emits energy; some of it in the form of light. SC.3.L.17.2 Recognize that plants use energy from the Sun, air, and water to make their own food. LAFS.4.RI.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. LAFS.3.RI.1.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. LAFS.3.RI.2.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 3 topic or subject area. LAFS.3.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. LAFS.3.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. The student will: Identify impact of the Sun on life on Earth. Engage in discussions with peers. Write an extended response in response to a complex informational text. Title of Text/Article: “The Earth and Sun,” from the book The Sun by Fran Downey (p. 8-11). This informational text was taken from the National Geographic Explore on Your Own, grade 3, set ©2011 by Hampton-Brown Company. A student-friendly version, “The Earth and Sun,” is attached to this lesson for student use. For each student: (attached at end of lesson)  Student copy of article (2 pages)—one per student  Directed Note-taking worksheet—one per student  Question Generation worksheet—one per student  Writing in Response to Text worksheet—one per student  Rubric for Final Written Response to Text (CIS)  Sticky notes (for opening “hook” question and Question Generation discussion)  Chart paper  Develop and display Final Written Response question at the beginning of the lesson to communicate upfront for students the lesson’s final question and learning outcome.  Reading #1—Text-marking: Prepare Hook Question poster. Develop and display a code system appropriate for the CIS text to use in text-marking. Select a small text segment and preplan corresponding coding example(s) to model the text-marking process for students.  Reading #2—Directed Note-taking: Select a small text segment and preplan corresponding note(s) to model the note-taking process.  Reading #3—Question Generation: Select a small text segment and preplan a corresponding question(s) to model the Question Generation process for students.  Any audio visuals, specimens, and/or samples to enhance lesson.

Page 23 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

STEP 1:

CIS: The Earth and Sun A Comprehension Instructional Sequence Plan Hook Question and Pre-reading activities - bring world relevance to text reading, establish a purpose for reading. 1. Post the Hook Question: What does the Sun do for you? 2. Hand out post-it notes. Students write one idea that answers the Hook Question per post-it note (they can do more than one post-it note) and stick it on poster of Hook Question. 3. Discuss responses. Consider having students give input on categories you can use to sort the responses. 4. Share the Essential Question (also known as Final Complex Text-Based Question in some documents): What is the most important way the Sun impacts life on Earth? Explain that we will be doing several things to help us answer this question. 5. Hand out the Writing in Response to Text paper. Have students complete the Predictive Written Response to Complex Text-Based Question: Why is the Sun important for us on Earth? 6. Ask several volunteers to share their answer. Encourage other students to “borrow” ideas they hear and add them to their own writing. 7. Hand out “The Earth and Sun” student copy of the article. Explain that we will be looking at this article as an informational text. Guide students through numbering of paragraphs. 8. Begin vocabulary instruction. This should only take 10-15 minutes. You are not pre-teaching content words—you are reminding students of vocabulary acquisition strategies and how to use them in the context of reading the article. a.Direct students to locate words introduced in the text by paragraph number. b.Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. Record meanings of word parts and words on chart paper. c. Variations for Vocabulary Instruction: i. Record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc. ii. Post word parts, words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons. iii. Writer’s Craft—after you have read the article and completed the CIS activity for the day, consider having the students look through the article for examples of writer’s craft. What techniques, words, etc., did the author use to make the text interesting? Possible Vocabulary

Vocabulary for “The Earth and Sun” Paragraph #

Academic Vocabulary

Word Part or Context

Paragraph #

Academic Vocabulary

Word Part or Context

4

tilting = leaning toward

WP

15

powerful = full of power

prefix

8

whether = regardless weather = conditions outdoors

homophone

15

countless =can’t be counted

prefix

11

absorbed = soaked in

context

Page 24 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

CIS: The Earth and Sun A Comprehension Instructional Sequence Plan Reading #1: Read-Aloud – Teacher models fluent reading, and provides opportunities for students to become interactive with the text and think critically about information in the text

Text-marking for “The Earth and Sun”

STEP 2:

