STEM Lab Grade 3 (#5020100) 


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Course Standards


Name Description
SC.3.L.14.1: Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.
SC.3.L.14.2: Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity.
SC.3.L.15.1: Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.
SC.3.L.15.2: Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics.
SC.3.L.17.1: Describe how animals and plants respond to changing seasons.
SC.3.L.17.2: Recognize that plants use energy from the Sun, air, and water to make their own food.
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 other's 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.
SC.3.N.3.2: Recognize that scientists use models to help understand and explain how things work.
SC.3.N.3.3: Recognize that all models are approximations of natural phenomena; as such, they do not perfectly account for all observations.
SC.3.P.8.1: Measure and compare temperatures of various samples of solids and liquids.
SC.3.P.8.2: Measure and compare the mass and volume of solids and liquids.
SC.3.P.8.3: Compare materials and objects according to properties such as size, shape, color, texture, and hardness.
SC.3.P.9.1: Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation.
SC.3.P.10.1: Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical.
SC.3.P.10.2: Recognize that energy has the ability to cause motion or create change.
SC.3.P.10.3: Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another.
SC.3.P.10.4: Demonstrate that light can be reflected, refracted, and absorbed.
SC.3.P.11.1: Investigate, observe, and explain that things that give off light often also give off heat.
SC.3.P.11.2: Investigate, observe, and explain that heat is produced when one object rubs against another, such as rubbing one's hands together.
SC.35.CS-CC.1.1: Identify technology tools for individual and collaborative data collection, writing, communication, and publishing activities.
SC.35.CS-CC.1.2: Describe key ideas and details while working individually or collaboratively using digital tools and media-rich resources in a way that informs, persuades, and/or entertains.
SC.35.CS-CC.1.3: Identify ways that technology can foster teamwork, and collaboration can support problem solving and innovation.
SC.35.CS-CP.1.2: Identify and describe examples of databases from everyday life (e.g., library catalogs, school records, telephone directories, and contact lists).
SC.35.CS-CP.1.3: Identify, research, and collect a data set on a topic, issue, problem, or question using age-appropriate technologies.
SC.35.CS-CP.1.4: Collect, organize, graph, and analyze data to answer a question using a database or spreadsheet.
SC.35.CS-CP.2.4: Explain that programs need known initial conditions (e.g., set initial score to zero in a game, initialize variables, or initial values set by hardware input).
SC.35.CS-CP.2.5: Detect and correct program errors, including those involving arithmetic operators, conditionals, and repetition, using interactive debugging.
SC.35.CS-CP.3.1: Write, communicate and publish activities using technology tools.
SC.35.CS-CP.3.2: Present digitally created products, either individually and collaboratively, where a topic, concept, or skill is carefully analyzed or thoughtfully explored.
SC.35.CS-CS.1.1: Identify the concepts illustrated by a simulation (e.g., ecosystem, predator/prey, and invasive species).
SC.35.CS-CS.1.3: Answer a question, individually and collaboratively, using data from a simulation.
SC.35.CS-CS.1.4: Create a simple model of a system (e.g., flower or solar system) and explain what the model shows and does not show.
SC.35.CS-CS.2.1: Solve age-appropriate problems using information organized using digital graphic organizers (e.g., concept maps and Venn-diagrams).
SC.35.CS-CS.2.3: Explain the process of arranging or sorting information into useful order as well as the purpose for doing so.
SC.35.CS-CS.3.1: Manipulate and publish multimedia artifacts using digital tools (local and online).
SC.35.CS-CS.3.2: Create an artifact (independently and collaboratively) that answers a research question clearly communicating thoughts and ideas.
SC.35.CS-CS.6.1: Describe how hardware applications (e.g., Global Positioning System (GPS) navigation for driving directions, text-to-speech translation, and language translation) can enable everyone to do things they could not do otherwise.
SC.35.CS-PC.2.6: Communicate about technology using appropriate terminology.
SC.35.CS-PC.3.1: Identify digital information resources used to answer research questions (e.g., online library catalog, online encyclopedias, databases, and websites).
SC.35.CS-PC.3.2: Gather, organize, and analyze information from digital resources.
SC.35.CS-PC.3.3: Compare digital resources for accuracy, relevancy, and appropriateness.
SC.35.CS-PC.4.1: Describe the difference between digital artifacts that are open or free and those that are protected by copyright.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SC.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.



General Course Information and Notes

VERSION DESCRIPTION

This course offers students an opportunity to deepen science, mathematics, engineering, and technology skills.  The primary content focus will be to expand knowledge of current grade level standards in mathematics and science by applying that content in a real world, hands-on situation involving engineering and technology.  For third grade, themes will focus on the investigation of number sense, measurement, geometry, life science, and physical science concepts.

Students will participate in various hands-on STEM activities in this supplemental course to assist in the mastery of current grade level mathematics and science standards.

Instructional Practices 
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:

  1. Ensuring wide reading from complex text that varies in length.
  2. Making close reading and rereading of texts central to lessons.
  3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
  4. Emphasizing students supporting answers based upon evidence from the text.
  5. Providing extensive research and writing opportunities (claims and evidence).

Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)

  • Asking questions (for science) and defining problems (for engineering).
  • Developing and using models.
  • Planning and carrying out investigations.
  • Analyzing and interpreting data.
  • Using mathematics, information and computer technology, and computational thinking.
  • Constructing explanations (for science) and designing solutions (for engineering).
  • Engaging in argument from evidence.
  • Obtaining, evaluating, and communicating information.

English Language Development (ELD) Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English Language Learners (ELL) to communicate information, ideas and concepts for academic success in science and math.  For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success.  The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills.  To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link:  {{AzureStorageLink}}/uploads/docs/standards/eld/sc.pdf.


General Information

Course Number: 5020100 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Science > SubSubject: General Sciences >
Abbreviated Title: STEM LAB 3
Course Attributes:
  • Class Size Core Required
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Status: State Board Approved



Educator Certifications

Elementary Education (Elementary Grades 1-6)
Elementary Education (Grades K-6)


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