Revised: 12.28.11

3rd Grade FOSS: Earth Materials

This kit has several opportunities for students to master the Inquiry standard.

NB: Notebook RS: Response/Student sheet* SS: Science Stories* TO: Teacher Observation*

* = From FOSS manual

Session 1 Session 2 Session 3 Session 4 Session 5 Survey Pretest given before instruction Investigation 1, Part 1 “Mock Rocks” What are some of the properties we can use to describe individual rocks? TO-Assessment Chart RS-Earth Materials Notebook SS-Written In Stone

Investigation 1, Part 2 How can we determine the ingredients of a rock? How can we separate them? RS-Mock Rocks

Investigation 1, Part 3 SEPARATE ingredients: What are the ingredients in mock rocks? How do you know? TO-Assessment Chart

Written in Stone SS-Postcards From the Ledge

Investigation 1, Part 3 (cont’d.) OBSERVE from Session 3 if ready OR Science Stories Postcards from the Ledge

Session 6 Session 7 Session 8 Session 9 Session 10 Investigation 1, Part 3 (cont’d.) JOURNAL from observations I-Check: Mock Rocks

Investigation 2, Part 1 What properties can we use to identify minerals? RS-Mineral Properties SS-Treasure Underfoot and X Marks the Spot

Investigation 2, Part 2 How can your fingernail, a penny, and a paper clip help determine hardness? RS-Scratch Test SS-Digging it up, Mining for Minerals, and Birthstones: A Mineral for Each Month

Journals I-Checks: Scratch Test

Investigation 3, Part 1 (40 min) How can you tell if one ingredient in a rock is calcite? TO-Assessment Chart SS-Old Man and the Rock

Revised: 12.28.11

Session 11 Session 12 Session 13 Session 14 Session 15 Investigation 3, Part 2 Is there a test we can do to know for sure which rocks contain calcite? RS-Calcite Quest SS-The Two Boys: An Aborigine Story

Science Stories Mining for Minerals (While vinegar is evaporating) *Report and Discuss Results *Focus on Chemical Weathering I-Checks: Calcite Quest

Science Stories Old Man and the Rock (While vinegar is evaporating) TO-Assessment Chart SS-Rock of Ages, Identifying Minerals, and Where Do Rocks Come From?

Investigation 3, Part 2 (cont’d.) *Performance Assessment

Investigation 4, Part 1 What are the mineral ingredients in granite? Assessment

Session 16 Session 17 Session 18 Session 19 Session 20 Science Stories Identifying minerals

Investigation 4, Part 2 (optional) Ask a question and design your own investigation or do research to answer.

*Based on 30-minute sessions; some lessons call for response sheets that can be used during the

science period or later in the day.

Revised: 12.28.11

3rd Grade FOSS: Physics of Sound

NB: Notebook RS: Response/Student sheet* SS: Science Stories* TO: Teacher Observation*

* = From FOSS manual

Session 1 Session 2 Session 3 Session 4 Session 5 Survey Pretest given before instruction Investigation 1, Part 1 What are the properties of sounds that make them identifiable? TO-Assessment Chart SS-Seeing the World Through Sound

Investigation 1, Part 2 Can you use the discrimination of sounds to make a code for sending messages? Do as teacher-directed activity RS-Dropping in SS-Listen to This

Investigation 1, Part 3 How are sounds made? TO-Assessment Chart

Investigation 1, Part 3 (cont’d.) SS-Animal Babble and Your Source and Receiver I-Check: Dropping In

Investigation 2, Part 1 How are high and low sounds made? TO-Informal SS-Highs and Lows

Session 6 Session 7 Session 8 Session 9 Session 10 Investigation 2, Part 2 How does length impact the rate of vibration and, therefore, the pitch? RS-Mini Activities

Investigation 2, Part 2 (cont’d.) SS-Making Waves and Sound Off!

Investigation 2, Part 3 How does tension impact the rate of vibration and, therefore, the pitch? RS-Good Vibrations SS-Scoping Out Sound I-Check: Good Vibrations

Investigation 3, Part 1 Can sounds travel through liquids? Can sounds travel through air? How are they different? RD-Sounds Through Air RS-Sound Through Water RS-How Sound Travels SS-Moving Along

Investigation 3, Part 2 Can sounds travel through solids? How are they different? TO-Assessment Chart SS-Bouncing Back and Energy

Revised: 12.28.11

Session 11 Session 12 Session 13 Session 14 Session 15 Investigation 3, Part 2 (cont’d.) I-Check: How Sound Travels

Investigation 4, Part 1

How can pitch, volume, and the distance a sound can travel be modified or enhanced? RS- 8 Sound Challenges

Investigation 4, Part 1 (cont’d.)

