NGSS Grade 3
Dear Educator, Thank you for your interest in Rourke’s Next Generation Science Bins. Our instructional bins were created by current teachers who understand the demand for informational text and the need for quality science materials in today’s classrooms. The bins, available in both English and Spanish, offer educators the tools needed to teach science through literacy for grades K-‐5. All program materials are correlated to the Next Generation Science Standards, Common Core English Language Arts Standards, and WIDA Standards. Each grade level bin contains the tools required to address science and literacy skills for a variety of learners. This includes 24 Science readers in 4-‐packs and the Teacher’s Notebook. The Teacher’s notebook includes a User’s Guide, 24 Lesson Sequences, Differentiated Worksheets, Journal Activities, Home Connections, Pre-‐/Post Test, Correlation, and additional reproducibles. The lesson sequence follows the 7 E’s of science: Establish Background Knowledge, Engage, Explore, Explain, Elaborate, Evaluate, and Extend. Each lesson sequence contains all materials needed to complete the lesson, all the worksheets associated with the lesson, closure, and an evaluation. Each lesson sequence takes 5-‐7 days to complete which allows this program to be used throughout the school year. Your sample pack includes the book How Ecosystems Work from the third-‐grade collection and the accompanying lesson sequence, differentiated worksheets, reproducible, journal activity, and home connection. We know you will find the program easy to understand and use. And we know that your students will be excited to learn about the science concepts all while addressing the literacy skills needed to read and understand informational text. If you have any questions, please contact your local representative or our office at 800.394.7055. Best, Scott Owings National Sales Manager Post Office Box 643328 • Vero Beach, Florida 32964 • Telephone: 800.394.7055 • Fax: 772.234.6622 www.rourkeeducationalmedia.com
AT A GLANCE
GRADE 3 Alignment with the Next Generation Science Standards (NGSS)
Unit 1 NGSS Performance Expectations Unit 1: Forces & Interactions
Lessons/NGSS Lesson 1: Push and Pull Standard: 3-PS2-1
Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of Lesson 2: Forces and Motion electric or magnetic interactions between two objects not in contact with Standard: 3-PS2-2 each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with Lesson 3: Electric Interaction magnets. Standard: 3-PS2-3 The performance expectations in third grade help students formulate answers to questions such as: • How do equal and unequal forces on an object affect the object? How can Lesson 4: Scientific Explorations Standard: 3-PS2-4 magnets be used?
Unit 2 NGSS Performance Expectations Unit 2: Interdependent Relationships in Ecosystems
Students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments. Third graders are expected to develop an understanding of the idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. The performance expectations in third grade help students formulate answers to questions such as: • How are plants, animals, and environments of the past similar or different from current plants, animals, and environments? •What happens to organisms when their environment changes?
Unit 3 NGSS Performance Expectations Unit 3: Inheritance and Variations of Trait: Life Cycles and Traits
Lessons/NGSS
NGSS Performance Expectations Unit 4: Weather and Climate
Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. The performance expectations in third grade help students formulate answers to questions such as: • What is typical weather in different parts of the world and during different times of the year? • How can the impact of weather-related hazards be reduced?
Additional References
How Can I Experiment with Force and Motion? How Can I Experiment with Electricity? Zap! It’s Electricity Magnets I Can Prove It! Investigating Science
Reading Selection
Lesson 1: Ecosystems Standard: 3-LS2-1
How Ecosystems Work
Lesson 2: Animals and Their Environment Standard: 3-LS2-1
Animal Science
Lesson 3: Fossils Standard: 3-LS4-1
Fossils and Rocks
Lesson 4: Organisms and the Environment Standard: 3-LS4-3
Let’s Classify Organisms Biodiversity
Lesson 5: Habitat and Survival Standard: 3-LS4-4
Animal Invaders Why Plants Become Extinct
Lessons/NGSS Lesson 1: Conducting Experiments Standard: 3-5-ETS1-3
Students are expected to develop an understanding of the similarities and Lesson 2: Plants & Animals Life Cycles differences of organisms’ life cycles. An understanding that organisms have Standard: 3-LS1-1 different inherited traits, and that the environment can also affect the traits Lesson 3: Animal Traits that an organism develops, is acquired by students at this level. Standard: 3-LS3-1 The performance expectations in third grade help students formulate answers to questions such as: Lesson 4: Traits and the Environment Standard: 3-LS3-2 • How do organisms vary in their traits? • How are plants, animals, and environments of the past similar or different from current plants, animals, and environments? Lesson 5: Survival Advantages Standard: 3-LS4-2
Unit 4
Reading Selection Pull It! Push It!
