Third+Grade+Science+IG

Physical Science 3-Forces & Motion 3-Matter-Properties & Change 3-Energy-Conservation & Transfer

Earth/Environmental Science 3-Earth in the Universe 3-Earth Systems, Structures & Processes

Life Science 3-Structures & Functions of Living Organisms - 3-Ecosystems-

[|Create your own 20 Question Jeopardy]

Scholastic Correlations to Common Core Essential Standards for Science
__**INTERVENTIONS for Science:**__
 * //Issue One: Vocabulary//**

Science vocabulary can be daunting for students, particularly for those with low literacy. Imagine a student who encounters the unknown word "metamorphosis" in a passage. The student passes over the word, hoping to discover meaning further in the text, only to find detailed descriptions of the larva, pupa, and adult insect stages. Confusion results and the student may become nervous, tired, or unable to concentrate. They may simply choose to give up. How can this issue be approached? Reading about certain complicated science concepts, such as the laws governing genetics and inherited traits, requires concentration and focus from even the best readers. Low-literacy students, who have likely experienced past reading frustration and failure may be reluctant to even try. Consider these strategies for addressing this issue. Many science concepts revolve around a sequence or cycle of events. For students who are reading about stellar evolution, for example, it is not only the star types that are important. The order, timing, and triggers for movement from one stage to another must also be understood. Comprehending multiple steps in sequential order requires a different type of reading approach. Below are some strategies which can provide assistance with this issue.
 * //Focus on vocabulary prior to reading//. When possible, link the new term to an experiment, diagram, demonstration, piece of equipment, or prior learning experience.
 * //Make dictionaries available//. If possible, have a dictionary on each desk during reading assignments.
 * //Teach students to use the dictionary when they encounter the first unknown word//. Skipping unknown words in hopes of defining them through context reduces science literacy.
 * //Have students create "Science Signs," or flash cards for new vocabulary//. Put the term on the front. The definition and a sentence or representative diagram should go on the back, as well as any information which links this term to prior or concurrent learning.
 * //Manage a "Science Sign Sort" activity//. Have students create categories and sort their Science Signs of both new and mastered vocabulary appropriately.
 * //Issue Two: Detailed Concepts and Relationships//**
 * //Manage reading assignments with purpose//. Make sure students know why they are reading given passages. Provide guidelines about specific areas of focus and goals for reading.
 * //Teach students to use text clues to identify critical information//. Titles, subheadings, paragraph groupings, graphics, and summary statements are used by writers to organize information. Understanding this structure can help students manage their reading.
 * //Encourage questioning and hypothesis formation during reading//. Ask students to jot down questions or ideas which occur to them while reading. Provide time to discuss their thoughts.
 * //Teach students to look for key terms which imply relationships between variables//. Words like "since," "when," "affect," "consequently," "although," "effect," "if," and "because" signal the discussion of related variables.
 * //Evaluate student comprehension frequently throughout a series of reading assignments using a variety of methods//. Have students describe the new concept through a diagram, graph, hands-on demonstration, or journal entry.
 * //Issue Three: Multi-Step Processes and Cycles//**
 * //Preview text structure with students//. Identify text cues which indicate the beginning, middle, end, or key parts of a sequence.
 * //Increase student interaction with the reading//. Group discussion, problem-solving, and hands-on activities related to the reading can increase responsiveness and motivation.
 * //Have students create flow charts, diagrams, and sketches//. Creating physical representations of written steps can increase retention of sequential information.
 * //Break the reading of long sequences into smaller numbers of steps//. Assign a small portion of text, then pause for discussion and questions. When possible, have students predict further steps in the sequence before moving forward.
 * //Utilize student-created Science Signs to sequence key steps in a process or cycle//. The visual and tactile components of this type of activity can increase retention of sequential information.