Overview of Standards

Transcription

1 Grade 3 Welcome to science curriculum maps for Manhattan-Ogden USD 383, striving to produce learners who are: Effective Communicators who clearly express ideas and ively communicate with diverse audiences, Quality Producers who create intellectual, artistic and practical products which reflect high standards Complex Thinkers who identify, access, integrate, and use resources Collaborative Workers who use ive leadership and group skills to develop positive relationships within diverse settings. Community Contributors who use time, energies and talents to improve the welfare of others Self-Directed Learners who create a positive vision for their future, set priorities and assume responsibility for their actions. Click for more. Overview of Standards Adopted in 2013, the KCCRS Science Standards describe a vision of science and engineering proficiency. They represents three dimensions combined to form each standard: Disciplinary Core Ideas (DCI) Disciplinary core ideas are grouped in four domains: 1) physical sciences; 2) life sciences; 3) earth and space sciences; and 4) engineering, technology and applications of science. Disciplinary core ideas focus on the most important aspects of science. Specifically DCIs: have broad importance across multiple sciences or engineering disciplines or be a key organizing concept; provide a key tool for understanding or investigating more complex ideas; relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge; be teachable and learnable over multiple grades at increasing levels of sophistication. Crosscutting Concepts (CC) Crosscutting concepts apply across all domains, and they are a way of linking different domains. They include: 1) patterns, similarity, and diversity; 2) cause and ; 3) scale, proportion and quantity; 4) systems and system models; 5) energy and matter; 6) structure and function; 7) stability and change. Science and Engineering Practices (SEP) The eight practices describe behaviors that scientists engage in to investigate theories and the key set of engineering practices used to design and build models and systems. The intent is to better explain and extend what is meant by inquiry and the range of cognitive, social and physical practices. (Source) The Full Option Science System (FOSS) Next Generation program, adopted by USD 383 in 2016 for grades K-5, is aligned to the KCCRS science standards. FOSS engages students through active learning with three modules at each grade level. FOSS provides Performance Expectations] (PE) and Focus Questions (FQ). The resources reflect learning progressions to develop strong scientific habits of mind and expose the nature of science and engineering to our students. FOSS also strongly integrates the KCCRS for ELA and Math. 1

2 Water and Climate, Water Observations- Investigation 1 Water and Climate, Water on a slope- Investigation 2 ESS2: How and why is Earth constantly changing? ESS3: How do Earth s surface processes and human activities affect each other? ESS2: How and why is Earth constantly changing? PS1 How can one explain the structure, properties and interactions of matter? Patterns; Effect Scale, Proportions and Quantity absorb bead bead up data direction dome earth material gravity move natural material observation opinion relationship repel slope surface waterproof bulb cold contract degree Celsius (ºC) expand float freeze hot less dense liquid mass Part 1- What happens when water falls on different surfaces? 2 How does water move on a slope? 3 How much water can a dry sponge soak up? 4 What happens outdoors when rain falls on natural materials? Part 1- How can you measure temperature accurately? 2 What happens to water when it gets hot? Cold? 3 What happens when Part 1 Survey 1 ; Active Inv. 1 ; 2- Active Inv. 1 ; Reading 1 3 Active Inv. 1 ; Reading 1 4 Active Inv. 1, reading 1, Inv. 1 ; 2- Active Inv. 1; 3 Active Inv. 1 4 Active Inv. 3 1

3 Water and Climate, Weather and Water - Investigation 3 ESS2: How and why is Earth constantly changing? PS1 How can one explain the structure, properties and interactions of matter? Patterns Effect Scale, Proportions and Quantity Using mathematics and computational thinking melt more dense sink solid state temperature thermometer volume compass condensation evaporation forecast gas meteorologist meteorology precipitation rain gauge surface area water cycle water vapor weather wind vane hot or cold water is put into roomtemperature water? 4 How does water change when it gets really cold? 5 Where should an animal go to stay warm or to stay cold? Part 1- What does the weather forecast tell us? 2 What happens to wet paper towels overnight? 3 How does surface area affect evaporation? 4 What else affects how fast water evaporates? 5 - Active Inv. 1 2 Inv. 1 ; 2- Active Inv. 1; 3 Active Inv. 1 4 Active Inv Active Inv. 1-2; 1 2

4 5 What causes moisture to form on the side of a cup? Water and Climate, Seasons and Climate - Investigation 4 ESS2: How and why is Earth constantly changing? ESS3: How do Earth s surface processes and human activities affect each other? Patterns Effect Scale, Proportions and Quantity Using mathematics & computational thinking - - Blizzard climate climatologist drought embankment flood floodplain hailstorm hurricane lightning monsoon natural hazard season sluice gate tornado typical wetland Part 1-What are typical weather conditions in our region? 2 How do we describe different climates? 3 How do people deal with natural hazards such as floods? Inv. 1-2 ; 2- Active Inv. 1; 3 Active Inv. 1-2, reading 1, 3