Lessons/NGSS
Reading Selection Using Scientific Tools Life Cycle of Butterflies and Moths Life Cycles: Sunflowers I Look Like My Mother Rainforests Perfect Predators Plants Out of Place
Reading Selection
Lesson 1: Our Earth Standard: 3-ESS2-1
Hurricanes
Lesson 2: Weather Standard: 3-ESS2-1
Weather
Lesson 3: Climate Standard: 3-ESS2-2
Climate and Weather
Lesson 4: Weather Impact and Solutions Standard: 3-ESS3-1
Floods. Dams and Levees
Rourke’s World of Science Encyclopedia
Volume 2: Animal Life Volume 3: Plant Life
UNIT 2: INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS Alignment with the Next Generation Science Standards (NGSS)
Next Generation Science Standards (NGSS) 3-LS2-1. Develop models to describe that organisms have unique and diverse life cycles but all have birth, growth, reproduction, and death in common. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]
Book Title
ISBN
Comparative Measure Level
How Ecosystems Work • This book takes you on a journey through ecosystems big and small. In each ecosystem, you will learn about the connections between plants, animals, and nonliving things.
9781618102201
700
Animal Science • This book introduces students to the world of agriscience with in depth information on how animal science affects our daily lives.
9781618102577
800
9781618102362
775
3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
Fossils and Rocks • How the Earth is made from rock, the three different types of rock and how they are made and where they can be found. Talks about how fossils [Clarification Statement: Examples of data are formed from sediment and what could include type, size, and distributions role that plays in helping us learn about of fossil organisms. Examples of fossils and life long ago. environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.] 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.
Let’s Classify Organisms • Grouping things by similar characteristics is how you classify things. Filled with information and interesting facts.
9781618102317
700
[Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
Biodiversity • Explains the enormous variety of life on Earth and how it is all interconnected. Goes into great detail about the biodiversity within biomes.
9781618102607
900
GETTING STARTED WITH NGSS RESOURCE BINS STEP ONE:
Review Program Materials
Go through all of the materials in your NGSS Grade Level Bin becoming familiar with the components of the Teacher’s Guide Notebook. Review the contents of each tab in your notebook so you can quickly access information when you begin using the program with students. While you are previewing the Teacher’s Guide Notebook and the books, label all of the materials with your classroom information.
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STEP TWO:
Pre-Testing Students
Before starting the program, the students need to take the NGSS Pre-Test. Complete directions for giving the NGSS Pre-Test are provided in the test booklet. You need to make class copies of the following items prior to giving the Pre-Test: • Class set of NGSS Pre- and Post-Test Booklet (Note: the same test booklet is used for both pre-testing and post-testing.) • Class set of the Pre-Test Answer Sheet
STEP THREE:
Understanding the Units and Teacher Notes
Each NGSS Unit is made up of different NGSS Lesson Sequences based around an informational science trade book. The activities for each NGSS Lesson Sequence are provided on the Teacher Notes. You should plan five to seven class periods to complete each NGSS Lesson Sequence on a single Teacher Note. A description of all of the materials provided with each NGSS Lesson Sequence is provided below. NGSS Teacher Note The NGSS Teacher Note is a lesson plan with a series of language development, vocabulary development, reading comprehension, writing application, and science projects specifically designed to complement each individual science trade book. Each NGSS Teacher Note contains: • Summary of the text • Guided Reading level information • Vocabulary Words (English and Spanish) • Standards addressed in each lesson - Common Core English Language Arts (CCSS ELA) - Next Generation Science Standards (NGSS) • Strategies (word meaning, oral language development, WH-questions, writing craft, comprehension, higher order thinking skills (HOTS), Bloom Taxonomy, Project Based Learning, research-driven strategies, etc.) • Essential Questions (based on the science standard) • Lesson Procedures (using the 7-E Learning Model)
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LEARN MORE ABOUT…
The 7-E Learning Model Establish Background Knowledge
During this stage of the lesson, teachers determine prior knowledge and build upon this knowledge to support the theme. Here, vocabulary is reviewed to ensure that students have an understanding of key vocabulary words.