*** (3 stars) We need it. ** (2 stars) It’s good to have. * (1 star) It’s not important to our lives. 1. Post the Text-marking codes. Explain each code to the students. 2. “I Do”—Read paragraphs 1-2, using a Think-Aloud to guide students through marking the text. Some possible textmarks are: a. “Hmmm…in paragraph 1, it says ‘Energy from the Sun makes like on Earth possible.’ That sounds pretty important, so I’m going to put 3 stars here.” b.“In paragraph 2, it states, ‘There would be no plants, no animals, no people.’ That definitely sounds important, so I’ll put 3 stars there, too.” 3. “We Do”—Read paragraphs 3-4, getting suggestions from the students on what text to code. Make sure you ask for reasons they want to code it a certain way. 4. “You Do”—Explain to the students that they will continue coding the rest of the text as you read it. If they need you to slow down (because there is a lot of coding in a specific area), they need to raise their hands. 5. Continue reading the rest of the article, modeling fluency. Students code on their own. 6. When you’ve finished reading, lead a class discussion in how they coded their text. It’s okay if they have different codes for the same section—one may think it is helpful, another harmful. Make sure you focus on the reasons the student coded it a certain way.

Reading #1 is now complete—this is a good place to stop for the day.

STEP 3

Reading #2: Partner Reading and Directed Note-Taking - Record notes containing the most important information relevant to the guiding question of the day 1. Hand out the Directed Note-Taking worksheet. Explain that the students will be taking notes from the text to help them answer the Final Complex Text-Based Question. Today, we’ll be focusing on a part of that question. Our question for today is: According to the text, how does the Sun impact life on Earth? (from Writing in Response to Text paper) 2. Explain the Directed Note-Taking worksheet. Tell students that as they read through the text, they are looking for information that will help them answer today’s question. The worksheet will help them keep track of that information and arrange it into easy-to-use categories. Show them the categories and explain what each means.

(STEP 3 continued on next page)

Page 25 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

CIS: The Earth and Sun A Comprehension Instructional Sequence Plan 3. “I Do”—Read paragraphs 1-2, using a Think-Aloud to guide students through taking notes and choosing a category. Some possible notes are:

STEP 3 (continued):

paragraph #

Sentence

Category

1

Energy from the Sun makes life on Earth possible.

Energy

2

Without Sun, our planet would be a frozen chunk of rock.

Heat

4. “We Do”—Read paragraphs 3-4, getting suggestions from the students on notes and categories. Make sure you ask for reasons they want to record or categorize it. Remember to bring the students back to the day’s question for each note—focus on how the Sun impacts life on Earth. Consider using a non-example: “It says that the Sun rises and sets…but that doesn’t have anything to do with our question, so I’m not going to take a note about that.” 5. “You Do”—Explain to the students that they will continue taking notes and categorizing as they partner read. If one partner needs to slow down to get a note written, they both need to slow down. BOTH PARTNERS KEEP THEIR OWN NOTES! a. NOTE: You may decide to continue reading the article with a group of struggling readers to provide extra scaffolding—especially if it’s the first time they’ve done a CIS. b. Also: You could do the introductory part of this section (steps 1-4) with guided reading groups, then send them off to partner read while you work with another group on the introduction. 6. When you’ve finished reading, lead a class discussion on the notes they took. It’s okay if they have different notes for the same section, or different categories for the same note. What’s important is that they are collecting and categorizing notes that make sense to them. Through the discussion they’ll refine their thoughts and make changes. Really encourage them to use each other’s comments to refine their own thinking. 7. Ask groups to come to consensus on which category is the most impactful according to the support from the text. 8. Now have students take out the Writing in Response to Reading worksheet. They are ready to complete the First Draft Written Response to Essential Question. For the first CIS, you might want to help them with a plan for their response, based on their notes: Introduction stating the main idea and points they will make.  Possible points to consider: oThe Sun’s heat is important for life on Earth. oThe Sun’s light is important for life on Earth. oThe Sun’s energy is important for life on Earth. Paragraph on Sun’s heat is important for life on Earth oexplain point oseveral examples of evidence from text Paragraph on Sun’s light is important for life on Earth. oexplain point oseveral examples of evidence from text Paragraph on Sun’s energy is important for life on Earth. oexplain point oseveral examples of evidence from text Wrap-up

Reading #2 is now complete—this Page 26 of 51 is a good place to stop for the day. Priority Science Unit—Grade 3 Brevard Public Schools

CIS: The Earth and Sun A Comprehension Instructional Sequence Plan Reading #3: Independent Reading and Question Generation - provides students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension. 1.Hand out the Question Generation worksheet. Explain that the students will be going even deeper into the text and paying attention to other questions that their brains have about the Sun’s impact on Earth. After we finish our reading and discussion today, we’ll be ready to answer the Essential Question: What is the most important way the Sun impacts life on Earth? 2.Explain the Question Generation worksheet. Tell students that as they read through the text, they are paying attention to the questions that pop into their brain. The worksheet will help them keep track of those questions. Some questions may be fully answered as they read on in the text, only partly answered by the text, or not answered at all in the text. Being able to come up with complex questions shows that your brain is really thinking hard about the information in the article. Show them the categories and explain what each means. For this CIS, guide students to thinking like a scientist. Is the question something that can be answered by: a.Hands-on investigation in the classroom: We can design an investigation to help us answer the question. b.Research: We can look up the answer in an encyclopedia, on the internet, or in a book.

