Science - 3rd Grade. 1. Understand the five senses. 2. Demonstrate the process of observing. world. 1. Form a question.

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1 Science Processes S.IP.E.1 Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems. Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. S.IP ake purposeful observation of the natural world using the appropriate senses. ake - To cause to happen/ observation natural world senses 1. Understand the five senses. 1. I can understand the five senses. 2. Demonstrate the process of observing. 2. I can demonstrate the process of observing. 3. Use senses to make observations of the 3. I can use my senses to make observations world. of the world. S.IP Generate questions based on observations. Generate - To create/synthesis observations 1. Form a question. 2. Demonstrate the process of observing. 3. Generate questions based on the item observed. 1. I can form a question. 2. I can demonstrate the process of observing. 3. I can generate questions based on the item observed. S.IP Plan and conduct simple investigations. Plan - Set up/synthesis Conduct - To guide/synthesis investigations 1. Understand sequencing. 2. Develop a sequenced plan. 3. Conduct an investigation knowing the question you are trying to answer. 1. I can understand sequencing. 2. I can develop a sequenced plan. 3. I can conduct an investigation knowing the question I am trying to answer. S.IP anipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer). anipulate - To use with your hands/application tools observation data collection 1. Demonstrate how to use simple tools. 2. Use simple tools for observation. 1. I can demonstrate how to use simple tools. 2. I can use simple tools for observation. S.IP ake accurate measurements with appropriate units (centimeters, meters, Celsius, grams, seconds, minutes) for the measurement tool. ake - To cause to happen/application measurements units 1. Demonstrate how to use measurement tools accurately. 2. Understand the unit associated with each measurement tool. 3. ake accurate measurements with measurement tools. 1. I can demonstrate how to use measurement tools accurately. 2. I can understand the unit associated with each measurement tool. 3. I can make accurate measurements with measurement tools. S.IP Construct simple charts and graphs from data and observations. Construct - To create/synthesis charts graphs data observations 1. Recognize charts and graphs. 2. Summarize the data on charts and graphs. 3. Create charts and graphs. 4. Construct a chart or graph using data relevant to the observation. 1. I can recognize charts and graphs. 2. I can summarize the data on charts and graphs. 3. I can create charts and graphs. 4. I can construct a chart or graph using data relevant to the observation. *igh atrix Representation () 1

2 Inquiry Analysis & Communication S.IA.E.1 Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology. Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations. S.IA S.IA S.IA Summarize information from charts and graphs to answer scientific questions. Share ideas about science through purposeful conversation in collaborative groups. Communicate and present findings of observations and investigations. Summarize - To tell the main ideas/ Share - To tell/ Communicate -To explain/ Present - To tell an audience/ charts graphs observations investigations 1. Understand how to summarize. 2. Analyze titles and cell information in order to summarize a chart or graph. 1. Use content vocabulary word cards and/or conversational prompts (question/sentence stems) to elicit conversation 1. Summarize the important points of the observation 2. Understand basic presentation skills 1. I can summarize. 2. I can analyze titles and cell information in order to summarize a chart or graph. 1. I can use vocabulary word cards or prompts for a group conversation. 1. I can summarize the important points of the observation. 2. I can understand basic presentation skills. S.IA S.IA Develop research strategies and skills for information gathering and problem solving. Compare and contrast sets of data from multiple trials of a science investigation to explain reasons for differences. Develop - To show growth in/synthesis Compare-To note the similarities and differences Contrast-To note the differences between/ Analysis research strategies skills data trials investigation 1. Identify research strategies appropriate for a given investigation 2. Develop research strategies for use in a given investigation 1. Explain compare and contrast 2. Analyze data gathered from multiple trials 3. Compare and contrast data from trials 4. Explain the reasons for the differences amongst trials 1. I can identify appropriate research strategies for an investigation. 2. I can develop a research strategy for use in an investigation. 1. I can explain compare and contrast. 2. I can analyze data gathered from multiple trials. 3. I can compare and contrast data from trials. 4. I can explain the reasons for the differences amongst trials. Reflection and Social Implications S.RS.E.1 Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society. S.RS Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. Demonstrate - To show/application 1. Show an understanding of scientific concepts in a variety of ways 1. I can show that I understand scientific concepts. *igh atrix Representation () 2