Engage
Here the teacher presents an event or questions to engage students. Connections are established between what students know and can do.
Explore
Theme is explored. Hands-on activities take place, with guidance.
Explain
Teachers seek student’s understanding of concepts and processes. New concepts and skills are introduced as conceptual clarity and cohesion are sought.
Elaborate
Activities allow students to apply concepts in contexts, and build on or extend understanding and skill.
Evaluate
Teachers evaluate students’ knowledge, skills, and abilities. Rubrics are used to assess student development and lesson effectiveness.
Extend
Homework and practice activities are provided to extend the lesson. Additional resources are also made available for further research and support.
Adapted from Eisenkraft (2003)
Homework and Practice Language Development Activities are provided for each lesson. Each lesson includes differentiated activities identified as Beginning, Intermediate, and Advanced. You may select the appropriate activity based on the individual needs of your students. However, you should encourage students to complete all three activities, if possible.
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Journal Writing Students use the journals to write about topics of personal interest, to note their observations, to imagine, to wonder, and to connect new information with things they already know. Journal activities include writing prompts for the development of different types of essays, mainly expository and persuasive. An editing section is included in each Journal Activity (grades 3-5).
Home-School Connection: Science Project Each lesson provides a Home-School Connection Science Project. The diversity in the projects allows you to differentiate your instruction based on student needs and the amount of adult participation individual students may have at home. While the projects are designed for “Home-School Connection”, you may have a situation where students do not have the resources or support at home to complete a project. Instead of the child missing out on the experience, there are many alternative ways for the child to complete a project. Several suggestions are provided in the Science Projects Options.
• • •
Extension Activities: Further Resources Each lesson also provides a graphic organizer Extension Activity. In addition to these activities each NGSS Teacher Notebook has a collection of graphic organizer templates that can be used for whole group lessons, small groups, or individual practice. Lists of additional resources are also provided as reference materials to search for additional information or to complete a task.
SCIENCE PROJECT OPTIONS:
Have the child or a group of children work with an older student, a parent volunteer, or paraprofessional to complete the project at school. Create NGSS Science Project kits that contain the materials needed for an experiment and have students check-out the kits so they can do the project at home. Invite families to a “Hands On Science Night” and create stations where students and their families can work on a science project together.
Graphic Organizers: • Extension activities blackline masters specific to the lesson • Reinforcing activities blackline masters to use with any lesson (included as Appendix 1.)
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STEP FOUR:
Managing Instruction
The NGSS Lesson Sequences were designed to support diverse learners and to provide for flexibility in classroom instruction. All of the activities in a lesson can be taught in a whole group, small groups, pairs, or even one-on-one. Some things to consider when deciding how to group the students for different lessons are: • How you can use a variety of groupings through one lesson sequence. For example, you may start out with whole group and then break into small groups for the Elaborate section of the lesson. • If students are going to read the print or e-Book independently during a lesson, you need to group them in a way that all students have access to the book when needed. • If you are reading the book during your English Language Arts block, you may group the students by guided reading groups for certain sections of the Lesson Sequence. The most important thing to consider is to group students in such a way that they get the most benefit from instruction. Bilingual pairs are highly recommended.
STEP FIVE:
Gathering Resources
Before starting a Unit, review the materials that are needed for all of the lessons. Start gathering the materials. If you do not have access to all of the equipment, work with other teachers in your school to find what you need. It is helpful if you have access to a document camera, whiteboard, or LCD projector. Any of these tools will allow you to project the trade books onto a screen so all of the students can easily view the book at the same time. Another resource that we recommend, is for all students to have a composition book or spiral bound notebook. This will help the students keep their notes and observations in one location.
STEP SIX:
POST-TESTING STUDENTS
After completing all units, the students need to take the NGSS Post-Test. Complete directions for giving the NGSS Post-Test are provided in the test booklet. You need to make class copies of the following items prior to giving the Post-Test:: • Class set of NGSS Post-Test Booklet (Note: the same test booklet is used for both pre-testing and post-testing.) • Class set of the Post-Test Answer Sheet.