STEP 4:

c.Observation: We can answer the question from making observations of the IRL over a period of time d.Not Science: The question can’t be answered by using science. 3.“I Do”—Read paragraphs 1-2, using a Think-Aloud to guide students through developing complex questions and choosing a category. Some possible questions are: paragraph #

Question

Category

1

How does energy from the Sun make life possible?

2

How hot/cold are the other planets that are closer or further away from the Sun?

R (we can look it up on the internet) R (we can look it up on the internet) or H (we can design an investigation to see how a body of water can rid itself of pollutants)

2 2

Do clouds have any impact on plants?

H (we can design an investigation to see how shade impacts plants)

What would it be like to live on Earth without the Sun

N (not a scientific question)

4.“We Do”—Read paragraphs 3-4, getting suggestions from the students on notes and categories. Make sure you ask for reasons they want to record or categorize it. 5.“You Do”—Explain to the students that they will continue taking notes and categorizing as they read independently. a.NOTE: You may decide to continue reading the article with a group of struggling readers to provide extra scaffolding—especially if it’s the first time they’ve done a CIS. Partner reading isn’t as successful because both partners would have different questions. b. Also: You could do the introductory part of this section (steps 1-4) with guided reading groups, then send them off to read while you work with another group on the introduction.

(STEP 4 continued on next page) Page 27 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

CIS: The Earth and Sun A Comprehension Instructional Sequence Plan

STEP 4 (continued):

6.When you’ve finished reading, lead a class discussion on the questions. Value every question—the students are thinking like scientists! Perhaps ask the students to share what they think is their “Best Question.” Collect those questions on an “Our Questions” chart. After you have the “best questions,” encourage the students to keep these questions in mind throughout the study of the Lagoon Quest. As a question is answered, they can move the question and the answer to a “Questions Answered” section of the board. R questions –These are questions that the students might research as an enrichment project or be something to be on the lookout for as they continue the unit in science. H questions—Consider having the students design an inquiry or experiment to answer these (It might turn into a Science Fair project!) O questions—Students can go on websites where they are doing long-term observations of the Sun. One great “citizen scientist” opportunity is Solar Stormwatch: www.zooniverse.org (click on Solar Stormwatch). On this website, students can view interactive diagrams and learn about the satellites studying the Sun. They will also be able to make observations and spot explosions on the Sun, then track them across space.

This is the end of STEP 4, but continue on to STEP 5 (Writing the Final Response).

STEP 5:

1.When you’ve finished the discussion on the generated questions, have students take out the Writing in Response to Reading worksheet. 2.Remind the students of the Essential Question: What is the most important way the Sun impacts life on Earth? 3.Put the students together in groups of 4 to discuss their response to the Essential Question. Remind them that they are focusing on the MOST IMPORTANT points and that they need to stick to the information in the text and include both the cause and the effect of the impact. You might consider giving them an organizer for their ideas:  Introduction  First point: How the Sun impacts life (light, heat, energy) oexplain in own words oseveral examples of evidence from text Second point: The most important way Sun impacts life on Earth oexplain point in own words and why it is the MOST important oseveral examples of evidence from text Wrap-up

Evaluate:

4. Once the students have had a chance to discuss their responses and fill out a plan, they work independently to craft their own final written response to the Essential Question. The Final Written Response can be used as an assessment for student learning. You can use Rubric for Final Written Response to Text—CIS (attached)

Page 28 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Directed Note-Taking “The Earth and Sun” An excerpt from The Sun by Fran Downey, p. 8-11, National Geographic Explore on Your Own, Pathfinder Edition, grade 3, ©2011 The Hampton-Brown Company Directions: Record notes containing the most significant text information relevant to the guiding question. Label the paragraph that the note came from, and check the relevant category that reflects the note.

paragraph #

Guiding Question: Using evidence from the article, how does the Sun impact life on Earth? Notes

Heat

Page 29 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Light

Energy

Question Generation “The Earth and Sun”

Not Science

Observation

Page 30 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Hands-On

Questions

Research

Paragraph #

An excerpt from The Sun by Fran Downey, p. 8-11, National Geographic Explore on Your Own, Pathfinder Edition, grade 3, ©2011 The Hampton-Brown Company Directions: Generate additional questions that are unanswered from your text reading and based on discussion with your partner(s). Record your questions in the chart and check the relevant category.

