Unit 1: Life On Land

Lesson 1 Activities
Duration: @ 1 class period
Chapter 1: Building Terrariums
• Assessment: Performance Assessment #1 “Circle of Life” (Embedded Assessment Package, p. 15)
• Questions for Discussion: “Would a whale be able to live in here? Would a snail be able to live in here?” (SCIS 3+ Teacher’s Guide, p. 13)
• Specific Unifying Concept: Interdependence

Lesson 2 Activities
Duration: @ 1 class period
Chapter 2: Observing Seeds
• Questions for Discussion: “Do you think macaroni grows, or is it made? Have you ever planted seeds? What happened to the seeds?” (SCIS 3+ T.G., p. 15)
• Specific Unifying Concept: Interdependence

Lesson 3 Activities
Duration: @ 1 class period
Chapter 3: Germinating Seeds
• Specific Unifying Concept: Interdependence

Lesson 4 Activities
Duration: @ 1 class period
Chapter 4: Adding Animals to Terrarium
• Questions for Discussion: “Have you noticed any interesting or unusual behavior by any of the animals or plants in the terrarium?” (SCIS 3+ T.G., p. 21)
• Specific Unifying Concept: Interdependence

Lesson 5 Activities
Duration: @ 1 class period
Chapter 5: Observing Animal Behavior
• Reading: Animal Homes by Nicola Tuxworth (SCIS 3+ T.G., p. C-17)
• Questions for Discussion: “Does the robin stop before it pecks for a worm? Do trees behave differently in the fall than in the spring?” (SCIS 3+ T.G., p. 26)
• Specific Unifying Concept: Interdependence

Lesson 6 Activities
Duration: @ 1 class period
Chapter 6: Growing Plants
• Assessment: Constructed Response A: Seed Growth (Embedded Assessment Package, p. 51)
• Specific Unifying Concept: Interdependence

Lesson 7 Activities
Duration: @ 1 class period
Chapter 7: Going on a Plant Walk
• Reading: Jack’s Garden by Henry Cole (SCIS 3+ T.G., p. C-17)
• Specific Unifying Concept: Interdependence

Lesson 8 Activities
Duration: @ 1 class period
Chapter 8: Land Organisms (Replaced by Performance Assessment in Chapter 1)

Unit 2: Color
Lesson 9 Activities
Duration: @ 1 class period
Chapter 9: Identifying Color of Chips
• Reading: Colors Everywhere by Tana Hoban (SCIS 3+ T.G., p. C-17)
• Questions for Discussion: “How did you sort your chips?” (SCIS 3+ T.G., p. 31)
• Specific Unifying Concept: Constancy and Change

Lesson 10 Activities
Duration: @ 1 class period
Chapter 10: Sorting Blocks by Color
• Math: Sorting (SCIS 3+ T.G., p. 33)
• Questions for Discussion: “How many red blocks do you have? Who has the fewest blue ones?” (SCIS 3+ T.G., p. 33)
• Specific Unifying Concept: Constancy and Change

Lesson 11 Activities
Duration: @ 1 class period
Chapter 11: Sorting by Colors by Shade
• Math: Sorting (SCIS 3+ T.G., p. 35)
• Questions for Discussion: “How are these rectangles different? How are they alike?” (SCIS 3+ T.G., p. 35)
• Specific Unifying Concept: Constancy and Change
Day and Night Audio Flip Book

Lesson 12 Activities
Duration: @ 1 class period
Chapter 12: Blending Colors
• Questions for Discussion: “What would happen if you choose 2 colors? What color will the 2 colors make? Will they make light or dark shades?” (SCIS 3+ T.G., p. 37)
• Specific Unifying Concept: Constancy and Change

Lesson 13 Activities
Duration: @ 1 class period
Chapter 13: Finding Colors in Nature
• Reading: Color Surprises by Chuck Murphy (SCIS 3+ T.G., p. C-17)
• Specific Unifying Concept: Constancy and Change

Lesson 14 Activities
Duration: @ 1 class period
Chapter 14: Looking Through Colored Windows
• Reading: Color by Ruth Heller, Colors by Gallimard Jeunesse (SCIS 3+ T.G., p. C-17)
• Questions for Discussion: “How does the color change when you wear the mask? Do the objects become lighter or darker?” (SCIS 3+ T.G., p. 41)
• Specific Unifying Concept: Constancy and Change

