Science 3 Learning Coach Guide

Welcome Letter

Dear Learning Coach, 

Thank you for partnering with CCA and investing in your learner’s education. This Learning Coach Guide is intended to help you support your learner in their Science 3 course. 

Within this guide, you will find the goals, components, and features of the online course. Please take time to read and review this information so you understand how to help your learner interact with all the course’s elements. 

The Learning Coach Guide also includes information about each of the units in this course. On each page of unit information, you will discover the following:  

• The Unit Overview will tell you what the focus, content, and skills of the unit will be.  
• The Unit Assessment section is a place for you and your learner to preview the graded work in the course. At the start of each unit, work with your learner to look at the unit in edio and find out which types of graded work are in this unit. Write them in the box and use it as a checklist. You can check off each one as your learner completes it. 
• The Unit Materials section tells you the materials your learner will need to complete the activities in this unit. You will also find the materials list repeated within each lesson so that your learner has exactly what they need at the right time. 
• The Unit Discussion Questions are optional questions that you may want to ask your learner during the unit to increase home and school connections about what your learner is studying.   
• In the Unit Notables section, you may find optional activities, literature connections, career connections, technology tips, ideas to help your learner if they get stuck, or safety tips.

CCA wishes you and your learner a terrific school year! 

Supporting Your Learner

Your role as a Learning Coach is very important. Here are a few ways you can help your learner do their very best in the course.

• Help your learner know when guided or live class instruction is scheduled, and prompt them to attend sessions or watch recordings.
• Look for Learning Coach Notes in the course. These are special messages to provide you with information about an activity or topic.
• Remember, it is okay for your learner to get stuck. Learning new material takes time. Encourage them to take breaks, keep trying, and even ask the teacher for help.
• Help your learner navigate technology. That may mean helping them type information or upload work into edio.
• Always encourage your learner to do their very best.
• Review the course syllabus for your learner’s course.
• Maintain communication with your learner’s teacher.

Part B:
Course Information

Part B: Course Information

Course Goals

In Science 3, your learner will explore forces and interactions and discover patterns of motion by observing simple machines and creating their own complex machine. They will expand their knowledge of electric and magnetic forces and how problems are solved using these types of forces. Your learner will explore the life cycle of animals and discover inherited and acquired traits. They will expand their knowledge of habitats and learn how animals adapt to their habitats and form groups to survive. Your learner will explore, analyze, and interpret fossils. Your learner will explore the difference between weather and climate, observe data from different seasons, predict weather by representing data in graphs, and explore climates from around the world. Your learner will discover weather hazards and how people can reduce their impacts. They will use science exploration skills to complete a science experiment.

By the end of the year, your learner will be able to:

• understand that interactions between any two objects can cause changes in one or both;
• identify balanced and unbalanced forces;
• tell how simple and complex machines work with forces;
• design and create a chain reaction by building a complex machine;
• describe how electric and magnetic forces work;
• explain how magnetic forces can solve problems;
• compare and contrast life cycles;
• label the stages of an animal’s life cycle that show birth, growth, reproduction, and death;
• use evidence to explain that inherited traits are passed down from parent to offspring and can vary among siblings;
• explain how variations in traits among individuals of the same species may provide advantages in surviving, finding mates, and reproducing;
• identify characteristics of habitats;
• identify which habitat animals would survive well, less well, and not survive in;
• explain how natural and unnatural environmental changes affect the organisms that live there;
• analyze fossils and identify characteristics of organisms;
• identify the difference between weather and climate;
• understand how to observe data in graphs that display typical weather conditions expected in a particular season;
• describe climates around the world;
• tell about weather hazards and share how people can reduce their impacts; and
• explain science exploration skills and apply them to a science exploration experiment.

Course Format

Lesson Components:

Each day, your learner will spend 45 minutes completing a Science 3 lesson. Some days may take less time, while other days may take a little more time. The lesson does not need to be completed in one sitting. Encourage your learner to take short breaks as they need.

This section will help you to understand how your learner’s course is structured in edio.

Lesson Bundling:

Within the lesson bundles, there are different components your learner will interact with. These components will not be used every day.

In Unit 1, the Knowledge Check will be bundled with the lesson on Day 2. In each unit that follows, the Knowledge Check will be bundled with the first lesson of that unit.  See the example below. 

