Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 1: Investigating Questions
TIMELINE
NGSS/CCSS
1 Day
(Need to
prepare boxes
ahead of time
and can reuse
in future)
K-2.ETS-1
RI.2.1
W.2.8
Obj: SWBAT
 Use observations to
make inferences.
3 Days
K-2.ETS-1
Lesson 1: How Do
Scientists Investigate
Questions?
RI.2.1
W.2.8
1 Day
K-2.ETS-1
RI.2.1
W.2.8
CONTENT & SKILLS
Inquiry 1: Mystery Box
Obj: SWBAT
 Explain different ways
that science questions can
be investigated.
 Explain how models
can be used in
investigations.
Lesson 1: How Do
Scientists Investigate
Questions?
Obj: SWBAT
 Explain different ways
that science questions can
be investigated.
 Explain how models
can be used in
investigations.
TEACHER RESOURCES/
SUPPLEMENTARY MATERIALS
TE pgs. 1D and 3A
 Inquiry Flipchart pg.2
 READ SAFETY IN SCIENCE
FIRST (See Curriculum Guide)
MATERIALS
ASSESSMENT
Directed Inquiry:
Mystery Box
Small cardboard boxes
such as shoe boxes –
one for each group,
objects that fit in the
boxes , nail or
thumbtack, scissors,
sock, tape
TE pgs.3-11
 Digital Lesson: www.thinkcentral.com
 Exit Slip
TE pgs. 12-14
 Sum it Up
 Brain check
 Apply concepts
 Lesson Quiz AG1
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 1: Investigating Questions
TIMELINE
NGSS/CCSS
CONTENT & SKILLS
2 Days
K-2.ETS11,2
Lesson 2: How Can You
Use a Model?
RI.2.1
W.2.6,8
3 Days
(Obtain some
of the tools
discussed so
students can
use them
around the
classroom.
This would be
a good place
for
measurement
centers.)
K-2.ETS11,2
1 Day
K-2.ETS11,2
RI.2.1
W.2.6,8
RI.2.1
W.2.6,8
TEACHER RESOURCES/
SUPPLEMENTARY MATERIALS
TE pgs. 15A- 16
 Virtual Lab: www.thinkcentral.com
 Inquiry Flipchart pg. 3
Obj: SWBAT
 Use models.
 Record observations.
Lesson 3: How Do
Scientists Use Tools?
TE pgs. 17-25
 Digital Lesson: www.thinkcentral.com
 Inquiry Flipchart pg. 4
Obj: SWBAT
 Describe tools that are
used to enhance the ability
to make observations.
 Record observations
accurately.
Lesson 3: How Do
Scientists Use Tools?
Obj: SWBAT
 Describe tools that are
used to enhance the ability
to make observations.
 Record observations
accurately.
TE pgs. 26-28
 Sum it Up
 Brain check
 Apply concepts
MATERIALS
Guided Inquiry:
How Can You Use a
Model?
Sheets of paper, tape,
meterstick, safety
goggles
ASSESSMENT
 Lesson Quiz –
AG2
Directed Inquiry:
I Can See Clearly Now
Magnifying box, hand
lens, penny, plant
 Lesson Quiz AG3
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 1: Investigating Questions
TIMELINE
NGSS/CCSS
CONTENT & SKILLS
2 Days
K-2.ETS11,2,3
Lesson 5: How Do Scientists
Use Data?
RI.2.1
W.2.6,8
Obj: SWBAT
 Describe various ways
scientists record and display
data in order to communicate
results.
Lesson 5: How Do Scientists
Use Data?
1 Day
K-2.ETS11,2,3
RI.2.1
W.2.6,8
2 Days
K-2.ETS11,2,3
RI.2.1
W.2.6,8
2 Days
Obj: SWBAT
 Describe various ways
scientists record and display
data in order to communicate
results.
Lesson 6: How Do Your
Results Compare?
Obj: SWBAT
 Compare results of an
investigation with other
students.
 Explain conclusions based
upon evidence that has been
gathered.