5 Water and Climate, Waterworks - Investigation 5 Forces- Investigation 1 ESS3: How do Earth s surface processes and human activities affect each other? ETS1: How do engineers solve? PS2: How can one explain and predict interactions between objects and within Systems and systems models Patterns; blade constraint criteria criterion drainage energy gravel humus load natural resource nonrenewable resource renewable resource retain shaft soil system water retention waterwheel attract balanced change of motion data direction force Part 1-What happens when water is mixed with other earth materials? 2 Do soils in the schoolyard drain water at the same rate? 3 What is needed to make a waterwheel system function well? Part 1-What happens when magnets interact with other magnets and with paper clips? Inv. 1-2 ; 2- Active Inv. 1; 3 Active Inv.2-3, 1 reading, Part 1 1, Active Inv. 1 ; 4

6 Patterns of Motion- Investigation 2 systems of objects? PS2: How can one explain and predict interactions between objects and within systems of objects? Patterns Effect Systems and system models Using mathematics and computational thinking gravity magnet magnetic field magnetic force magnetism model motion observe pattern practice predict prediction pull push repel science practices strength unbalance axis axle friction outcome pattern of motion amp rotate shaft slope standard system top 2 How is the magnetic field affected when more magnets are added? 3 What causes change of motion? Part 1- How can we change the motion of wheels rolling down ramps? 2 What rules help predict where a rolling cup will end up? 3 Student created questions 2- Active Inv. 1; 3 Active Inv. 1, reading 1, Inv. 1 ; 2- Active Inv. 1-2; 3 Active Inv. 1 4 Active Inv Active Inv. 1;, 5

7 Engineering - Investigation 3 Mixtures - Investigation 4 PS2: How can one explain and predict interactions between objects and within systems of objects? ETS1: How do engineers solve? PS1 How can one explain the structure, properties and interactions of matter? Patterns Scale, proportion and quantity Energy and Matter twirly bird variable wheel bearing centimeter (cm) constraint criterion engineer meter (m) metric system solution standard unit start position baking soda calcium carbonate carbon dioxide chalk chemical reaction 4 What is the best design for a top? Part 1-What are some important features of a cart that will roll from here to there? 2 How can you improve the design of your cart? 3 Student created questions 4 How can you use magnets to do cart tricks? Part 1-What happens when you mix two materials? 2 What happens when you mix two materials? 2 Inv. 1 ; 2- Active Inv. 1-2 ; 3 Active Inv Active Inv. 1-2, assessments 2 Inv. 1 ; 2- Active Inv. 1; 6

8 Structures of Life, Origin of ds- Investigation 1 LS1: How do organisms live, grow, respond to their environment and reproduce? LS3: How are characteristics of one generation passed to the next? Patterns; Structure and Function Using mathematics and computational thinking cloudy conservation of mass dissolve mixture salt solution suspend transparent vinegar compete cotyledon disperse dormant embryo engineer estimate fruit function living modify observe organism parent plant pattern physical model predict property protect reproduce seed 3 What is the importance of accurate measurements for a metric field day? Part 1- How are seeds alike and different? 2 What does water have on seeds? 3 How much water does a seed soak up? 4 How do seeds disperse away from the parent plant? 3 Active Inv. 1-3, reading 1, Part 1 1, Active Inv. 1-2 ; 2- Active Inv. 2 plus 6 days of monitoring; 3 Active Inv. 2, reading 1 4 Active Inv. 1, reading 1, 7

9 seed coat structure survive Structures of Life, Growing Fruit- Investigation 2 LS1: How do organisms live, grow, respond to their environment and reproduce? LS3: How are characteristics of one generation passed to the next? Patterns Effect Structure and function adult fibrous root flower germination growth hydroponics inherit leaf life cycle nutrient root seedling shoot stem taproot Part 1-What structures does a seedling have to help it grow and survive? 2 What is the sequence of the bean plant s life cycle? 3 How do the roots of schoolyard plants compare to the roots of bean plants? Inv. 2 ; 2- Active Inv. Sessions plus 6 weeks of monitoring; 3 Active Inv. 1, Structures of Life, Meet the Crayfish - Investigation 3 LS1: How do organisms live, grow, respond to Patterns adaptation antenna appendage behavior Part 1- What are the structures of a crayfish? Inv. 1-2 ; 8

10 their environment and reproduce? LS3: How are characteristics of one generation passed to the next? LS4: How can there be so many similarities among organisms yet so many different kinds of plants, animals and microorganis m? Systems and systems models Stability and change Using mathematics and computational thinking carapace carnivore crayfish crustacean elodea energy environment female food chain habitat herbivore male molt offspring omnivore pincer population predator prey protective coloration species table system sustain sustainable swimmeret system territory trait variation 2 How do crayfish structures and behaviors help crayfish survive? 3 What kind of behavior do crayfish display in their habitat? 4 How are the structures of crayfish and other animals alike and different? 5 What is needed to sustain a food chain? 2- Active Inv. 5 ; 3 Active Inv. 2 plus 4 days of monitoring, 1 reading 4 Active Inv. 1-2, reading Active Inv. 1; reading 1 2 9