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TEACHER NOTE
UNIT 2
HOW ECOSYSTEMS WORK
Book Summary: This book takes you on a journey through ecosystems big and small. In each ecosystem, you will learn about the connections between plants, animals, and nonliving things. Guided Reading Level: Q Lexile Level: 700 Key Vocabulary: abdomens, adaptations, ecosystem, energy, environment, food web, habitats, microorganism, nonliving, nutrients, survive Key Vocabulary in Spanish: abdomen, adaptaciones, ecosistema, energía, medio ambiente, cadena alimentaria, hábitats, microorganismos, inorgánicos, nutrientes, sobrevivir
STANDARDS: (GRADE 3) Common Core Standards
Next Generation Science Standards
CCSS.ELA-Literacy.3.3 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. CCSS. ELA-Literacy W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
Interdependent Relationships in Ecosystems:NGSS3-LS2-1 Construct an argument that some animals form groups that help members survive.
Materials Needed: Teacher Materials: Computer access, Teacher’s User Guide Student Materials: How Ecosystems Work by Julie K. Lundgren Per Group: Color pencils, pencils, journal or loose leafpaper, 6 tab foldable for each student Strategies: Word Wall, skimming and scanning, scaffolding, brainstorming, W-questions, Thinking Maps (Bubble Map), making connections, main idea and details, advance organizers, think-aloud, think-pair-share, Bloom Taxonomy (evaluate) higher order thinking (HOT) strategies, scientific inquiry, problem solving
HOMEWORK AND PRACTICE I. Language Development Activities Beginning Level: Students will use the vocabulary and page numbers to complete the cause and effect statements. Intermediate Level: Students will use their books to formulate their opinions to the different questions provided. Advanced Level: After conducting research on how connections between living and nonliving things help survival, students will write about how the plants and animals in an ecosystem help or hinder its members. Students will provide evidence to support their opinion. 2. Journal Activity Students will imagine they have been given the power to create their own healthy ecosystem. They will explain what living and nonliving things they would include in their ecosystem and how these connections work together to create their own masterpiece.
HOME-SCHOOL CONNECTION: SCIENCE PROJECT Students will conduct an experiment to find how microwave radiation affects organisms.
FURTHER READING AND RESOURCES ENGLISH: Rourke's Science Encyclopedia Volume 2- Animal Life Rourke's Science Encyclopedia Volume 3- Plant Life http://www.nhptv.org/natureworks/nwepecosystems.htm http://www.harcourtschool.com/activity/exploring_ecosystems/
SPANISH: Enciclopedia de Ciencias Rourke Volumen 2- Los animales Enciclopedia de Ciencias Rourke Volumen 3- Las plantas
Grade Three - Teacher Note - #7
Lab Lesson Essential Question(s):
How do the connections between living and nonliving things in ecosystems help its members survive? LESSON PROCEDURES: BUILDING BACKGROUND
ENGAGE
EXPLORE
EXPLAIN and ELABORATE
Introduce How Ecosystems Work by looking at the cover photo and starting a discussion about what students know about the effects that plants, animals, and nonliving things can have on an ecosystem. Suggested questions: • What are some examples of living and nonliving things? • How do living and nonliving things interact in an environment? • Visualize a small puddle. Now visualize the large ocean. What types of living and nonliving things live in each of these places? • How do you think they interact with each other? Skimming and Scanning How Ecosystems Work While you are skimming and scanning, look for specific text features, such as charts and text boxes that will help you understand what you are reading. What do you see? How will they help you to better understand what you are reading? • Look at the first page. Does it give you an idea or summary of what the book is going to be about? • Students turn to the Glossary. They will select words for the word wall to discuss the meaning of words and understand what they mean in context.
Brainstorm by asking students to help you complete a graphic organizer. Have students think of any thoughts that come to mind when asked how ecosystems work? Then, have students turn to page 8 and discuss how they think animals are able to survive in grasslands. Divide students into pairs and have them discuss: • What connections need to exist between living and nonliving organisms to have a healthy ecosystem? Continue asking W-questions to check understanding of the text. Remind students that text features help readers understand more about the topic. Have students turn to page 7. Ask students: • What did you learn from the caption? What connections are made in a pond for survival to occur? Have students turn to page 15 and read the caption. Ask students: • What connections are made between cleaner shrimp and fish? How does this create a healthier ecosystem? Use scaffolding strategies such as “Visual Aids” for students who need additional support. Ask students: Do you have any questions about the connections between nonliving and living things? Have them write them down in their journals.