3 S.RS Use data/samples as evidence to separate fact from opinion. Use - Application data evidence fact opinion 1. Distinguish fact from opinion 2. Equate evidence/proof to fact 3. Use data as evidence to present facts 1. I can tell the difference between fact and opinion. 2. I can use evidence to prove facts. 3. I can use data as evidence to present facts. S.RS Use evidence when communicating scientific ideas. Use - Application S.RS Identify technology used in everyday life. Identify - To name/knowledge S.RS Identify current problems that may be solved through the use of technology. Identify - To give examples/ evidence technology technology 1. Equate evidence to proof 2. Provide evidence to support a scientific idea 1. Identify technology used in everyday life. 1. Identify current problems in the world 2. List technology related to the problem 3. Explain how the technology could solve the problem 1. I can understand the similarity between evidence and proof. 2. I can give evidence to support a scientific idea. 1. I can identify technology used in everyday life. 1. I can identify current problems in the world. 2. I can list technology related to the problem. 3. I can explain how the technology could solve the problem. S.RS Describe the effect humans and other organisms have on the balance of the natural world. Describe - To explain/ Evaluation organisms balance natural world 1. Describe cause and effect 2. Explain the effect humans have on the world 3. Explain the effect organisms have on the world 1. I can describe cause and effect. 2. I can explain the effect humans have on the world. 3. I can explain the effect organisms have on the world. S.RS Describe how people have contributed to science throughout history and across cultures. Describe - To tell/ 1. Identify people who have contributed to science throughout the world 2. Explain how a person contributed to science 1. I can identify people who have contributed to science throughout the world. 2. I can explain how a person contributed to science. Physical Science-Force and otion P.F.E.2 Develop an understanding that the position and/or of an object is relative to a point of reference. Understand s affect the and speed of an object and that the net on an object is the total of all of the s acting on it. Earth pulls down on all objects with a called gravity. With very few exceptions, objects fall to the ground no matter where the object is on the Earth. P.F Identify the that pulls objects towards the Earth. Identify - To name/knowledge 1. Define as a cause in 1. I can define. 2. Explain that gravity is the that pulls 2. I can explain gravity. objects to the Earth P.F.E.3 A is either a push or a pull. The of objects can be changed by s. The size of the change is related to the size of the. The change is also related to the weight (mass) of the object on which the is being exerted. When an object does not move in response to a, it is because another is being applied by the *igh atrix Representation () 3

4 P.F Describe how a push or a pull is a. Describe - To tell/ P.F Relate a change in of an object to the that caused the change of. Relate - To make a connection 1. Define as a cause in 2. Describe how a push or pull causes 1. Recognize a change in 2. Relate to a change in 3. Identify the that caused the change in 1. I can define. 2. I can describe how a push or pull causes. 1. I can recognize a change in. 2. I can understand how a causes a change in. 3. I can identify the that caused the change in. P.F Demonstrate how the change in of an object is related to the strength of the acting upon the object and to the mass of the object. Demonstrate - To show/application mass 1. Recognize a change in 1. I can recognize a change in. 2. Define and mass 2. I can define and mass. 3. Describe the relationship between 3. I can describe the relationship between and the mass of a moving object and the mass of a moving object. 4. Explain the that is needed to move 4. I can explain the that is needed to a given object move an object. P.F Demonstrate when an object does not move in response to a, it is because another is acting on it. Demonstrate - To show/application 1. Recognize that s are of varying strengths 2. Recognize that an object does not always move in response to a 3. Show that an object does not move in response to a because another acting on it is greater. 1. I can understand that s have different strengths. 2. I can recognize that an object does not always move in response to a. 3. I can show that an object does not move in response to a because another acting on it is greater. P.F.E.4 An object is in when its position is changing. The speed of an object is defined by how far it travels in a standard amount of time. P.F Describe the of objects in terms of direction. Describe - To tell/ direction 1. List direction terms 2. Use direction terms to describe 1. I can list direction words. 2. I can use direction words to describe. P.F Identify changes in (change direction, speeding up, slowing down). Identify - To give examples/ 1. List changes in 2. Identify changes in 1. I can list different changes in. 2. I can identify changes in. P.F Energy Relate the speed of an object to the distance it travels in a standard amount of time. Relate - To make a connection speed distance time 1. easure elapsed time (ie: stopwatch, second hand) and distance. 2. Describe the relationship between speed and distance over time. 3. Relate the speed of an object to the distance it travels in a standard amount of time. 1. I can measure elapsed time and distance. 2. I can describe the relationship between speed and distance over time. 3. I can relate the speed of an object to the distance it travels. P.EN.E.1 Develop an understanding that there are many forms of energy (such as heat,, sound, and electrical) and that energy is transferable by convection, conduction, or radiation. Understand energy can be in, called kinetic; or it can be stored, eat, electricity,, and sound are forms of energy. *igh atrix Representation () 4