Review and Unit 1 Test
TEACHER RESOURCES/
SUPPLEMENTARY
MATERIALS
TE pgs. 33-41
 Digital Lesson:
www.thinkcentral.com
MATERIALS
 Exit Slip
 Lesson Quiz -AG5
TE pgs. 42-44
 Sum it Up
 Brain check
TE pgs.45-48
 Virtual Lab:
www.thinkcentral.com
 Inquiry Flipchart pg. 7
ASSESSMENT
Guided Inquiry:
How Do Your Results
Compare?
Plastic containers
with lids, graduated
cylinder, cold water,
medicine dropper,
dishwashing liquid,
millimeter ruler
 Lesson Quiz - AG6
District Unit 1 Test
– Found in
Curriculum Guide
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 2: The Engineering Process
TIMELINE
NGSS/CCSS
CONTENT & SKILLS
3 Days
3-5.ETS11,2,3
4-PS3-4
Lesson 1: How Do
Engineers Use The Design
Process?
RI.5.1,7,9
W.5.7,8,9
MP.2,4,5
3.5.OA
W.4.7,8
4.OA.A.3
3-5.ETS11,2,3
4-PS3-4
Obj: SWBAT
 Describe the purpose of
the design process.
 Describe the steps of the
design process.
RI.5.1,7,9
W.5.7,8,9
MP.2,4,5
3.5.OA
W.4.7,8
4.OA.A.3
3-5.ETS11,2,3
Obj: SWBAT
 Describe the purpose of
the design process.
 Describe the steps of the
design process.
RI.5.1,7,9
W.5.7,8,9
MP.2,4,5
3.5.OA
Obj: SWBAT
 Identify the goal of a
design.
 Plan and draw a design.
 Evaluate and test how
well the design meets
the goal.
1 Day
1 Day
Lesson 1: How Do
Engineers Use The Design
Process?
Lesson 2: How Can You
Design a Tree House?
TEACHER RESOURCES/
SUPPLEMENTARY MATERIALS
TE pgs.55-63
 Digital Lesson:
www.thinkcentral.com
MATERIALS
 Exit Slip
 Lesson Quiz –
AG14
TE pgs. 64-66
 Sum it Up
 Brain check
 Apply concepts
TE pgs. 67A-68
 Inquiry Flipchart pg. 9
ASSESSMENT
Guided Inquiry:
How Can You Design a
Tree House?
Colored pencils,
notebook
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 2: The Engineering Process
TIMELINE
NGSS/CCSS
3 Days
3-5.ETS11,2,3
Lesson 4: How Can We
Improve a Design?
RI.5.1,7,9
W.5.7,8,9
MP.2,4,5
3.5.OA
Obj: SWBAT
 Infer ways to improve a
design. Design an improved
product.
2 Days
CONTENT & SKILLS
Review and Unit 2 Test
TEACHER RESOURCES/
SUPPLEMENTARY MATERIALS
TE pgs.81A-82
 Virtual Lab: www.thinkcentral.com
 Inquiry Flipchart pg. 11
MATERIALS
ASSESSMENT
Guided Inquiry:
How Can We Improve a
Design?
Textbooks, meter stick,
large sheet of
construction paper, toy
car, paper and pencil,
tape and glue, scissors,
straws, craft sticks
 District Unit 2
Test –
Found in
Curriculum
Guide
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 3: Plants and Animals
TIMELINE
NGSS/CCSS
CONTENT & SKILLS
3 Days
3-LS1-1
Lesson 1: What Are Some Plant
Life Cycles?
RI.3.7
SL.3.5
MP.4
3.NBT
3.NF
2 Days
3-LS1-1
RI.3.7
SL.3.5
MP.4
3.NBT
3.NF
Obj: SWBAT
 Define life cycle and explain
that different plants have different
life cycles.
 Describe ways that seeds can
be dispersed.
 Define pollination.
Lesson 1: What Are Some Plant
Life Cycles?
Obj: SWBAT
 Define life cycle and explain
that different plants have different
life cycles.
 Describe ways that seeds can
be dispersed.
 Define pollination.
TEACHER RESOURCES/
SUPPLEMENTARY
MATERIALS
TE pgs. 91A-97
 Digital Lesson:
www.thinkcentral.com
 Inquiry Flipchart pg. 12
 www.makemegenius.com seed
parts
TE pgs. 98-100A
 Sum it Up
 Brain check
 Apply concepts
 Art Connection TE pg.100A
MATERIALS
ASSESSMENT
Directed Inquiry:
Make It Germinate!
3 plastic cups, soil, 15
lettuce seeds, water
(use closet, air
conditioner and
outside)
 Exit Slip
Art Connection:
Life Cycle Poster
Large paper, markers,
crayons
 Lesson quiz AG25
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 3: Plants and Animals
TIMELINE
NGSS/CCSS
3 Days
3-LS1-1
RI.3.7
SL.3.5
MP.4
3.NBT
3.NF
1 Day
3-LS1-1
RI.3.7
SL.3.5
MP.4
3.NBT
3.NF
CONTENT & SKILLS
Lesson 2: What Are Some
Animal Life Cycles?
Obj: SWBAT
 Define life cycle and explain
that all life cycles include, birth or
hatching, growth and
development, maturity and
reproduction.
 Explain the different animals
have different life cycles.
 Describe the difference
between complete and incomplete
metamorphosis.
 Explain the reproduction results
in diversity in a species, while
offspring often look much like
their parents, they do not look
exactly the same.
Lesson 2: What Are Some
Animal Life Cycles?
TEACHER RESOURCES/
SUPPLEMENTARY
MATERIALS
TE pgs. 101-109
 Digital Lesson:
www.thinkcentral.com
TE pgs. 110-112
 Sum it Up
 Brain check
 Apply concepts
MATERIALS
ASSESSMENT
 Exit Slip
 Lesson quiz –
AG26
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 3: Plants and Animals
TIMELINE
NGSS/CCSS
CONTENT & SKILLS
1 Day
(10 min
observations
for the next 10
days)
3-LS4-3
Lesson 3: How Do Living
Things Change?
3 Days
RI.3.2,3
W.3.1,2
SL.3.4
MP.2, 4
3.MD.B.3
3-LS4-3
RI.3.2,3
W.3.1,2
SL.3.4
MP.2, 4
3.MD.B.3
1 Day
3-LS4-3
RI.3.2,3
W.3.1,2
SL.3.4
MP.2, 4
3.MD.B.3
TEACHER RESOURCES/
SUPPLEMENTARY MATERIALS
TE pgs. 113-114
 Virtual Lab: www.thinkcentral.com
 Inquiry Flipchart pg. 14
Obj: SWBAT
 Plant, observe and
measure the growth of
bean seeds.
 Display data in a graph.
Lesson 4: What are
Structural Adaptations?
Obj: SWBAT
 Explain how
adaptations help plants and
animals survive in their
environment.
Lesson 4: What are
Structural Adaptations?
Obj: SWBAT
 Explain how
adaptations help plants and
animals survive in their
environment.
MATERIALS
Guided Inquiry:
How Do Living Things
Change?
3 lima bean seeds, 1
clear plastic cup, soil,
gloves, water, ruler
(Save plants for future
lessons)
ASSESSMENT
 Lesson Quiz AG27
TE pgs. 115-126
 Digital Lesson: www.thinkcentral.com
 Video on Animal Adaptations:
https://www.youtube.com/watch?v=
sJH-01WLEg0
 Exit Slip
TE pgs. 124-126
 Sum it Up
 Brain check
 Apply Concepts
 Lesson QuizAG28
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 3: Plants and Animals
TIMELINE
NGSS/CCSS
2 Days
3-LS3-1
RI.3.1,2,3
W.3.2
SP.3.4
MP.2,4
3.MD.B.4
3 Days
3-LS3-1
RI.3.1,2,3
W.3.2
SP.3.4
MP.2,4
3.MD.B.4
1 Day
3-LS3-1
RI.3.1,2,3
W.3.2
SP.3.4
MP.2,4
3.MD.B.4
2 Days
CONTENT & SKILLS
Lesson 5: How Can We
Model a Physical
Adaptation?
Obj: SWBAT
 Explain how adaptations
help animals survive in
their environment.
Lesson 6: What are
Behavioral Adaptations?
Obj: SWBAT
 Explain the differences
between instinctive and
learned behaviors.
 Define and explain
hibernate and migrate.
Lesson 6: What are
Behavioral Adaptations?
Obj: SWBAT
 Explain the differences
between instinctive and
learned behaviors.
 Define and explain
hibernate and migrate.
Review and Unit 3 Test
TEACHER RESOURCES/
SUPPLEMENTARY
MATERIALS
TE pgs. 129-130
 Virtual Lab:
www.thinkcentral.com
 Inquiry Flipchart pg. 16
TE pgs. 131-139
 Virtual Lab:
www.thinkcentral.com
 Inquiry Flipchart pg. 17
TE pgs. 140-142
 Sum it Up
 Brain check
 Apply Concepts
MATERIALS
Guided Inquiry:
How Can We Model a
Physical Adaptation?
2 small index cards,
masking tape, scissors,
paper, hole punch,
newspaper, water,
crayons
Directed Inquiry:
Instinct or Learned?
Chart paper, Venn
Diagram, Post-it notes
ASSESSMENT
 Lesson Quiz -AG29
 Exit Slip
 Lesson Quiz –AG30
 District Unit 3 TestFound in Curriculum
Guide
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 4: Ecosystems and Interactions
TIMELINE
NGSS/CCSS
3 Days
3-LS4-3,4
RI.3.1,2,3
W.3.1,2
SL.3.4
MP.2,4
3.MD.B.3
1Day
3-LS4-3,4
RI.3.1,2,3
W.3.1,2
SL.3.4
MP.2,4
3.MD.B.3
3 Days
*10 minutes
per day, every
day for the
week, for
students to
water and
observe
growth of
their plants.
3-LS4-4
RI.3.1,2,3
W.3.1,2
SL.3.4
MP.2,4
CONTENT & SKILLS
Lesson 1: What Are
Ecosystems?
Obj: SWBAT
 Define aquatic environments
and terrestrial environments.
 Explain how plants and animals
are dependent upon each other in
their environments.
Lesson 1: What Are
Ecosystems?
Obj: SWBAT
 Define aquatic environments
and terrestrial environments.
 Explain how plants and animals
are dependent upon each other in
their environments.
Lesson 5: How Do
Environmental, Changes Affect
Living Things?
Obj: SWBAT
 Explain that ecosystems are fragile
and that environmental changes that
can negatively impact living things,
 Explain what people can do to
conserve habitats and help plants and
animals survive.
TEACHER RESOURCES/
SUPPLEMENTARY
MATERIALS
TE pgs. 151-159
 Digital Lesson:
www.thinkcentral.com
MATERIALS
 Exit Slip
 Lesson Quiz –
AG38
TE pgs. 160-162
 Sum it Up
 Brain check
 Apply concepts
TE pgs. 181A-191
 Digital Lesson:
www.thinkcentral.com
 Inquiry Flipchart pg. 23
ASSESSMENT
Directed Inquiry:
Too Much Water!
3 small plants, 3 clear
plastic cups, potting soil,
measuring cup, water
(Can use plants from
previous lessons)
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 4: Ecosystems and Interactions
TIMELINE
NGSS/CCSS
1Day
3-LS4-4
RI.3.1,2,3
W.3.1,2
SL.3.4
MP.2,4
2 Days
CONTENT & SKILLS
Lesson 5: How Do
Environmental Changes Affect
Living Things?
Obj: SWBAT
 Explain that ecosystems are
fragile and that environmental
changes that can negatively impact
living things.
 Explain what people can do to
conserve habitats and help plants
and animals survive.
Review and Unit 4 Test
TEACHER RESOURCES/
SUPPLEMENTARY
MATERIALS
TE pgs. 192-194
 Sum it Up
 Brain check
 Apply concepts
MATERIALS
ASSESSMENT
 Lesson Quiz –
AG42
 District Unit 4
Test- Found in
Curriculum
Guide
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 5: Changes to Earth’s Surface
TIMELINE
NGSS/CCSS
3 Days
4-ESS1-1
CONTENT & SKILLS
Lesson 1: What Are Some
Landforms?
W.4.7,8,9
TEACHER RESOURCES/
SUPPLEMENTARY
MATERIALS
TE pgs. 203-211
 Digital Lesson:
www.thinkcentral.com
MATERIALS
ASSESSMENT
 Exit Slip
Obj: SWBAT
 Identify and compare various
landforms, including mountains,
hills, valleys and plains.
 Describe the main features of
the core, mantle, and crust.
1Day
4-ESS1-1
Lesson 1: What Are Some
Landforms?
W.4.7,8,9
Obj: SWBAT
 Identify and compare various
landforms, including mountains,
hills, valleys and plains.
 Describe the main features of
the core, mantle, and crust.
2 Days
3-5.ETS1-3
4-PS4-3
W.5.7,9
MP.2,4,5
RI.4.1,9
Lesson: STEM Sand and Surf
Obj: SWBAT
 Describe technologies to
reduce erosion.
 Analyze trade-offs of soil
conservation technologies.
 Lesson Quiz –
AG50
TE pgs. 212-214
 Sum it Up
 Brain check
 Apply concepts
TE pgs.225-226A
 Inquiry Flipchart pg. 27
Improvise It:
Reducing Erosion
Clean, dry soil,
bucket, cup, foil,
toothpick
 Exit Slip
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 5: Changes to Earth’s Surface
TIMELINE
NGSS/CCSS
3 Days
3-ESS3-1
4-ESS3-2
Lesson 4: How Does Earth’s
Surface Change Quickly?
W.3.1,7
MP.2,4
RI.4.1,9
MP.2,4
4.OA.A.1
Obj: SWBAT
 Explain how fires, landslides,
and floods affect living things.
 Describe how volcanoes,
earthquakes, floods and landslides
can affect Earth’s surface.
 Explain what causes
earthquakes and volcanic
eruptions.
Lesson 4: How Does Earth’s
Surface Change Quickly?
1 Day
3-ESS3-1
4-ESS3-2
W.3.1,7
MP.2,4
RI.4.1,9
MP.2,4
4.OA.A.1
2 Days
CONTENT & SKILLS
Obj: SWBAT
 Explain how fires, landslides,
and floods affect living things.
 Describe how volcanoes,
earthquakes, floods and landslides
can affect Earth’s surface.
 Explain what causes
earthquakes and volcanic
eruptions.
Review and Unit 5 Test
TEACHER RESOURCES/
SUPPLEMENTARY
MATERIALS
TE pgs. 229A-237
 Digital Lesson:
www.thinkcentral.com
 Inquiry Flipchart pg. 29
TE pgs. 238-240
 Sum it Up
 Brain check
 Apply concepts
MATERIALS
ASSESSMENT
Directed Inquiry:
A Model Volcano
Safety goggles, lab
apron, plastic gloves,
large tray, wax paper, 2
plastic jars, flour,
baking soda, measuring
spoons, red and green
food coloring, dropper,
soil, water, vinegar,
measuring cup
 Lesson Quiz –
AG53
 District Unit
5 Test- Found
in Curriculum
Guide
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 7: Water and Weather
TIMELINE
NGSS/CCSS
4 Days
*Start on a
Monday:
Allow 5
consecutive
days of
observation
3-ESS3-1
4-ESS3-2
W.3.1,7
MP.2,4
RI.4.1,9
MP.2,4
4.OA.A.1
CONTENT & SKILLS
Lesson 2: What is Weather?
Obj: SWBAT
 Explain that the sun is the source
of energy that drives the water cycle.
 Explain that the atmosphere is
made up of the air that surrounds
Earth.
 Describe various types of severe
weather.
 Describe how to measure specific
weather conditions, wind direction,
air temperature, amount of
precipitation, and type of
precipitation.
TEACHER RESOURCES/
SUPPLEMENTARY
MATERIALS
TE pgs.303-311
 Digital Lesson:
www.thinkcentral.com
 Inquiry Flipchart pg. 35
MATERIALS
Directed Inquiry:
Measuring Wind Speed
2 cardboard strips, 3
small white paper
cups, 1 small red paper
cup, stapler, scissors,
thick wire, watch, cap
of ballpoint pen
ASSESSMENT
 Exit Slip
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 7: Water and Weather
TIMELINE
NGSS/CCSS
1 Day
3-ESS3-1
4-ESS3-2
W.3.1,7
MP.2,4
RI.4.1,9
MP.2,4
4.OA.A.1
1 Day
CONTENT & SKILLS
Lesson 2: What is Weather?
Obj: SWBAT
 Explain that the sun is the source
of energy that drives the water cycle.
 Explain that the atmosphere is
made up of the air that surrounds
Earth.
 Describe various types of severe
weather.
 Describe how to measure specific
weather conditions, wind direction,
air temperature, amount of
precipitation, and type of
precipitation.
3-5.ETS1-3
4-PS4-3
Lesson STEM: Keeping Dry:
Raincoat vs. Poncho
W.5.7,8,9
MP.2,4,5
RI.4.1,9
Obj: SWBAT
 Recognize that there is often
more than one technological
solution to a problem.
TEACHER RESOURCES/
SUPPLEMENTARY
MATERIALS
TE pgs. 312-314
 Sum it Up
 Brain check
 Apply concepts
TE pgs. 317-318
MATERIALS
ASSESSMENT
 Lesson 2
Quiz –AG72
MANDATORY
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 10: Simple and Compound Machines
TIMELINE
NGSS/CCSS
3 Days
3-PS2-1
RI.3.1
W.3.7,8
MP.2,5
3.MD.A.2
1Day
3-PS2-1
RI.3.1
W.3.7,8
MP.2,5
3.MD.A.2
2 Days
3-5.ETS1-3
4-PS4-3
W.5.7,8,9
MP.2,4,5
RI.4.1,9
CONTENT & SKILLS
Lesson 1: What are Simple
Machines?
Obj: SWBAT
 Identify levers, pulleys, and wheeland-axles and tell how they are used.
 Identify simple machines that are
used at school, home, and work.
Lesson 1: What are Simple
Machines?
Obj: SWBAT
 Identify levers, pulleys, and wheeland-axles and tell how they are used.
 Identify simple machines that are
used at school, home, and work.
Lesson: STEM Reach for the Sky
Obj: SWBAT
 Use the five steps of the
engineering design process to
design and build a working model
elevator.
 Apply the scientific concepts of
simple machines.
TEACHER RESOURCES/
SUPPLEMENTARY
MATERIALS
TE pgs. 403-411
 Digital Lesson:
www.thinkcentral.com
 Inquiry Flipchart pg. 47
MATERIALS
Directed Inquiry:
Machines and Forces
2 labels, ruler, 10
hexagonal pencil, 10
pennies
 Exit Slip
 Lesson Quiz –
AG102
TE pgs. 412-414
 Sum it Up
 Brain check
 Apply concepts
TE pgs.415-416B
 Inquiry Flipchart pg. 48
ASSESSMENT
Design It:
Working Elevator Model
Empty thread spools,
empty food boxes, kite
string, scissors, fishing
weights, clay, paper
clips
 Exit Slip
Bridgeton Public Schools
Science Pacing Guide
Grade 3
Unit 10: Simple and Compound Machines
TIMELINE
NGSS/CCSS
3 Days
3-PS2-1
RI.3.1
W.3.7,8
MP.2,5
3.MD.A.2
1Day
3-PS2-1
RI.3.1
W.3.7,8
MP.2,5
3.MD.A.2
2 Days
3-PS2-1
RI.3.1
W.3.7,8
MP.2,5
3.MD.A.2
2 Days
CONTENT & SKILLS
Lesson 2: What are Some Other
Simple Machines?
Obj: SWBAT
 Explain how inclined planes,
wedges, and screws are related and
their use.
 Recognize simple and compound
machines found in the students’
environments.
Lesson 2: What are Some Other
Simple Machines?
Obj: SWBAT
 Explain how inclined planes,
wedges, and screws are related and
their use.
 Recognize simple and compound
machines found in the students’
environments.
Lesson 3: How Do Simple
Machines Affect Work?
Obj: SWBAT
 Explain how simple machines
affect the amount of force needed
to move an object.
Review and Unit 10 Test
TEACHER RESOURCES/
SUPPLEMENTARY MATERIALS
TE pgs. 417-425
Digital Lesson:
www.thinkcentral.com
MATERIALS
Exit Slip
Lesson Quiz –
AG103
TE pgs. 426-428
 Sum it Up
 Brain check
 Apply concepts
TE pgs.429A-430
Virtual Lab:www.thinkcentral.com
Inquiry Flipchart pg. 50
ASSESSMENT
Guided Inquiry:
How Do Simple Machines
Affect Work?
Safety goggles, stack of
books, metric ruler,
string, toy car, spring
scale, 3 pieces of
cardboard
Lesson Quiz –
AG104
District Unit 6
Test- Found in
Curriculum Guide