Lesson 15 Activities
Duration: @ 1 class period
Chapter 15: Stringing Beads by Color
• Math: Patterning (SCIS 3+ T.G., p. 43)
• Questions for Discussion: “Why did you use red before blue? Why did you use 2 of the same color?” (SCIS 3+ T.G. p. 43)
• Specific Unifying Concept: Constancy and Change

Lesson 16 Activities
Duration: @ 1 class period
Chapter 16: Finding Colors in Totem Pole Posters
• Specific Unifying Concept: Constancy and Change

Lesson 17 Activities
Duration: @ 1 class period
Chapter 17: Reviewing Color
• Math: Grouping (SCIS 3+ T.G., p. 47)
• Specific Unifying Concept: Constancy and Change

Unit 3: Shape
Lesson 18 Activities
Duration: @ 1 class period
Chapter 18: Describing Blocks by Shape
• Math: Patterns (SCIS 3+ T.G. p. 55)
• Questions for Discussion: “How is the round one different from the triangle? In what ways are the diamond and square the same?” (SCIS 3+ T.G. p. 54)
• Specific Unifying Concept: Constancy and Change

Lesson 19 Activities
Duration: @ 1 class period
Chapter 19: Outlining Painting and Drawing Shapes
• Specific Unifying Concept: Constancy and Change

Lesson 20 Activities
Duration: @ 1 class period
Chapter 20: Finding Shapes in Totem Pole Posters
• Specific Unifying Concept: Constancy and Change

Lesson 21 Activities
Duration: @ 1 class period
Chapter 21: Identifying the Shapes of Classroom
• Reading: The Shape of Things by Dayle Ann Dodds (SCIS 3+ T.G. p. C-18)
• Math: Shape walk (SCIS 3+ T.G. p. 61)
• Specific Unifying Concept: Constancy and Change

Lesson 22 Activities
Duration: @ 1 class period
Chapter 22: Stringing Beads by Shape
• Math: Patterns (SCIS 3+ T.G. p. 62-63)
• Questions for Discussion: “Can you predict the next shape in the sequence?” (SCIS 3+ T.G. p. 63)
• Specific Unifying Concept: Constancy and Change

Lesson 23 Activities
Duration: @ 1 class period
Chapter 23: Comparing Shapes
• Reading: Math Counts: Shapes by Henry Pluckrose, My First Book of Shapes by Chuck Murphy, Shapes, Shapes, Shapes by Tana Hoban, and Ship Shapes by Nancy Parent (SCIS 3+ T.G. p. C-18)
• Math: Sorting and Comparing Blocks and Beads (SCIS 3+ T.G., p. 64)
• Questions for Discussion: “In what ways are these similar? In what ways are the shapes different?" (SCIS 3+ T.G., p. 64)
• Specific Unifying Concept: Constancy and Change

Lesson 24 Activities
Duration: @ 1 class period
Chapter 24: Reviewing Shape
• Questions for Discussion: “Can you name the order in which the stickers were placed?” (SCIS 3+ T.G., p. 67)
• Specific Unifying Concept: Constancy and Change

Unit 4: Texture
Lesson 25 Activities
Duration: @ 1 class period
Chapter 25: Describing the Texture of Objects
• Questions for Discussion: What does the object feel like with your eyes closed? Does the object feel the same all over or does part of it feel different? How does it feel different?” (SCIS 3+ T.G., p. 72)
• Specific Unifying Concept: Constancy and Change

Lesson 26 Activities
Duration: @ 1 class period
Chapter 26: Playing Touch Screen Games
• Specific Unifying Concept: Constancy and Change

Lesson 27 Activities
Duration: @ 1 class period
Chapter 27: Recognizing Objects in Touch Tubes
• Specific Unifying Concept: Constancy and Change

Lesson 28 Activities
Duration: @ 1 class period
Chapter 28: Making Texture Collages
• Specific Unifying Concept: Constancy and Change

Lesson 29 Activities
Duration: @ 1 class period
Chapter 29: Describing the Texture of Organisms
• Reading: Clifford’s Furry Friends by Norman Bridwell and Texture by Karen Bryant-Mole (SCIS 3+ T.G., p. C-18)
• Specific Unifying Concept: Constancy and Change

