|
Spartanburg District Five and SCDOE
Regional Technology Center, Spartanburg |
| Author(s) |
Instructional Module |
Subject |
Grade |
Target Standards |
| Spartanburg
School District Five
Duncan
Elementary
Chrystal
Phillips, Instructional Facilitator
Fran Emmel,
Grade 3 Teacher
|
Interdisciplinary
Unit: Go Ahead and Bug Me
Science
Module
Math
Module
Social Studies
Module
English/Language
Arts Module
|
Science |
3 |
II. Life Science
A. Characteristics of Organisms
|
| Math |
3 |
Strand VI Probability and Statistics
B1-Construct, interpret, and draw conclusions from tables, charts, pictographs, bar graphs, line graphs, and line plots to display given data.
B3-Organize a set of data using tally marks.
|
| Social Studies |
3 |
II Power, Authority and Government
3.9 The learner will demonstrate an understanding of the role of the citizen in American
democracy, including personal and civic rights and responsibilities.
|
English/
Language
Arts |
3 |
IV E The student will publish a variety of texts, such as stories,
plays, poems…
|
|
Spartanburg
School District Five
River Ridge Elementary
Glenda
Bigby,
Instructional Facilitator
Janet Harvey,
Grade 3 Teacher |
Super
South Carolina Plants |
Science |
3 |
II. Life Science
c2b Habitats managed and monitored in SC |
|
Spartanburg
School District Five
Wellford
Elementary
Debbie
Dudley, Instructional Facilitator
Karen
Cummings, Grade 3 Teacher |
South Carolina: From the Mountains to the Sea |
Science |
3 |
III. Earth
Science
Properties of Earth Materials- A.1
Changes in the Earth- B.1
|
|
Spartanburg
School District Five
Reidville Elementary
Lewanna
Caldwell, Instructional Facilitator
|
Welcome
to S.C.a.l.e.
|
Introduction to S.C.A.L.E. |
All students and adults |
People, Places, and Environments: Geography
Cardinal points of a compass
Introductory lesson to SCALE for both students and adults
|
| Math |
3 |
VC1a - Estimate and use measuring devices;
length-inches, feet, yards, centimeters, and meters
VD1 - Measure length to the nearest inch or half-inch or to
the nearest centimeter to solve problems
VG1 - Apply measurement in a variety of real-world contexts
and other disciplines
|
|
Measuring
Trees
Module One
Module
Two
|
|
Spartanburg
School District Five
Reidville Elementary
Jodi Sherriff, Third Grade Teacher |
On
Your Mark, G
et Set, Get Dirty! |
Science |
3 |
1.
Properties of Earth Materials. A. The varied earth materials have
different physical properties and uses. d. Recognize that rock, clay,
silt, sand, and humus are components of soils.
|
Soil
In a Nut Shell at SCALE
|
Science |
3 |
e. Identify that topsoil is a natural product of
subsoil and bedrock.
f. Identify that soil provides support and nutrients for plant
growth.
|
|
Spartanburg
School District Five
Beech
Springs Intermediate
Angie
Showalter, Instructional Facilitator
|
Tree
Diversity
Lesson
One
Lesson
Two
Lesson
Three
Lesson
Four
|
Science |
5
|
I. Inquiry
The following standards are for all Four lessons within this
module.
A.
Process Skills
1.
Observe
a.
Use the senses and simple tools to gather information about objects or events such as size, shape, color, texture, sound, position, change, and
use (qualitative).
3.
Measure
a.
Use standard (U.S. Customary and Metric) to estimate and measure mass, length, area,
perimeter, volume, and temperature to the nearest whole unit (quantitative observations).
4.
Communicate a.
Use drawings, tables, graphs, written and oral language to describe
objects and explain ideas and actions.
5.
Infer
a.
Explain or interpret an observation based on data and prior knowledge.
b.
Discriminate between observations and inferences.
II.
Life Sciences
B. Populations and Ecosystems
1. A
population consists of all individuals of a species that occur together at a given
place and time. All populations live together and the physical factors with
which
they interact compose an ecosystem.
a.
Define a population.
b.
Investigate and understand how plants and animals in aquatic/terrestrial
ecosystems interact with one another and with the nonliving environment.
|
|
Spartanburg
School District Five
Beech Springs Intermediate
Benita
Westmoreland, Sixth Grade Teacher
|
Out
on a Limb! |
Science |
6 |
Observe patterns of
objects and events.
Develop descriptions,
explanations, predictions,
models using evidence.
Discriminate among observations,
inferences, and predictions.
Classify
Use scientific (field guides, charts, periodic
tables, etc.) and dichotomous keys for classification.
|
| "CELL"
A BRATION |
Science |
6 |
Structure and function in living systems.