Rubric for Final Written Response to Text—CIS WRITING IN REPSONSE TO READING - Shaping Your Written Response Predictive Written Response before Reading the Text: Using your background knowledge, why is the Sun important for us on Earth? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Draft Written Response: According to the text, how does the Sun impact life on Earth? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Page 31 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Rubric for Final Written Response to Text—CIS Final Written Response after Re-reading the Text and Extended Text Discussion: According to the text and extended text discussion, what is the most important way the Sun impacts life on Earth? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Page 32 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Above Target

Accuracy of Scientific Thinking (Science)

Use of Evidence to Support Thinking (Reading)

Science content is accurate and strongly supports NGSSS Benchmarks aligned to text.

10

Student many pieces of text-based evidence to support the Complex TestBased Question. Textual evidence supports the student’s ideas clearly.

10

Complex Thinking (Integration)

9

Student demonstrates complex thinking by strongly integrating textbased evidence and science content. Connections are clear and the student’s opinions are justified.

10

Writing Conventions

9

9

The student consistently applies the rules and mechanics of writing appropriate for the grade level.

10

9

Rubric for Final Written Response to Text—CIS On Target Below Target Significantly Below Target Science content is accurate and adequately supports NGSSS Benchmarks aligned to text.

8

7

6

Student uses several pieces of text-based evidence to support the Complex Test-Based Question. Textual evidence supports the student’s ideas clearly.

8

7

6

Student demonstrates complex thinking by adequately integrating text-based evidence and science content. Connections are clear and the student’s opinions are justified.

8

7

6

The student adequately applies the rules and mechanics of writing appropriate for the grade level.

8

7

6

Science content is mostly accurate. Correct ideas support NGSSS Benchmarks aligned to text.

5

4

3

Student uses minimal pieces of text-based evidence to support the Complex Test-Based Question. Textual evidence supports the student’s ideas. Student may need to explain connections.

5

4

3

Student minimally integrates text-based evidence and science content. Connections are present but may not be clear without student explanation.

5

4

3

The student sometimes applies the rules and mechanics of writing appropriate for the grade level. Many inconsistencies may occur.

5

4

3

Science content is mostly inaccurate. Ideas do not support NGSSS Benchmarks aligned to text.

2

1

0

Student uses too few pieces of text-based evidence to support the Complex TestBased Question. Textual evidence does not support the student’s ideas even with an explanation.

2

1

1

1

0

Final Score Page 33 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Score ____X 4 =

________/30 Total points for this category

Score ____X 2 =

________/20 Total points for this category

0

Poor use of grade-level appropriate conventions hinders a reader’s understanding.

2

________/40 Total points for this category

0

Student minimally integrates text-based evidence and science content. Connections are not clear even with explanation, or the connections are inaccurate.

2

Score ____X 4 =

Score ____X 1 =

________/10 Total points for this category

_______ /100

“The Earth and Sun” An excerpt from The Sun by Fran Downey, p. 8-11, National Geographic Explore on Your Own, Pathfinder Edition, grade 3, ©2011 The Hampton-Brown Company The sun may be the hottest topic in our solar system. But if you’re like most people, you probably don’t give it much thought. It rises, and it sets—end of story. Well, think again. Energy from the sun makes life on Earth possible. Heating Up Earth Without the sun, Earth would be a very different place. There would be no plants, no animals, and no people. Our planet would be a frozen chunk of rock spinning through space. Luckily, we have the sun. It warms Earth. You can feel the sun’s heat on a hot summer day. Yet even in winter, the sun gives off heat and warms our planet. Why does the place where you live get warmer or cooler as the seasons change? It has to do with how Earth moves. Each year Earth completes one orbit, or loop, around the sun. As our planet travels, the seasons change. They have spring and summer. Areas that are tilting away are colder. They have fall and winter. Food From the Sun The sun doesn’t just warm our planet. It gives us light too. Plants and animals need the energy in sunlight to survive. Plants are unique. They use sunlight to make food. The food gives them energy to live. Animals can’t make their own food from sunlight. Yet in a way, sunlight feeds them too. How? Many animals munch on grass or grains. These animals get energy from plants, which got energy from the sun. The same is true when animals eat other animals. Some of the animals that are eaten ate plants—and those plants depended on the sun. So whether you like salads or meat, you are getting energy that started out as light from the sun. Colors of the Rainbow Sunlight also brings color to our world. That’s because sunlight is actually made of colors. Don’t believe it? Just look at a rainbow. A rainbow forms when sunlight hits rain in the air. When sunlight moves through the raindrops, a band of colors appears in the sky. You see red, orange, yellow, green, blue, indigo, and violet. These are all the colors in light. Page 34 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