11 Structures of Life, Human Body - Investigation 4 LS1: How do organisms live, grow, respond to their environment and reproduce? LS3: How are characteristics of one generation passed to the next? LS4: How can there be so many similarities among organisms yet so many different kinds of plants, animals and microorganism? Scale, proportion and quantity Systems and system models Structure and function information arch articulated ball-and-socket joint bone characteristic contract fingerprint fossil gliding joint hinge joint joint loop movement muscle opposable thumb pattern protection skeletal muscle skeletal system skeleton skull support tendon tissue torso whorl Part 1-What are the functions of the skeletal system? 2 In what ways are the skeletons of a rodent and human similar? 3 What makes our skeletal system flexible? 4 How are fingerprints alike and different? Inv. 2-3 ; 2- Active Inv. 2 ; -2 3 Active Inv. 3-4, reading Active Inv. 1, reading 1-2, 10

12 3-PS2-1. Plan and conduct an investigation to provide of the s of balanced and unbalanced forces on the motion of an object. 3-PS2-2. Make observations and/or measurements of an object s motion to provide that a pattern can be used to predict future motion. Motion and Matter Inv 1, Part 1: notebook entry Inv 1, Parts 2 3: response sheet Inv 2, Part 3: performance assessment Motion and Matter Inv 1, Part 2: performance assessment Inv 2, Part 1: notebook entry Inv 2, Part 2: response sheet Motion and Matter Investigation 1 I- Check Investigation 2 I-Check Motion and Matter Investigation 2 I- Check Survey/Postest 3-PS2-3. Ask questions to determine cause-and- relationships of electric or magnetic interactions between two objects not in contact with each other. Motion and Matter Inv 1, Part 2: performance assessment Motion and Matter Investigation 1 I- Check Survey/Postest 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets. Motion and Matter Inv 3, Part 4: Focus question answer Motion and Matter Investigation 3 I- Check 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. Structures of Life Inv 1, Part 1: notebook entry Inv 1, Part 2: response sheet Inv 1, Part 3: performance assessment Inv 2, Part 1: response sheet Inv 2, Part 2: notebook entry Structures of Life Investigation 1 I- Check Investigation 2 I-Check 3-LS2-1. Construct an argument that some animals form groups that help members survive. Structures of Life Inv 3, Part 3: research social behavior 3-LS3-1. Analyze and interpret data to provide that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. Structures of Life Inv 3, Part 3: performance assessment Inv 3, Part 4: response sheet Structures of Life Investigation 1 I- Check Investigation 3 I-Check 11

13 3-LS3-2. Use to support the explanation that traits can be influenced by the environment. 3-LS4-1. Analyze and interpret data from fossils to provide of the organisms and the environments in which they lived long ago. Structures of Life Inv 3, Part 3: performance assessment Structures of Life Investigation 2 I- Check Investigation 3 I-Check Structures of Life Inv 4, Part 2: performance assessment 3-LS4-2. Use to construct an Structures of Life Structures of Life explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Inv 3, Part 1: notebook entry Inv 3, Part 2: notebook entry Inv 3, Part 3: performance assessment Investigation 1 I-Check Investigation 3 I-Check 3-LS4-3. Construct an argument with that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. Structures of Life Inv 3, Part 4: response sheet Structures of Life Investigation 3 I- Check 3-LS4-4. Make a claim about the merit Structures of Life Structures of Life of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. Inv 3, Part 4: response sheet 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Water and Climate Inv 3, Part 1: performance assessment Inv 4, Part 1: notebook entry Investigation 3 I-Check Water and Climate Investigation 2 I- Check Investigation 4 I-Check 3-ESS2-2. Obtain and combine Weather and Climate Water and Climate information to describe climates in different regions Inv 4, Part 2: notebook entry Investigation 4 I-Check of the world. 3-ESS3-1. Make a claim about the merit Weather and Climate Water and Climate of a design solution that reduces the impacts of a Inv 4, Part 3: notebook entry Investigation 1 I-Check weather-related hazard. Investigation 4 I-Check 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Motion and Matter Inv 3, Part 1: notebook entry Inv 3, Part 2: notebook entry Motion and Matter Investigation 3 I- Check 3-5-ETS1-2. Generate and compare multiple possible to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Motion and Matter Inv 3, Part 1: notebook entry Inv 3, Part 2: notebook entry Motion and Matter Investigation 3 I- Check Motion and Matter Inv 3, Part 3: performance assessment Motion and Matter Investigation 3 I- Check 12