Lesson 30 Activities
Duration: @ 1 class period
Chapter 30: Reviewing Texture
• Questions for Discussion: “How does the object in one hand feel different from the object in your other hand? How are they the same?” (SCIS 3+ T.G., p. 83)
• Specific Unifying Concept: Constancy and Change

Unit 5: Odor
Lesson 31 Activities
Duration: @ 1 class period
Chapter 31: Using Odor Boxes
• Specific Unifying Concept: Constancy and Change

Lesson 32 Activities
Duration: @ 1 class period
Chapter 32: Identifying Odors
• Reading: The Best Smelling Alphabet Book Ever by Harriet Ziefert (SCIS 3+ T.G., p. C-19)
• Specific Unifying Concept: Constancy and Change

Lesson 33 Activities
Duration: @ 1 class period
Chapter 33: Changing the Perception of Odors
• Questions for Discussion: “What masked the odor more effectively, the plastic wrap or the spray?” (SCIS 3+ T.G., p. 93)
• Specific Unifying Concept: Constancy and Change

Lesson 34 Activities
Duration: @ 1 class period
Chapter 34: Reviewing Odor
• Reading: Smell by Mandy Suhr (SCIS 3+ T.G., p. C-19)
• Specific Unifying Concept: Constancy and Change

Unit 6: Life In Water
Lesson 35 Activities
Duration: @ 1 class period
Chapter 35: Receiving Organisms
• Introduce Performance Assessment #2, Life in Water (Embedded Assessment Package, p. 30)
• Specific Unifying Concept: Interdependence

Lesson 36 Activities
Duration: @ 1 class period
Chapter 36: Observing Aquariums
• Constructed Response B: Aquarium Comparison (Embedded Assessment Package, p. 53)
• Specific Unifying Concept: Interdependence
Literacy Connection: The Small, Small Pond video

Lesson 37 Activities
Duration: @ 1 class period
Chapter 37: Observing Animals and How They Move
• Reading: The Fish Book by Christopher Angelfish and Life in a Pond by Allan Fowler (SCIS 3+ T.G., p. C-19)
• Questions for Discussion: “Can you describe how the animals move? What parts of the aquarium does each animal or plant use?” (SCIS 3+ T.G., p. 107)
• Specific Unifying Concept: Interdependence

Lesson 38 Activities
Duration: @ 1 class period
Chapter 38: Aquatic Organisms
• Performance Assessment #2, Life in Water (Embedded Assessment Package, p. 30-42)
• Questions for Discussion: “How has the aquarium changed since it was first set up? Which do you think the newts and crabs like better: water or dry sand?” (SCIS 3+ T.G., p. 109)
• Specific Unifying Concept: Interdependence

Unit 7: Sound
Lesson 39 Activities
Duration: @ 1 class period
Chapter 39: Using Sound Boxes
• Specific Unifying Concept: Constancy and Change

Lesson 40 Activities
Duration: @ 1 class period
Chapter 40: Identifying Sounds in the Classroom
• Reading: I Thought I Heard… by Alan Baker (SCIS 3+ T.G., p. C-19)
• Math: Counting Sounds (CSIS 3+ T.G., p. 117)
• Questions for Discussion: “What does each sound mean to us?” (SCIS 3+ T.G., p. 117)
• Specific Unifying Concept: Constancy and Change

Lesson 41 Activities
Duration: @ 1 class period
Chapter 41: Playing Musical Instruments and Making Rhythms
• Questions for Discussion: “How did you make the sound on the drum? Did you make the sound with the sand blocks the same way?” (SCIS 3+ T.G., p. 119)
• Specific Unifying Concept: Constancy and Change

Lesson 42 Activities
Duration: @ 1 class period
Chapter 42: Recording Sounds
• Reading: Polar Bear, Polar Bear, What Do You Hear? By Bill Martin (SCIS 3+ T.G., p. C-19)
• Questions for Discussion: Why does that sound like Johnny and Juanita? How can you tell that was Nancy and not Clavin laughing?” (SCIS 3+ T.G., p. 121)
• Specific Unifying Concept: Constancy and Change