I dentify and
explain the function of cell parts.
Develop descriptions, explanations, predictions and models
using evidence.
|
| LEAFIN' THROUGH THE FOREST! |
Science |
6 |
Classify
Using scientific
and dichotomous keys for classification.
Infer
Making
inferences based on data.
|
|
Spartanburg
School District Five
DR Hill Middle
Rhonda Kennedy,
Seventh Grade Teacher
|
How's Your Soil?
Module 1
Module 2
Module 3 |
Science |
7 |
(Strand III - A - 3 - b) Analyze soil properties that can be observed (soil
profile, composition, texture, particle size) and measured (permeability,
temperature, pH, moisture) to predict soil quality.
|
| How's Your Soil?
Module 4 |
Language Arts |
7 |
The student will develop
narrative, expository, persuasive, and technical writings.
(Strand IV-A)
The
student will assimilate and synthesize information from various sources and
convey it clearly to others. (Strand IV - J)
The
student will use the writing process fluently and expand the use of writing to
learn across the curriculum. (Strand IV-C)
|
|
Spartanburg
School District Five
DR Hill Middle
Tammy
White, Instructional Facilitator
|
Earthquake!
Thematic
Unit
Science Module
|
Science |
7 |
Science -III-4-a, b, & c
Energy
is transferred in many ways. (Transfer of Energy: Physical Science)
a. Identify longitudinal and transverse waves.
b.
Compare the three major
types of seismic waves (primary, secondary, and surface waves).
c.
Explain how an earthquake’s
epicenter is located by using seismic wave information.
Science – III – 6 – a Describe how the seismograph measures seismic activity
(strength and location).
Math – III-C-1 The student will describe and represent
relations using tables, graphs, and rules.
|
| History
Module |
Social
Studies |
7 |
8.7.1 Use physical processes to explain patterns in
the physical environment.
8.7.3 Explain how to predict the consequences of physical
processes on the Earth's surface.
|
| Language
Arts Module |
Lanugage
Arts |
7 |
I-N The student
will place a variety of works into appropriate historical and cultural context
and relate to other situations, content areas, and time periods.
IV-C The student
will use the writing process fluently and expand the use of writing to learn
across the curriculum.
|
|
Spartanburg
School District Five
James F.
Byrnes Byrnes High
Kathy
Ferrell
|
State
Symbols and Their Habitats! |
Science |
11 |
Science
- II. D.3.b. Examine how interrelationships and interdependence of living
things contribute to the homeostasis of ecosystems.
Science
- II. D.4.b. Limiting factors and their role in the stability of ecosystems
English/Language
Arts - 11. V. C. Long-term project presented to peers
English/Language
Arts - 9. IV.C. The student will use technology |
| Presenting
Native Plants of SC |
Science |
10 |
Strand
II. C. 3. b. Examine the
complexity of classifying organisms based on such as structural
adaptations, physiology, nutritional strategies, bilchemical similarities,
genetic similarities, embryological similarities and methods of
reproduction.
II.
D. 3. b. Examine how interrelationships and interdependence of living
things contribute to the homeostasis of ecosystems.
English/Language
Arts - 9.IV.C The student will use technology
English/Language
Arts - 11. V. C. Long-term project presented to peers |
| State
Symbols and Their Habitats! |
Science |
11 |
Science
- II. D.3.b. Examine how interrelationships and interdependence of living things
contribute to the homeostasis of ecosystems.
Science - II. D.4.b. Limiting
factors and their role in the stability of ecosystems
English/Language
Arts - 11. V. C. Long-term project presented to peers
English/Language
Arts - 9. IV.C. The student will use technology
|
|
Spartanburg
School District Five
James F.
Byrnes Byrnes High
John E. Ratterree
|
Identifying Native
Trees |
Science
English
|
10 |
SCIENCE: - II.C.3.b. Examine the complexity
of classifying organisms.
SCIENCE - II.D.4.a.
Population demographics
ENGLISH/LANGUAGE
ARTS - 9. IV.A. The student will develop . . . technical writings to inform,
explain. . .
ENGLISH/LANGUAGE
ARTS - 9.IV.C. The student will use technology.
|
| Scale of S.C.A.L.E. |
Math |
11 |
V.B. Choose appropriate techniques, units,
and tools to measure quantities.
V.D. Convert units of measure within a system to solve problems that involve
various measurement units, using technology whenever appropriate.
V.F. The student will convert units of measure within the metric system, within
the U.S. customary system, or between systems given the
appropriate conversion factors.
|
| Washington's
Travels |
Social Studies |
11 |
10.4.1 Explain the meaning of
place
10.4.2 Physical
& human characteristics of places
10.4.10 Cultural
changes affect perceptions of places
|