The colors of objects, such as rocks or flowers, also come from light. When sunlight hits an object, some colors are absorbed—they soak in. Others are reflected, or bounce off. Your eyes see the colors that bounce. Suppose you’re looking at a red flower. The flower absorbs all of the colors in light except for red. The red bounces off the flower and back to your eyes. So you see the flower as red. Sun Power The sun gives us colors, food, and warmth. But the list doesn’t stop there. We also use the sun as a source of power. Solar cells are machines that change sunlight into electricity. Solar cells can run calculators and toys. They can also be linked together to power cars, homes, and even satellites in space. Solar cells are useful. Yet most of our power comes from coal, oil, and gas. These fossil fuels formed from the buried remains of ancient plants and animals. The plants and animals got their energy from the sun. So even the energy in fossil fuels started out as sunlight! The sun affects our lives in countless ways. It’s a powerful source of energy. It makes life on our planet possible.

“The Earth and Sun”, An excerpt from The Sun by Fran Downey, p. 8-11, National Geographic Explore on Your Own, Pathfinder Edition, grade 3, ©2011 The Hampton-Brown Company

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Description:

Additional Resource:

Materials:

Learning Goals:

Standards:

How Does the Sun Affect the Temperature of Water? SC.3.N.1.1 SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. The student will: Conduct an experiment to test a scientific question. Collect and organize data. For each group of students, you will need: Science Inquiry Guide Worksheet (included in National Geographic Science program) National Geographic Science Inquiry and Writing book p.56-59 Data: Water Temperature worksheet (included at the end of this lesson) Extended Data Analysis Questions (included at the end of this lesson) Science Inquiry and Writing book p.106-109: describes how to use and read a thermometer The NGSS Standards Support Document (included at the end of this lesson) can be used to incorporate a discussion piece that relates to the science experiment. Students will follow the guide for, “Investigate Energy from the Sun,” located in the Science Inquiry and Writing book. Students will use stop watches and timers to determine the effects of the Sun and temperature on water. Teachers should note that the directions in the book call for the experiments to take place over the course of several hours. However, it may be more reasonable to take 3 temperature readings every ten minutes over the course of 30 minutes.

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Name_______________________________ Date______________________ Question: How does the Sun affect the temperature of water? Hypothesis: I think that___________________________________________________ because______________________________________________________________.

Data: Water Temperatures Cup of Water

At Start (Celsius)

After 10 minutes (Celsius)

After 20 minutes (Celsius)

In the classroom

In the shade outdoors

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After 30 minutes (Celsius)

Name_______________________________ Date______________________ Extended Data Analysis Questions for Lesson 8: What questions come to mind when looking at the graph? 1. With your inquiry partner answer the following question: Do you notice any patterns? Does the data change or stay the same? How does the data of the water in the cup inside compare to the data of the cup of water outside in the shade? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Find another pair of students in the room who have also completed the inquiry. Compare your data and graph to theirs. Is your data the same? Is your data different? Why? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. How could this data help you to solve a real world problem? Create a possible problem and a solution. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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NGSS Standards Support Document

Discussion points to address when applying NGSS Interdependent Relationships in Ecosystems standards to the “How does the Sun affect the temperature of water?” lab NGSS Standards: 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. Students will discover that the water outside is warmer than the water inside. In order to help students to extend their thinking they can make inferences about this data. If the temperate in the shade is _____________ then the temperate in the sun will be_________________. When you are playing outside and you get hot where you do go to cool down? Now imagine that you are a squirrel. You cannot go inside an air conditioned home. Where would you go? What would happen to the temperature in an area if all of the trees were cut down? How would that affect the animals that lived in the area that lost all of its trees? While some animals would leave the area, what would happen to plants or insects that could not travel? What would help a plant or animal survive a hot or warm area? Suggestion for lesson extensions: Students could research plants and animals that live in a desert climate to find out what helps them to survive. Show the students pictures of plants and animals that live in warmer climates. Animals of Denali; Explore on your own books from the National Geographic Science program will further support these standards.