Lesson 43 Activities
Duration: @ 1 class period
Chapter 43: Reviewing Sounds
• Reading: Too Much Noise by Ann McGovern (SCIS 3+ T.G., p. C-19)
• Specific Unifying Concept: Constancy and Change

Unit 8: Size
Lesson 44 Activities
Duration: @ 1 class period
Chapter 44: Measuring Size of the Children
• Math: Comparing sizes of hands, feet, and height (SCIS 3+ T.G., p. 129)
• Questions for Discussion: “Is your hand the same size as your foot? Which is bigger? Is everyone’s hand the same size? Is everyone’s foot the same size?” (SCIS 3+ T.G., p. 129)
• Specific Unifying Concept: Constancy and Change

Lesson 45 Activities
Duration: @ 1 class period
Chapter 45: Observing the Size of Classroom Objects
• Reading: The Best Bug Parade by Stuart Murphy, Is It Larger? Is It Smaller? by Tana Hoban, and Math Counts: Size by Henry Pluckrose (SCIS 3+ T.G., p. C-19)
• Math: Comparing (SCIS 3+ T.G., p. 131)
• Specific Unifying Concept: Constancy and Change

Lesson 46 Activities
Duration: @ 1 class period
Chapter 46: Observing the Size of Puddles
• Math: Changing Size (SCIS 3+ T.G., p. 133)
• Questions for Discussion: “Will the puddles get bigger? Smaller? Will they change shape? What do you think happened to the rest of the puddle?” (SCIS 3+ T.G., p. 133)
• Specific Unifying Concept: Constancy and Change

Lesson 47 Activities
Duration: @ 1 class period
Chapter 47: Using Magnifiers
• Questions for Discussion: “In what ways does it look like it did before? Different? How does an object look when you hold it far away and through a magnifier?” (SCIS 3+ T.G., p. 135)
• Specific Unifying Concept: Constancy and Change

Lesson 48 Activities
Chapter 48: Reviewing Size
• Math: shape, size, and color (SCIS 3+ T.G., p. 137)
• Specific Unifying Concept: Constancy and Change

Unit 9: Quantity
Lesson 49 Activities
Duration: @ 1 class period
Chapter 49: Counting Beads
• Math: Same, more, fewer terms (SCIS 3+ T.G., p. 143)
• Questions for Discussion: “Are these strings of beads the same? Which has more?” (SCIS 3+ T.G., p. 143)
• Specific Unifying Concept: Constancy and Change

Lesson 50 Activities
Duration: @ 1 class period
Chapter 50: Comparing Quantities of Objects
• Reading: Anno’s Counting Book by Mitsumasa Anno, How Many, How Many, How Many? by Rick Walton, and Math Counts: Counting by Henry Pluckrose (SCIS 3+ T.G., p. C-20)
• Math: Estimating and Counting (SCIS 3+ T.G., p. 145)
• Questions for Discussion: “How many small marbles do you think it took to fill the other tube? Why do you think it takes so many small marbles to fill the tube? Why do you think we need so few large marbles to fill the other tube?” (SCIS 3+ T.G., p. 145)
• Specific Unifying Concept: Constancy and Change

Lesson 51 Activities
Duration: @ 1 class period
Chapter 51: Comparing Quantities of Water
• Math: Volume – using more or less terms (SCIS 3+ T.G., p. 147)
• Specific Unifying Concept: Constancy and Change

Lesson 52 Activities
Duration: @ 1 class period
Chapter 52: Reviewing Quantity
• Reading: There Were Ten in the Bed by Pam Adams (SCIS 3+ T.G., p. C-20)
• Specific Unifying Concept: Constancy and Change

Unit 10: Position
Lesson 53 Activities
Duration: @ 1 class period
Chapter 53: Describing the Position of Objects
• Specific Unifying Concept: Order and Organization of Systems

Lesson 54 Activities
Duration: @ 1 class period
Chapter 54: Positioning Stickers to Create Mosaics
• Specific Unifying Concept: Order and Organization of Systems

Lesson 55 Activities
Duration: @ 1 class period
Chapter 55: Describing the Location of Parts of Totem Poles
• Specific Unifying Concept: Order and Organization of Systems

Lesson 56 Activities
Duration: @ 1 class period
Chapter 56: Reviewing Position
• Specific Unifying Concept: Order and Organization of Systems