Students will create a T-Chart to use as they are exploring and investigating the connections within ecosystems. One side of their T-Chart will be labeled: Connections and the other Benefits. Students read pages 4-9 with a partner. Ask students to stop and think to write down the connection they found in their texts and they will refer back to the text to write down the benefits. Students read pages 10-15 with a partner. Ask students to stop and think to write down the connections they found in their texts and they will refer back to the text to write down the benefits. Make sure to scaffold students by asking questions when necessary so the connections and benefits of those connections are found by students). After partners are done recording the connections they found and the benefits of those connections. Ask students: • What connections did you learn about? How do living and nonliving connections in forests help members survive? How are polar bears able to survive? How do fish stay clean? Students will then record information in their T-Chart. The teacher will instruct students to make sure they included evidence on how connections benefit its members. Tell students that they will conduct an investigation about this topic. Have students make predictions about what might be found during the investigation. Based on knowledge acquired, they will write an opinion using reasons that support whether connections between living and nonliving things in a specific ecosystem can help members in its ecosystem survive.
Explain that in order for the ecosystem to be healthy nonliving and living things depend on each other. Explain that humans can also help members of ecosystems survive. Have students read with a partner pages 16-21. Ask students: • How can humans help other living things survive? Have students turn to page 13 on the rainforest web. Ask students what connections are made that make it possible for other members to survive in its ecosystem? After performing research, using their T-Chart and referencing their books, students will create an “Ecosystem Poster.” Students will pick an ecosystem and two nonliving and two living things. They will draw and explain how they are connected using reasons discussed in class to support their opinions. Continue with the closure and evaluation sections of the lesson. As part of the lesson evaluation, students will be able to answer the essential question : How do the connections between living and nonliving things in ecosystems help its members survive?
CLOSURE Summarizing activity: Students will create an “Ecosystem Poster". Students will pick an ecosystem and two nonliving and two living things. They will draw and explain how they are connected using reasons discussed in class to support their opinions.
EVALUATION Use the following performance rubric for assessing students’ work. Performance Indicators: _______ Students are able to provide evidence to explain how organisms are able to survive. Observations and Rubric Score 3 2 1 0
N E X T G E N E R AT I O N S C I E N C E
English Grade 3 Sample
Your Educational Solution Partner
HOW ECOSYSTEMS WORK BEGINNING LEVEL ACTIVITY NAME: ____________________________________________DATE: ____________ Directions: 1. Read each cause and effect. 2. Use your book ”How Ecosystems Work” to decide which vocabulary word best completes the cause and effect statements.
WORD BANK
survive
abdomens
nutrients
Cause (Why It Happens)
microorganisms
ecosystems
Effect (What Happens)
1. There are plants the rabbit can eat.
The rabbit is able to __________________.
2. Livings things die.
_____________________return to the soil.
3. There is water pollution.
4. Termites have ____________________living in their guts that can break down tough materials.
5. Honeypot ants store nectar in their_____________________.
Fewer animals and plants in the ______________________ exist.
Termites have food to use as fuel for living.
The rest of the ant colony has food to eat.
Grade Three - Beginning Activity - #7
HOW ECOSYSTEMS WORK INTERMEDIATE LEVEL ACTIVITY NAME: ____________________________________________
DATE: ____________
Directions: 1. Read each question carefully. 2. Use your book How Ecosystems Work to give reasons to support your opinions.
Questions
Your Opinions
1. Why do you think honeypot ants are important providers of food to other ants?
2. Why is energy from the Sun important for plants?
3. What can we do to help ecosystems stay healthy?
4. Why do connections between living and nonliving things help animals and plants survive?
Grade Three - Intermediate Activity - #7
HOW ECOSYSTEMS WORK ADVANCED LEVEL ACTIVITY NAME: ____________________________________________
DATE: ____________
Directions: After conducting research on how connections between living and nonliving things help its members survive, write about how the plants and animals in your ecosystem help or hinder its members. Provide evidence to support your opinion. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Grade Three - Advanced Activity - #7
HOW ECOSYSTEMS WORK JOURNAL ACTIVITY NAME: ____________________________________________
DATE: ____________
Directions: Imagine you have been given the power to create your own healthy ecosystem. Explain what living and nonliving things you would include in your ecosystem and how these connections work to create your masterpiece. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ Don't Forget to Edit Your Work! Check the spelling, punctuation, and grammar. Also, check the structure of your essay: ________ Does each paragraph have a clear topic sentence that explains how particular connections
help the ecosystem stay healthy?