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Engage:

Materials:

Formative Assessment:

Learning Goals:

Standards:

Graphing and Data Analysis SC.3.N.1.7 SC.3.N.1.3 MAFS.3.MD.2.3 SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena. SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. MAFS.3.MD.2.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Teacher Note: Students will be constructing a line graph, as that is appropriate for showing changes over time. However, they will be analyzing the graph as states in this standard, which is why it is included The student will: Create a line graph to compare temperature over time. Organize data appropriately. Analyze scientific data. Recall information from experiences. Provide evidence to support conclusions. Connect the data results to real world experiences. Students will complete the “Graphing Probe.” This assessment probe is designed to see if students recognize the features of a graph (key, title, axis titles, scale, etc.). These features are similar in most graphs. For the second session of the lesson, students will use the “Data Analysis Probe.” This probe is designed to see if students can make inferences and notice trends. For each student, you will need:  Graphing Probe and Data Analysis Probe (included at the end of this lesson)  Graph paper (a sample included at the end of this lesson)  (Optional) Individual student computers Teacher Note: If your students are not familiar with the parts of a graph, you may need to do a quick “Features of a Graph” before starting this activity. As you go through each of the features of the graph, have students collaborate to come up with reasons why each of the features of the graph are important. 1. Ask students to complete the Graphing Probe at the beginning of the first session. 2. Ask students to complete the Data Analysis Probe at the beginning of the second session.

Page 40 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Explore, Session 2:

Explore, Session 1:

Graphing and Data Analysis SC.3.N.1.7 SC.3.N.1.3 MAFS.3.MD.2.3 1. Discuss the Graphing Probe with students. It might be helpful to have the graph up on the document camera for the students to view when they are looking at their own probe. 2. Next, tell the students they will be going on a “Graph Hunt.” Have them look in their science, social studies, math, and science textbooks to find examples of different kinds of graphs. Have them mark them with a sticky note to share in the group discussion. Remind them to check each graph for the features the class has identified. 3. Then, the class should come together to have a student-led discussion sharing their favorite graph. Have each team put the graph up on the document camera to explain how each of the features of the graph help you to understand the graph. 4. Now hand out graph paper to the students. Using the document camera, guide the students through the construction of a line graph showing the data from the class thermometer experiment. 5. After students complete the graph, the teacher may choose to pass out individual laptop computers for the students to make a digital version of the graph of their data: Graphing with Laptops: http://nces.ed.gov/nceskids/createagraph/default.aspx (This web site is a great tool for creating graphs. The graphing tool provides students with options for placement of labels, bars, titles, values, etc.) Teacher Graphing Support: http://www.scholastic.com/administrator/math/graph.htm (This article provide support for teachers in understanding the gaps in students’ knowledge of graphing and data analysis.) The following are additional resources for teachers to use to support students knowledge of graphing: Graphing M & M's Activityhttp://www.cpalms.org/RESOURCES/URLresourcebar.aspx?ResourceID=Sm/dc3E1gRM=D National Geographic; Science Inquiry and Writing book p. 60-63Describe in detail how to create a graph and provides examples of data and a bar graph. (This is the beginning of the second session of the lesson) Hand out the Data Analysis Probe. Have the students read over the responses and give their initial answers. 1. Go over the graphs of data from your experiment. Ask the students, “What inferences can we make about the water indoors and the water outdoors?” Record all answers on the board. 2. Explain to the students that graphs help us “see” our data so we can look for trends. A trend is a pattern that we can see in data that will help us make predictions. 3. Go back to the answers the students gave in Step 1. Have the students label the answers: Comparing data (For example, “The orange line goes higher than the blue line.”) Trends (For example, “The indoors data didn’t change at all after 20 minutes.”) Predictions (For example, “The outside temperature will keep increasing, while the indoor data will continue to stay the same.") 4. Pose the question for small and whole group discussion: Which student (from the Data Analysis Probe) did you feel best described the trends in the data? 5. Students should share their answers with each other in a small group or with their experiment partner. (The teacher should circulate to guide student discussion within the groups.) 6. Then, the students should come together as a whole and discuss the depth of understanding provided by each of the student responses from the Data Analysis Probe. (The explanations of the depth of understanding of the students from the Data Analysis Probe are located on the teacher answer key.) Page 41 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Evaluate