• Getting Started Lesson: There is one Getting Started lesson in this course. It can be found on Day 1 of Unit 1. This lesson includes important information about the course and contact information for your teacher.
• Unit Overview: Each unit will include a Unit Overview. This describes what your learner will learn in the unit and how many assessments the unit will have.
• Prep for Success: At the beginning of each unit, your learner will find a Prep for Success. This component offers your learner tips to be successful in the course, such as study tips, important software information, safety reminders, and more.
• Knowledge Check: There will be one Knowledge Check in each unit. The Knowledge Check is designed to check prior learning and understanding of key skills and concepts that will be taught in the unit. The Knowledge Check is not a graded assessment.

Each lesson has its own components to help guide your learner through the lesson.

• Lesson Overview: At the beginning of every lesson, your learner will see the lesson overview. This section contains lesson objectives, lesson vocabulary, materials your learner will need for the lesson, and the suggested lesson length.
• Engage: The first section of the lesson is Engage. In this section, learners will be introduced to the lesson by making a connection to past and present knowledge and will get ready for the lesson’s instruction.
• Discover: New content and instruction is presented in the Discover section. Your learner will interact with the lesson content through defined vocabulary terms, videos, audio, and Pause and Think activities. Your learner will be able to practice and answer questions as they work through the lesson.
• Show: Learners will demonstrate what they have learned in the lesson through a series of practice questions.
• Wrap Up: This section recaps the day’s objectives.

The course includes assignments and projects. These graded assignments allow your learner to show what they have learned and apply their new skills. All CCA assignments and projects include these components.

• Assessment Overview: Your learner will see the Assessment Overview at the beginning of each assessment. This section contains the goals of the assessment, materials your learner will need, the length of the assessment, and directions for completion.
• Plan: In the Plan section, learners will be introduced to the assignment or project. Learners may be provided with a review of content from the previous lessons, strategies for completing the activity, graphic organizers, and grading rubrics.
• Do: Learners put their plan into action and work to complete the assignment or project successfully. This section also provides the grading expectations and/or rubric the teacher will use to grade the work.
• Reflect: In Reflect, learners will think back to the work they completed. They will reflect upon the experience and analyze how well they completed the task. These moments of reflection are important and allow learners to think about their learning and their work habits.

In addition to assignments and projects, this course also includes quizzes and tests.

• Quiz Review: Before a quiz, learners will have the opportunity to review the content they will be assessed on in a quiz.
• Quiz: A quiz may be given at the end of a topic or the end of a unit. A quiz will usually be worth 10–15 points.
• Unit Review: Before a test, learners will have the opportunity to review the content they will be assessed on in the test.
• Unit Test: A test will assess learning across topics or at the end of a unit. A test is usually worth 25–50 points.

Course Features

This course includes and uses unique features such as:

Science Activity Book: Learners will receive a Science ActivityBook where they can answer questions and complete activities that support the online lessons. 

Science Assignments and Projects: Learners will complete five Science assignments and one Science project in this course to demonstrate their understanding of the concepts.

Science Exploration: Learners will complete one Science Exploration in this course to demonstrate their understanding of their Science Exploration Skills.

Part C:
Unit Information

Forces and Interactions Unit

Unit Overview

In this unit, your learner will explore forces and interactions. They will learn about patterns of motion by observing simple and complex machines and demonstrate their understanding of complex machines by creating one that can move a ball at least 3 feet. Your learner will discover how electric and magnetic forces solve problems and will explore the career of an electrician.

Unit Assessments

Quiz_________________________

Test_________________________

Assignment ________________

Project _____________________

Exam _______________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

Where have you observed forces being exerted on an object or objects?

How do you think simple and complex machines have made everyday life easier?

What problems have electric or magnetic forces solved in our home?

Unit Notables

In this unit, your learner will explore cause-and-effect relationships. Engage your learner in discussing real-life examples. If your learner gets stuck, provide examples like a flat tire causing a student to be late or successful chess strategies leading to a win. Always highlight any specific safety instructions during assignments, projects, and science exploration lessons.

Kit Materials

bouncy ball, construction paper, felt sheet, ruler, sandpaper, Science Activity Book, string, tape, wooden wheel, two bar magnets, two balloons, paper clips, magnetic wand, scissors, tissue paper, crayons or colored pencils

Household Materials

materials to create a ramp, stopwatch/timer, one object that can be moved with a push or a pull

Optional materials: dry cereal

Unit Overview

In this unit, your learner will explore forces and interactions. They will learn about patterns of motion by observing simple and complex machines and demonstrate their understanding of complex machines by creating one that can move a ball at least 3 feet. Your learner will discover how electric and magnetic forces solve problems and will explore the career of an electrician.

Unit Assessments

Quiz_________________________

Test_________________________

Assignment ________________

Project _____________________

Exam _______________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

Where have you observed forces being exerted on an object or objects?

How do you think simple and complex machines have made everyday life easier?