________ Did you include and explain connections between nonliving and living things? ________ Does your essay have an appropriate introduction and conclusion? Grade Three - Journal Activity - #7
HOW ECOSYSTEMS WORK HOME-SCHOOL CONNECTION: SCIENCE PROJECT NAME: ____________________________________________ Materials: • • • • • •
DATE: ______________
BUILDING AN ECOSYSTEM
Large, glass jelly jar or canister Small pebbles Potting soil Plants Spray bottle Water
Directions: 1. 2. 3. 4. 5. 6.
Spread a small layer of pebbles on the bottom of your jar. Cover the pebbles with a layer of potting soil. Spray the soil with a small amount of water. Add some small plants, such as a fern sapling or moss. Water the ecosystem so that the soil is moist. Cover the terrarium with the jar lid.
My Observations: What do you notice about your terrarium ecosystem? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ How do the plants get water? _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________-
Grade Three - Science Project - #7
HOW ECOSYSTEMS WORK EXTENSION ACTIVITY NAME: ____________________________________________ DATE: ____________ Directions:
WEB
Choose a main idea you read about in the text. Begin the web by writing the main idea in the center circle. Fill in the other circles with details that support your main idea.
Grade Three - Extension Activity - #7
N E X T G E N E R AT I O N S C I E N C E
Pre- and Post-Test
Your Educational Solution Partner
PRE- AND POST-TEST: GRADE 3 Next Generation Science Rourke Science Reading Program The new Next Generation Science Pre- and Post-Test has been developed to assess student achievement of the Next Generation Science Standards (NGSS) under the topics of Forces and Interactions, Interdependent Relationships in Ecosystems, Inheritance and Variations of Traits: Life Cycles and Traits, and Weather and Climate. The Pre- and Post-Test consists of 25 multiple-choice questions. Each response is equivalent to 4 points for a total of 100 points. A table is provided at the end with the alignment of each of the 5 units covering the NGSS to the test item. The correct response is included. Each question is followed by four choices. Students will decide which choice best completes the statement or answers the question. On a separate answer sheet, students will record their answers by circling the same letter as the answer they have chosen. Multiple-choice questions will be content-and skills-based and may require students to interpret data tables, models, and diagrams. Students may be asked to interpret, analyze, and evaluate data and apply their scientific knowledge and skills to real-world situations.
NEXT GENERATION SCIENCE! PRE- AND PRO-TEST
3 GRADE 3
NEXT GENERATION SCIENCE! PRE- AND PRO-TEST STUDENT NAME: _________________________________________________________ SCHOOL NAME: ______________________________________ DATE:_____________
Print your name, the name of your school, and the date on the lines above. The test contains 25 multiplechoice questions. Record your answers on a separate answer sheet. Circle the letter that corresponds to your response. Use only a No. 2 pencil on your answer sheet. Sample Question Read Sample Question S5 below. S5. Severe tropical storms that form over the ocean are called ____________________. A. tornadoes B. blizzards C. hurricanes D. floods The correct answer is hurricanes, which is next to letter C. If this were a test question, on your answer sheet you would have made a circle around letter C for question S5. You will have 45 minutes to answer the questions.
STOP DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
PRE- AND PRO-TEST Directions: Each question is followed by four choices. Decide which choice best completes the statement or answers the question. On the separate answer sheet, record your answers by circling the same letter as the answer you have chosen. Ask Questions
1.
A third grade class is trying to solve a simple design problem on magnets using the Scientific Method. Which step of the Scientific Method are they using if they are making an educated guess based on their investigation?
A. researching B. testing with an experiment C. asking a question D. constructing a hypothesis
Do Background Research Construct Hypothesis
Think! Try Again
Test with an Experiment Analyze Results Draw Conclusion Hypothesis is True
2. What does the chart tell you about the temperature and precipitation in the polar regions? A. The precipitation in the polar regions is dry and the temperature is hot. B. The precipitation in the polar regions is dry and the temperature is cold. C. The precipitation in the polar regions is wet and the temperature is warm. D. The precipitation in the polar regions is dry and the temperature is warm.
