Harbor Creek School District. Grade Three Science. Concepts Timeframe Skills Assessment Standards

Transcription

1 Grade Three Science Physical Science Structure, Properties, and Interaction of Matter and Energy Forms, Sources, Conversion, and Transfer of Energy Matter and Motion Unit of Energy Unit of (5 days) E Define matter in relationship to mass, volume, and weight. E Identify the three states of matter: solid, liquid and gas. E Create mixtures and solutions and state the difference between the two. Identify basic concepts about the structure and properties of matter: E mass E size E volume E color E shape E F conductivity F magnetism F buoyancy E Identify mixtures and solutions. F Categorize and group objects using physical characteristics. F Identify potential and kinetic energy forms. E Identify a parallel and series circuit. E Describe static electricity in terms of attraction, repulsion, and sparks. E Define reflection and refraction. F Define absorption. E Identify characteristics of sound (pitch, loudness, and echoes) A B C Grade Three Science Page 1

2 Physical Science Principles of Motion and Force Matter and Motion Unit of E Define force as a push or pull: magnetic friction C E Define gravity as a pull between two objects. F Define what friction is. Composition and Structure of the Universe Solar System Unit of F Describe motions of the sun, earth, and moon system. E Identify how the Earth s tilted axis effect day/night and the seasons. E Recognize the Earth s place in the solar system. E Describe the solar system motions and use them to explain major lunar phases of new and full C D Earth and Space Science Landforms and Earth History Earth Materials The Earth and Rocks Unit of E Identify various Earth structures and explain how they are formed: Formation of mountains as the force of plates pushing against each other. The impact of glaciers and how they can form valleys. E Identify types of rocks and their uses: Igneous Metamorphic Sedimentary E Identify how fossils are formed A B Grade Three Science Page 2

3 Earth and Space Science Weather Water Weather Unit of (5 days) Water and Natural Resources Unit of E Identify cloud types (cumulus, stratus, cirrus & cumulonimbus) and make connections to basic elements of weather (changes in temperature and precipitation). F Interpret weather patterns from data charts or graphs of the data (temperature, wind direction, rain gauge, weather vane, anemometer & barometer) Identify tools to study weather and what they measure: F barometer F anemometer E thermometer E rain gauge E weathervane E Know that water covers three quarters of the Earth. F Identify the differences between fresh water and salt water. F Explain and illustrate the water cycle. Evaporation Condensation Precipitation F Describe and compare lentic (ponds, lakes & bays) and lotic (streams, creeks, rivers) systems. F Recognize other resources available from water (energy, transportation, food, hydroelectric power). F Recognize ways that humans benefit from the use of water resources (agriculture, energy, recreation) C B D A D E Grade Three Science Page 3

4 Earth and Space Science Life Science Renewable and Nonrenewable Resources Structure and Function of Organisms Continuity of Life Water and Natural Resources Unit of Plants and Animals Unit of (15 days) E Identify plants, animals, water, and air as natural resources and the products they produce (Clarify human made vs. natural). F Identify minerals and fossil fuels as natural resources and the products they produce (plastics from oil, metal, aluminum, fabrics, paper, cardboard). (Clarify human made vs. natural) F Identify renewable and nonrenewable resources. E Identify by products of plants and animals. E Identify the sources of manmade products (plastic, metal, aluminum, fabric, paper, and cardboard. F Identify the five basic life functions 1. Grow and Develop 2. Use Energy 3. Reproduce 4. Respond to the Environment 5. Get Rid of Waste E Identify the six types of animals and their function and characteristics: mammals, reptiles, amphibians, fish, bird, insects E Describe basic needs of plants and animals (air, water, food). E Describe how different parts of a living thing work together to provide what the organism needs (parts of a plant). E Describe the life cycles of different organisms as related to animals classifications and plant reproduction. E Identify the characteristics of different habitats: tundra grasslands wetlands A B D B D A B A C A C A B C Grade Three Science Page 4

5 Life Science Continuity of Life Ecological Behavior and Systems Plants and Animals Unit of (15 days) F Explain specific adaptations and their purpose to help a living organism survive: protective coloration mimicry leaf sizes and shapes ability to catch and retain water protective resemblance migration (whales, turtles, butterflies) hibernation E Compare extinct life forms with living organisms. E Describe interactions between living and nonliving components of a local ecosystem: Plants: water, soil, sunlight, carbon dioxide, temperature Animals: food, water, shelter, oxygen, temperature (for example: a snake (living) needs a rock (nonliving) for shelter. Be sure to include food webs and terrariums. E Describe what happens to a living thing when its habitat is changed: die move migrate adapt, change behavior eat something else E Describe and predict how changes in the environment can affect systems: fire, pollution, flood, building dams E Explain and predict how changes in seasons affect plants, animals, or daily human life (e.g., food availability, shelter, mobility) E Identify everyday human activities (e.g., driving, washing, eating, manufacturing, farming) within a community that depend on the natural environment. Include both positive and negative impacts C A B C D A C C C E B B C C Grade Three Science Page 5

6 Life Science The Nature of Science Ecological Behavior and Systems Inquiry and Design Tools of Scientific Investigations Systems, Models, and Patterns Plants and Animals Unit of (15 days) Quarters 1 4 E Describe the process of cotton and wool from beginning to end (production to consumption). E Describe the effects of pollution in the community. F Identify land uses for urban, suburban, and rural communities. F Distinguish between a scientific fact and an opinion. E Utilize the scientific method. 1. State the problem and ask questions. 2. Form a hypothesis. 3. Conduct an experiment. 4. Make observations. 5. Draw Conclusions E Identify appropriate tools or instruments for specific tasks and describe the information they can provide: length ruler mass balance scale volume beaker temperature thermometer making observations hand lens, binoculars, microscope E Utilize models to explain, describe, and illustrate a system or pattern. water cycle Sun Earth Moon system two cans and a string to model a communication system terrarium to model an ecosystem globe diorama drawing or map B B C C A C C C E B A C C,D A B B D C Grade Three Science Page 6