Investigation 4, Part 1 (cont’d.) Presentations *Performance Assessment

Investigation 4, Part 2 (optional) Students ask their own question and design an investigation or research

Session 16 Session 17 Session 18 Session 19 Session 20 Animal Babble/Your Source Receiver SS-Lights! Camera! Action! And Grandmother’s Hearing Test

*Physics of Sound Posttest Benchmark Assessment

*Based on 30-minute sessions; some lessons call for response sheets that can be used during the

science period or later in the day.

Revised: 12.28.11

3rd Grade FOSS: Structures of Life

Order crayfish through your building FOSS rep! We need 2 weeks’ notice.

If you plan to do Investigation #5 (optional), order Bess Beetles as well.

NB: Notebook RS: Response/Student sheet* SS: Science Stories* TO: Teacher Observation*

* = From FOSS manual

Session 1 Session 2 Session 3 Session 4 Session 5 Survey Pretest given before instruction Investigation 1, Part 1 Where do seeds come from? TO-Informal SS-Seeds Are Everywhere

Investigation 1, Part 2 Can a seed grow without soil? What does water do to a seed? RE-Origin of Seeds SS-The Most Important Seed

(Seed obs/journal from Part 2) Investigation 1, Part 3 How much water does a seed soak up? (set-up) TO-Assessment Chart

(Seed obs/journal from Part 2) Investigation 1, Part 3 (cont’d.) (Measure and weigh) SS-Barbara McClintock I-Check: Origin of Seeds

(Seed obs/journal from Part 2) Investigation 2, Part 1 What’s the effect of water on seeds in mini-sprouter? How do the plants change over time? TO-Assessment Chart

Session 6 Session 7 Session 8 Session 9 Session 10 (Seed obs/journal from Part 2) Investigation 2, Part 2 How do you grow plants w/o soil? What conditions do plants need to grow? RS-Growing Further SS-Hydro-growing

(Seed obs/journal from Part 2) Investigation 2, Part 3 What is the series of events in the bean life cycle? TO-Informal 8 weeks and a final session

(Seed obs/journal from Part 2) (Bean observation if not done in previous session) RS-Bean Life Cycle I-Check: Growing Further (final session)

Investigation 3, Part 2 (Do before Part 1) What do we need to think about to build a good crayfish habitat in our classroom? RS- Crayfish Structures

Investigation 3, Part 1 Meet your crayfish!! What are its structures? TO-Informal SS-Answering Kids’ Questions

Revised: 12.28.11

Session 11 Session 12 Session 13 Session 14 Session 15 Investigation 3, Part 3 What do crayfish do when something happens to them? RS-Meet the Crayfish

Investigation 3, Part 4 Does each crayfish have its own house? How do we track crayfish movements? TO- Informal SS-Life Cycle of the Crayfish

(Weekly bean observ/journal) Investigation 3, Part 4 (cont’d.) TO-Informal I-Check: Meet the Crayfish

Science Stories: Life Cycle of the Crayfish Crayfish Habitat (Set up snails.) SS-Life on Earth and A Change in the Environment

Investigation 4, Part 1 What structures do land snails have? What does the snail need in its habitat? SS- A Snail’s Journey

Session 16 Session 17 Session 18 Session 19 Session 20 Investigation 4, Part 2 What functions do the structures of snails serve? How are snails and crayfish alike/ different? RS-Land Snail Observations

Investigation 4, Part 2 (cont’d.) Venn diagram RS- Meet the Land Snail SS-Crayfish, Snails, and Kids The Food Web

(Weekly bean observ/journal) Investigation 4, Part 3 How much mass can a snail pull? How do we look out for animal safety? TO-Informal Assessment Chart

Investigation 4, Part 3 (cont’d.) SS-A Chance Encounter and Life in Los Angeles I-Check: Meet the Land Snail

Investigation 5 – Bess beetles – optional ST-Life on Earth A Change in the Environment Life in Los Angeles *Structures of Life Posttest Benchmark Assessment

*Based on 30-minute sessions; some lessons call for response sheets that can be used during the

science period or later in the day.