Hypothesis is False or Partially True
Report Results
Name of Habitats
Precipitation
Temperature
Deserts
dry
hot
Rainforest
wet
warm
Polar Regions
dry
cold
3. Mr. Jones’ third grade class is learning about different animals and the adaptations they use to survive in their environments. Which of the following adaptations describes how animals hide from their predator or prey?
A. camouflaging B. migrating C. having large beaks D. having feathers
4. Look at the illustrations below. These illustrations represent different types of fossils. A paleontologist has just found a trace fossil similar to one of the pictures included here. Which one of the illustrations represents a trace fossil? A. B. C. D.
A. footprint fossil B. plant fossil C. fish fossil D. teeth fossils
5. Look at the illustrations below. Which tool do scientists use to magnify specimens? A. B. C.
D.
A. telescope B. electron microscope C. binoculars D. camcorder
6. Students in Mr. Green’s class are learning about the similarities and differences between animals. Look at the chart below. Attributes
Moths
Butterflies
Reproduction
Lay eggs of different shapes and textures
Lay eggs of different shapes and textures
Activity Period
Usually active at night
Usually active during the day
Feeding Behavior
Sip nectar for energy
Sip nectar for energy
Which piece of information can you share that describes how the activity period between moths and butterflies are DIFFERENT?
A. They both lay eggs of different shapes and textures. B. They both do not lay eggs of different shapes and textures. C. They are usually active at opposite times. D. They both sip nectar for energy.
7. Which of the following sentences best describes the connection between plants and animals in an ecosystem? A. Plants provide only food for some animals. B. Plants take in water to provide food and shelter for some animals. C. Plants take in water to provide food and shelter for some animals and then those animals do not become the prey of other animals. D. Plants take in water to provide food and shelter for some animals and then those animals become the prey of other animals. 8. A third grade class has gathered information on the climates of regions. They have learned different regions have different climates. What factor or factors can affect the climates of regions?
A. a region’s latitude B. the direction of wind C. a region’s altitude D. all the above
9. After Mrs. Taylor’s class conducted research on what environmental changes may cause plant extinction, students found out that some of the causes included all except
A. deforestation B. global climate changes C. nutrients D. pesticides
10. Based on the Saffir-Simpson Scale, a Category Five hurricane has winds greater than: Saffir-Simpson Scale Category One Hurricane: Winds 74-95 mph (119-153km/hr) Category Two Hurricane: Winds 96-110 mph (154-177 km/hr) Category Three Hurricane: Winds 111-130 mph (178-209 km/hr) Category Four Hurricane:Winds 131-155 mph (210-249 km/hr) Category Five Hurricane: Winds 155 mph and above (249 km/hr)
A. 110 miles per hour B. 155 miles per hour C. 150 miles per hour D. 130 miles per hour
11. A group of scientists are creating a research paper on how animals form groups to help members survive. This group of scientists needs to pick an animal that helps members survive by providing company to humans. Look at the illustrations. Which animal best provides services and company to humans? A. B. C. D.
A. dog B. goat C. honeybee D. chicken 12. Which of the following sentences offers a good way to prevent animal invaders from entering a different environment?
A. When traveling, bring plants and animals back home with you. B. Release pets into the wild. C. Release live bait into the wild when fishing. D. When fishing, clean your boat thoroughly before taking it to a new lake or river.
13. Look at the diagram. What information can you gather about how the organism from the Plantea Kingdom can survive well in its environment?
A. The plant survives well without light and by making its own nutrients. B. The plant survives well with light and by making its own nutrients. C. The plant survives well by surrounding itself with food. D. The plant survives well without light and water. Leaf Stem Root
Light O2 CO2 H2O
14. Mrs. Smith’s third grade class is studying magnets. They are conducting an experiment to investigate what objects can be attracted to magnets. Look at the pictures below. Which of these objects is most likely to be attracted to a magnet? A.
B.
C.
D.
15. Floods are very dangerous and can destroy homes, buildings, and other properties. Alex and his classmates are writing a proposal that includes possible solutions to this problem. Which of the following statements is NOT a way to combat flooding?
A. People can build dams to block or control the flow of water. B. People can swim, drive, or walk in flooded areas to get to safety. C. Engineers can build artificial levees made of sandbags to absorb the water and create a wall. D. People can listen to the meteorologists’ warnings on the media and get prepared.
16. After conducting research for her science class, Julie learned that human actions can cause animals and plants in the rainforest to be negatively impacted. Which of the following identifies how humans are destroying rainforests?
