Third Grade Science A
In the third grade curriculum, students extend their understanding of concepts they studied in previous years.
In the Life Science unit, students explore the concepts that plants and animals are organisms and exhibit a variety of strategies for life, organisms are complex and have a variety of observable structures and behaviors, organisms have varied, but predictable life cycles and reproduce their own kind, and individuals have variations in their traits that may provide an advantage to surviving in their habitats.
In the Physical Science unit, students work with forces and interactions, matter and it's interactions, and with engineering design. Magnetism and gravity are the forces and interactions they explore as they look for patterns of motion to predict future motion. Students also use metric tools to refine observations by measuring mass and volume, make mixtures and solutions to develop a foundational understanding of the conservation of mass, and observe a simple chemical reaction to extend their understanding of conservation.
In the Earth Science unit, students explore how water is the most important substance on Earth. Students are provided with opportunities to explore the properties of water, the water cycle and weather, interactions between water and other Earth materials, and how humans use water as a natural resource.
Throughout the course, students engage in Science and Engineering Practices and Cross-Cutting Concepts that help them make connections across scientific concepts and broaden their scientific skills and processes for future problem solving.
|Course Title (District):||Third Grade Science A|
|Course Title (NCES SCED) :||Science (grade 3)|
|Course Provider :||Novi Community School District|
|Content Provided By :||Novi Community School District|
|Online Instructor Provided By :||Novi Community School District|
|Standards Addressed :|
|Academic Terms :||Semester|
|NCES SCED Code :||
How To Enroll:
|Email :||[email protected]|
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 248-675-3159
- 3-LS2-1 Construct an argument that some animals form groups that help members survive.
- 3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
- 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
- 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
- 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
- 3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
- 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.
- 3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
- 3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
- 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
- 3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
- A device with camera and microphone enabled
- Access to Google Chrome
- Access to web based learning management platform
Interdependent Relationships in Ecosystems
Inheritance and Variation of Traits: Life Cycles and Traits
Weather and Climate
NSQ National Standards for Quality Online Courses
|A1. A course overview and syllabus are included in the online course||Fully Met|
|A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.*||Fully Met|
|A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders.||Fully Met|
|A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course.||Fully Met|
|A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.*||Fully Met|
|A6. Grading policies and practices are clearly defined in accordance with course content learning expectations.||Fully Met|
|A7. The online course provides a clear description or link to the technical support offered and how to obtain it.*||Fully Met|
|A8. Learners are offered an orientation prior to the start of the online course.||Fully Met|
|B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.*||Fully Met|
|B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated.||Fully Met|
|B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.*||Fully Met|
|B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.*||Fully Met|
|B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.*||Fully Met|
|B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.*||Fully Met|
|B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current.||Fully Met|
|B8. The online course is free of adult content and avoids unnecessary advertisements.*||Fully Met|
|B9. Copyright and licensing status for any third-party content is appropriately cited and easily found.||Fully Met|
|B10. Documentation and other support materials are available to support effective online course facilitation.*||Fully Met|
|C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.||Fully Met|
|C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies.||Fully Met|
|C3. The online course is organized by units and lessons that fall into a logical sequence.||Fully Met|
|C4. The online course content is appropriate to the reading level of the intended learners.*||Fully Met|
|C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course.||Fully Met|
|C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways.||Fully Met|
|C7. The online course provides regular opportunities for learner-learner interaction.||Fully Met|
|C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.*||Fully Met|
|C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.*||Fully Met|
|D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies.||Fully Met|
|D2. Valid course assessments measure learner progress toward mastery of content.||Fully Met|
|D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.*||Fully Met|
|D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.*||Fully Met|
|D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.*||Fully Met|
|E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.*||Fully Met|
|E2. The online course design facilitates readability.*||Fully Met|
|E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.*||Fully Met|
|E4. Course multimedia facilitate ease of use.*||Fully Met|
|E5. Vendor accessibility statements are provided for all technologies required in the course.*||Fully Met|
|F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data.||Fully Met|
|F2. The online course tools support the learning objectives or competencies.*||Fully Met|
|F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.*||Fully Met|
|F4. The course allows instructors to control the release of content.*||Fully Met|
|F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.*||Fully Met|
|G1. The online course uses multiple methods and sources of input for assessing course effectiveness.||Fully Met|
|G2. The online course is reviewed to ensure that the course is current.||Fully Met|
|G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews.||Fully Met|
Review Conducted By: Novi Community School District
Date of Review: 05/27/2022
Unit 1: Water and Climate
Unit 2: Living Organisms
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Per District Policy||Per District Policy||Semester||05/25/2022|
Students will need the following: