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Weather Seasons NGSS 3-ESS2-1 Science Differentiated Passages

Rated 4.5 out of 5, based on 2 reviews
4.5 (2 ratings)
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MagiCore
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Grade Levels
3rd
Standards
Formats Included
  • Zip
Pages
41 pages
$5.00
$5.00
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What educators are saying

I absolutely loved this resource to supplement my science curriculum! Students were able to read and write!
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Description

⭐️ In these science differentiated passages students will study and create data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Other Standards To Address in Questions and Images

  1. 3.MD.A.2 - Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. 
  2. 3.MD.B.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
  3. MP.2 - Reason abstractly and quantitatively.
  4. MP.4 - Model with mathematics. 
  5. MP.5 - Use appropriate tools strategically. 

⭐️ This unit is perfect for 3rd grade. It was created to align with 3-ESS2-1 but can be used in any classroom to teach students about seasonal weather conditions.

⭐️Integrates key reading skills, with a focus on analyzing text features and drawing conclusions. Incorporates key vocabulary, text features, graphic organizers, and open-ended questions.

Key Features:

✏️ Convenience - Everything you need for this unit is all in one place!

✏️Engaging - This resource will capture your students' attention while they learn important science-related topics. Integrates text and activities to help students understand the topics and stay engaged in the material.

✏️Scaffolding - Utilizes the Lexile Framework® for Reading and a mix of standard-based essay and multiple-choice questions to allow educators to scaffold independent work and homework. Also great for centers and interventions.

What's Included?

  1. How to Use This Resource
  2. The New York City Marathon (500L, 820L)
  3. Uttarayan International Kite Festival (480L, 760L)
  4. Albuquerque International Balloon Fiesta (490L, 810L)
  5. Tour de France (470L, 730L)
  6. National Cherry Blossom Festival in Washington, D.C. (490L, 810L)
  7. Dublin St. Patrick’s Day Parade (490L, 740L)

*Answer Key Included

Each passage set includes two differentiated passages on a third-grade level (one at the beginning of the band, one towards the end) and a question set geared towards comprehension and science mastery. The first question is differentiated to include a fill-in-the-blank diagram (lower complexity) or an open-ended diagram (higher complexity).

Magicore is a Certified Lexile Partner

See more about why certified Lexile measures matter by clicking on the product preview and navigating to the About Lexile Levels page.

Copyright & Terms of Use

For copyright information and a summary of how this resource can and cannot be used, please review the Terms of Use Page.

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Related Product(s):

Science Differentiated Passages: World Climates - 3-ESS2-2

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Total Pages
41 pages
Answer Key
Included
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

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