A. Scientists use rainforest plants to develop new medicines for sick people. B. Conservation groups educate people about the importance of our rainforests. C. Humans harvest different fruits from the rainforests. D. Loggers cut down trees in order to clear land for farming.
17. Mr. Sampson assigned students to conduct an investigation and find evidence of effects of balanced and unbalanced forces on the motion of objects. A student collected four different pictures from a magazine. Which of the following is an example of a balanced force? A.
B.
C.
D.
18. Electric circuits produce light and other effects. What causes the current in a lamp to stop flowing when it’s switched off?
A. The circuit breaks and the light bulb does not light up. B. The lamp did not store enough energy. C. The lamp is old and needs to be replaced. D. The plug was not connected properly.
19. Robert is building a model to describe the life cycle of a sunflower. Look at the diagram below. Which of the following best describes the stage in the life cycle of a sunflower that Robert missed?
A. A flower and leaves grow. B. The life cycle begins with a seed. C. The seed sprouts a root and a stem. D. Flowers makes seeds that fall to the soil.
?
20. After conducting research, Polly learned that invasive plants are very harmful to native plants. She was assigned to construct an argument and give evidence on how these invasive plants are harmful. Which of the following statements should NOT be included? A. Some invasive plants create a lot of shade. Without enough sunlight, certain types of native plants die. B. Some southern cooks make jelly from invasive plants. C. If invasive plants take over, fewer native plants will be around for herbivores to eat. D. Some animals eat plants with spiky seed heads, which get stuck inside their mouths. 21. After school, Angelica is interested in watching a show about animal predators. She remembers the investigation completed with her third grade class about how some animals have advantages over others. Look at the illustration below.
Which of the following best explains the advantages this predator has over others?
A. Some animals can inject venom into their prey using their sharp front teeth. B. Several predators use talons to crush and carry their prey. C. Many predators have powerful jaws with sharp teeth that can slice through flesh quickly. D. Some predators use their hearing to locate prey in the dark.
22. After investigating and analyzing data on traits that are inherited from parents, Susie gathered the information below: Inherited vs. Learned Inherited Color of eyes Food allergies Type of hair Height
Learned Ability to sing Play soccer Practice fishing Run fast
Based on the data table, what trait is most likely to be inherited from parents?
A. running B. singing C. fishing D. food allergies
23. What animal characteristics enable birds to survive in their environment?
A. powerful talons B. poisonous tentacles C. powerful jaws D. sharp teeth
24. Look at the illustration. How does this machine help you predict future motion?
A. It reduces the work you need to lift things. B. The machine helps you climb up easier. C. You can move heavy objects over a distance more easily. D. It helps you slide faster.
25. Mr. Peter’s class is conducting an experiment on static electricity. One of the students rubs a balloon on his head. Which of the following best explains what will happen? A. The hair will cause the balloon to explode. B. The hair will fall. C. The balloon will lose its charge. D. The electrons from the balloon will cause the hair to be pulled.
NEXT GENERATION SCIENCE! PRE- AND POST-TEST ANSWER SHEET STUDENT NAME: _________________________________________________________ SCHOOL NAME: ______________________________________ DATE:_____________ Print your name, the name of your school, and the date on the lines above. Record your answers to the questions on this answer sheet. Circle the letter that corresponds to your response. 1.
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GRAPHIC ORGANIZER
USING KEY WORDS IN CONTEXT
NAME: ____________________________________________
DATE: ____________
Directions: Using brainstorming strategies generate a Word Bank based on key words from the text. Then, write their meaning and use the words in complete sentences. Word Bank
Key Words
What does it mean?
Use it in a sentence
Graphic Organizer - Using Key Words in Context - 2
GRAPHIC ORGANIZER NAME: ____________________________________________
CLUSTERING DATE: ____________
Clustering may be a class or an individual activity and can be used to teach synonyms and antonyms or word relationships. Directions: Use this graphic organizer to connect words that relate to the central topic or idea.
Graphic Organizer - Clustering - 3
GRAPHIC ORGANIZER
WORD-DEFINITION-ILLUSTRATION
NAME: ____________________________________________
DATE: ____________
Directions: Review key vocabulary words you have learned about a specific topic. Now, fill in the graphic organizer. WORD
DEFINITION
ILLUSTRATION
Graphic Organizer - Word-Definition-Illustration - 1