Elaborate:

Graphing and Data Analysis SC.3.N.1.7 SC.3.N.1.3 MAFS.3.MD.2.3  Students can practice creating additional graphs on a graphing web site (Create A Graph).  Students can evaluate others groups graphs and write about trends and make predictions. Summative Assessment: Give students another set of data that shows changes over time. Have the students create a graph and then analyze it for the following things:  What trends do you notice in your graph?  What predictions can you make from your graph?

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Name: _____________________________________ Date: ______________________________________

Graphing Probe

Graph from: How does the Sun affect the temperature of water?

Examine the line graph that shows data from the experiment: How does the Sun affect the temperature of water? Put an “x” next to all the items missing from the bar graph. ____ Title ____ Data ____ Y axis labels ____ X axis labels ____ Key ____ Scale ____ Color to show the difference between lines Explain your thinking. How did you know if the items listed were missing from the graph? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Page 43 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Name: _____________________________________ Date: ______________________________________

Graphing Probe Answer Key Graph from: How does the Sun affect the temperature of water?

Examine the line graph that shows data from the experiment: How does the Sun affect the temperature of water? Put an “x” next to all the items missing from the line graph. __x__ Title (The graph is missing a Title. The title tells the reader what the graph is about) ____ Data (The data is present in the graph by the different bars) ____ Y axis labels (This is the label; Temperature in Degrees Celcius) __x__ X axis labels (The X axis label is missing from the graph—it represents the time the water was tested in increments of 10 minutes.) __x__ Key (This shows the blue line is the data from indoors; the orange line is the data from outdoors) ____ Scale (The Y axis starts with the value 0 and increases to40—these numbers represent the temperature of the water in degrees Celsius.) ____ Color to show the difference between lines (the orange and blue lines) Explain your thinking. How did you know if the items listed were missing from the graph? See notes above.

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Name: _____________________________________ Date: ______________________________________

Data Analysis Probe Data Analysis: How does the Sun affect the temperature of water?

Three students made different statements about the graph from the experiment: How does the Sun affect the temperature of water? This is what they said: Michael: “The water that is outside in the shade is getting warmer every 10 minutes, where the water indoors only increases by 3 degrees Celsius. The water outside became 35 degrees Celsius, which tells me it could be summer time outside because of the high temperature of the water.” Kelaine: “The water indoors only changes by a few degrees. I saw the blue line only change a little bit.” Missy: “The water indoors increases and then stops at 24 degrees Celsius. The water outdoors continues to get hotter. The outdoor water goes from 26 degrees to 35 degrees Celsius. The orange line keeps increasing each time. “ Which student do you think best described the data from the graph? __________________ Explain your thinking.

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Page 45 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Name: _____________________________________ Date: ______________________________________

Data Analysis Probe Answer Key Data Analysis: How does the Sun affect the temperature of water?

Three students made different statements about the graph from the experiment: How does the Sun affect the temperature of water? This is what they said: Michael: “The water that is outside in the shade is getting warmer every 10 minutes, where the water indoors only increases by 3 degrees Celsius. The water outside became 35 degrees Celsius, which tells me it could be summer time outside because of the high temperature of the water.” Kelaine: “The water indoors only changes by a few degrees. I saw the blue line only change a little bit.” Missy: “The water indoors increases and then stops at 24 degrees Celsius. The water outdoors continues to get hotter. The outdoor water goes from 26 degrees to 35 degrees Celsius. The orange line keeps increasing each time. “ Which student do you think best described the data from the graph? ____Michael_____ Explain your thinking. Teacher Note: Individual students are not expected to have the full understanding below. Through class discussion, all these points can be brought out. It is particularly important to discuss why Kelaine and Missy are not the best descriptions of the the data. Michael’s explanation best describes the data. Michael noticed trends in both the water outdoors and the water indoors. (Noticing trends across data is one of the more difficult skills for students). Michael also took the data trend he discovered and went a step further; he made a prediction from the trend that he noticed in the data. He then made a connection from the increasing heat of the water outside and his previous knowledge of the temperature during different seasons to hypothesize that it could be summer time. Kelaine only discussed a specific value from the graph. He should have found a trend and made a prediction from the trend he found. Missy evaluates data from different parts of the graph; however she does not explicitly define a trend or create a prediction. Page 46 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Page 47 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Design a Question SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. The student will: Identify quality testable questions Explain why a question qualifies as a testable question Formulate questions based upon real world experiences Ask students to list the key factors that create a science experiment question. (This can be done in the interactive science notebook.) Students should include the following: A topic A variable that changes Collected data A measurable source For each student, you will need: Create a Question worksheet (included at the end of this lesson) The Georgia Science and Engineering Fair has developed an approach to developing topics and questions http://raider.mountunion.edu/Organizations/scienceday/pdf/Science%20Fair%20Basics%20%20Georgia%20Science%20and%20Engineering%20Fair.pdf