What problems have electric or magnetic forces solved in our home?

Unit Notables

In this unit, your learner will explore cause-and-effect relationships. Engage your learner in discussing real-life examples. If your learner gets stuck, provide examples like a flat tire causing a student to be late or successful chess strategies leading to a win. Always highlight any specific safety instructions during assignments, projects, and science exploration lessons.

Kit Materials

bouncy ball, construction paper, felt sheet, ruler, sandpaper, Science Activity Book, string, tape, wooden wheel, two bar magnets, two balloons, paper clips, magnetic wand, scissors, tissue paper, crayons or colored pencils

Household Materials

materials to create a ramp, stopwatch/timer, one object that can be moved with a push or a pull

Optional materials: dry cereal

Life Cycles, Traits, Habitats, and Fossils Unit

Unit Overview

In this unit, your learner will discover the life cycles of plants and animals. They will explore inherited and acquired traits and use evidence to explain how the environment can influence the traits of an organism. Your learner will discover the characteristics of different habitats and will explain how plants and animals adapt to their habitats. They will discover that fossils provide evidence about what life was like a long time ago.

Unit Assessments

Quiz _________________________

Test _________________________

Assignment ________________

Project _____________________

Exam _______________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

What inherited or acquired traits do humans have that help their survival?

How do you think the information gathered from analyzing fossils helps scientists today?

Unit Notables

In this unit, your learner will explore natural and unnatural environmental changes. Provide examples of natural and unnatural changes you have seen in your environment in your lifetime. Ask your learner what environmental changes they may have noticed in their community.

Kit Materials

Science Activity Book

Optional Materials: crayons or colored pencils, glue, scissors

Household Materials

none

Unit Overview

In this unit, your learner will discover the life cycles of plants and animals. They will explore inherited and acquired traits and use evidence to explain how the environment can influence the traits of an organism. Your learner will discover the characteristics of different habitats and will explain how plants and animals adapt to their habitats. They will discover that fossils provide evidence about what life was like a long time ago.

Unit Assessments

Quiz _________________________

Test _________________________

Assignment ________________

Project _____________________

Exam _______________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

What inherited or acquired traits do humans have that help their survival?

How do you think the information gathered from analyzing fossils helps scientists today?

Unit Notables

In this unit, your learner will explore natural and unnatural environmental changes. Provide examples of natural and unnatural changes you have seen in your environment in your lifetime. Ask your learner what environmental changes they may have noticed in their community.

Kit Materials

Science Activity Book

Optional Materials: crayons or colored pencils, glue, scissors

Household Materials

none

Weather and Climate Unit

Unit Overview

In this unit, your learner will explore weather patterns and climates around the world. They will discover weather hazards and how to reduce the impact of weather hazards. Your learner will be introduced to the career of a meteorologist. Your learner will engage with science exploration skills and conduct a science experiment, sharing their results through a science display.

Unit Assessments

Quiz _________________________

Test _________________________

Assignment ________________

Project _____________________

Exam _______________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

Why is the work of a meteorologist important?

What climate would you like to live in? Why?

Why is conducting science experiments important? What can be learned from them?

Unit Notables

In this unit, your learner will explore weather hazards. Discuss with your learner the weather hazards in your area and what is done to reduce the impact of those weather hazards. For example, if high winds are of concern, loose items outside, such as furniture and toys, are put away. Work with your learner to identify solutions to reduce the impact of local weather hazards.

Kit Materials

Science Activity Book, crayons or colored pencils

Optional Materials: scissors, glue

Household Materials

blank piece of paper

Optional materials: poster board, white paper, printer, large piece of cardboard

Unit Overview

In this unit, your learner will explore weather patterns and climates around the world. They will discover weather hazards and how to reduce the impact of weather hazards. Your learner will be introduced to the career of a meteorologist. Your learner will engage with science exploration skills and conduct a science experiment, sharing their results through a science display.

Unit Assessments

Quiz _________________________

Test _________________________

Assignment ________________

Project _____________________

Exam _______________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

Why is the work of a meteorologist important?

What climate would you like to live in? Why?

Why is conducting science experiments important? What can be learned from them?

Unit Notables

In this unit, your learner will explore weather hazards. Discuss with your learner the weather hazards in your area and what is done to reduce the impact of those weather hazards. For example, if high winds are of concern, loose items outside, such as furniture and toys, are put away. Work with your learner to identify solutions to reduce the impact of local weather hazards.

Kit Materials

Science Activity Book, crayons or colored pencils

Optional Materials: scissors, glue

Household Materials

blank piece of paper

Optional materials: poster board, white paper, printer, large piece of cardboard