1.Ask students to list the key factors that create a science experiment question. (This can be done in the interactive science notebook) 2.Allow students to share their responses. 1.Direct students attention back to their topic they chose in the “defining in context” map activity in ENGAGE activity of this unit. 2.Then, hand out the Create a Question worksheet and direct the students to place it in their interactive science notebook. 3.Direct the students to follow the directions for creating their science fair experiment question. 4.You may want to review the example for creating a science fair question with the whole class or with individual students. (p. 2 of Create a Question—Teacher Sample)

Explain:

Engage:

This web site allows students to view science demonstrations that provide examples of how to change variables to create an experiment: http://www.sciencebob.com/experiments/index.php

Explore:

Additional Resource:

Materials:

Formative Assessment:

Learning Goals:

Standards:

SC.3.N.1.1

As students develop their own questions, post these questions on the board for consideration.  What are the variables that will change?  How will you measure your data?  How will you collect your data?  Can you formulate a question based upon these answers? Choose several students to answer the questions in order to create their questions. This will provide scaffolding for other students to understand how to develop a question. Page 48 of 51 Priority Science Unit—Grade 3 Brevard Public Schools

Design a Question

Evaluate

Elaborate:

SC.3.N.1.1 The students’ independent science fair projects serve as the ELABORATE for this piece. Summative Assessment: Provide the students with the following scenario: Amanda noticed that all of the bottles of dish soap at the store are different prices. Amanda wants to perform an experiment to determine if the more expensive soap cleans dishes better than the inexpensive soap. Answer the following questions to help Amanda conduct her experiment: 1. What are the variables that will change? 2. How will she measure her data? 3. How will she collect her data? OR The teacher may want to circulate the room to evaluate the questions the students have created.

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Create a Question

For the Science Fair, you must conduct a Science Experiment. Science Process: • Define the Problem • Find a Purpose • Write a Hypothesis • Develop a Procedure • Analyze Results • Draw a Conclusion

Do I have a Science Experiment Topic? (Look back to the beginning of this unit; you should have created several topics to choose from. If not, you need to do that now! Topic selection must come first!) Answer these questions if you think you have a Science topic: What materials will you be able to use for your inquiry of______________________(your topic)? ____________________________________________________________________________________ ____________________________________________________________________________________ How do (topic) _________________behave/act? (How does it grow, what are its needs, how does it work?) ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ How can you change the materials to affect how (topic) _________________ behaves/acts? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ How will you measure or describe the response of ___________________(topic) to the change? ____________________________________________________________________________________ ____________________________________________________________________________________

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Create a Question Teacher Sample

For the Science Fair, you must conduct a Science Experiment. Science Process: • Define the Problem • Find a Purpose • Write a Hypothesis • Develop a Procedure • Analyze Results • Draw a Conclusion

Do I have a Science Experiment Topic? (Look back to the beginning of this unit; you should have created several topics to choose from. If not, you need to do that now! Topic selection must come first!) Answer these questions if you think you have a Science topic:

What materials will you be able to use for you inquiry of plants? Plants (already grown plants), pots, soil, water, ruler (for measuring the growth of the plants), and a sunny area. How do plants behave/act? Plants need water and a place to grow. Plants grow in sunlight. Some plants need more sunlight than other plants. How can you change the materials to affect how plants behave/act? I could buy different brands of soil to determine which soil plants grow best in. How will you measure or describe the response of plants to the change? I could use a rule to measure their growth in the beginning and to measure their growth every day.

Page 51 of 51 Priority Science Unit—Grade 3 Brevard Public Schools