5 P.EN Identify and sound as forms of energy. Identify - To name/knowledge P.EN.E.2 Light travels in a straight path. Shadows result from not being able to pass through an object. When travels at an angle from one substance to another (air and water), it changes direction. sound energy 1. Define energy as a physical change 2. Prove through experiments that and sound convert to forms of energy 3. Identify and sound as forms of energy 1. I can define energy as a physical change. 2. I can prove with experiments that and sound change to forms of energy. 3. I can Identify and sound as forms of energy. P.EN Demonstrate that travels in a straight path and that shadows are made by placing an object in a path of. Demonstrate - To show/application path shadows 1. Recognize the relationship between and shadows 2. Show that travels in a straight path 3. Show that a shadow is created when an object is put in the path of 1. I can recognize the relationship between and shadows 2. I can show that travels in a straight path 3. I can show that a shadow is created when an object is put in the path of P.EN P.EN.E.3 P.EN Observe what happens to when it travels Observe - To notice/ from air to water (a straw half in the water and half in the air looks bent). Vibrating objects produce sound. The pitch of sound varies by changing the rate of vibration. Relate sounds to their sources of vibrations (for example: a musical note produced by a vibrating guitar string, the sounds of a drum made by the vibrating drum head). Relate - To make a connection sounds sources vibrations 1. Explain that travels in a straight path 2. Observe that bends when it moves from air to water 1. Define vibrations 2. Describe the relationship between sound and vibrations 3. Locate the source of vibration for a given sound 1. I can explain that travels in a straight path 2. I can observe that bends when it moves from air to water 1. I can define vibrations 2. I can describe the relationship between sound and vibrations 3. I can locate the source of vibration for a given sound P.EN Distinguish the effect of fast or slow vibrations as pitch. Properties of atter Distinguish - To tell the differences effect vibrations pitch 1. Define cause and effect 2. Define vibration and pitch 3. Distinguish the effect of fast or slow vibrations as pitch 1. I can define cause and effect 2. I can define vibration and pitch 3. I can explain the effect of fast or slow vibrations as a difference in pitch P.P.E.5 Develop an understanding that all matter has observable attributes with physical and chemical properties that are described, measured, and compared. Understand that states of matter exist as solid, liquid, or gas; and have physical and chemical properties Objects vary to the extent they absorb and reflect energy and conduct heat and electricity. P.P Demonstrate how some materials are heated Demonstrate - To more than others by that shines on them. show/application materials heated 1. Explain how interacts with different materials 2. Demonstrate how materials are heated by 1. I can explain how interacts with different materials 2. I can demonstrate how materials are heated by P.P Explain how we need to see objects: from a source reflects off objects and enters our eyes. Explain - To tell/ source reflects 1. Understand that objects cannot be seen in the dark. 2. Demonstrate that the eye can begin to see objects with a minimal amount of. 1. I can understand that objects cannot be seen in the dark. 2. I can demonstrate that the eye can begin to see objects with a small amount of. *igh atrix Representation () 5

6 Life Science - Organization of Living Things L.OL.E.3 Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water and a source of energy. Understand that all life forms can be classified as producers, consumers Structures and Functions - Organisms have different structures that serve different functions in growth, survival, and reproduction. L.OL Describe the function of the following plant parts: flower, stem, root, and leaf. Describe - To tell/ function flower stem root leaf 1. Identify the parts of a plant. 2. Describe the function of each plant part. 1. I can identify the parts of a plant. 2. I can describe the function of each plant part. L.OL Identify and compare structures in animals used for controlling body temperature, support, movement, food-getting, and protection (for example: fur, wings, teeth, scales). Identify - To name/knowledge Compare-To note the similarities and differences structures body temperature support movement food-getting protection 1. Identify characteristics that animals have to help them survive in their 2. Compare characteristics that animals have to help them survive in their 1. I can identify characteristics that animals have to help them survive in their 2. I can compare characteristics that animals have to help them survive in their L.OL.E.4 Classification - Organisms can be classified on the basis of observable characteristics. L.OL L.OL Evolution Classify plants on the basis of observable physical characteristics (roots, leaves, stems, and flowers). Classify animals on the basis of observable physical characteristics (backbone, body coverings, limbs). Classify - To group/ Classify - To group/ observable physical characteristics observable physical characteristics 1. Identify the characteristics of a plant. 2. Classify plants by similar characteristics. 1. Identify the characteristics of an animal. 2. Classify animals by similar characteristics. 1. I can identify the characteristics of a plant. 2. I can classify plants by similar characteristics. 1. I can identify the characteristics of an animal. 2. I can classify animals by similar characteristics. L.EV.E.1 Develop an understanding that plants and animals have observable parts and characteristics that help them survive and flourish in their environments. Understand that fossils provide evidence that life forms have changed over time and were influenced Different kinds of organisms have characteristics that help them to live in different environments. L.EV Relate characteristics and functions of observable parts in a variety of plants that allow them to live in their environment (leaf shape, thorns, odor, color). Relate - To make a connection characteristics functions environment 1. Identify characteristics and functions that plants have to help them survive in their 1. I can identify characteristics and functions that plants have to help them survive in their *igh atrix Representation () 6

7 L.EV Relate characteristics and functions of Relate - To make a observable body parts to the ability of animals connection to live in their environment (sharp teeth, claws, color, body coverings). Earth Science - Earth Systems characteristics functions environment 1. Identify characteristics and functions that animals have to help them survive in their 1. I can identify characteristics and functions that animals have to help them survive in their E.ES.E.4 Develop an understanding of the warming of the Earth by the sun as the major source of energy for phenomenon on Earth and how the sun's warming relates to weather, climate, seasons, and the water cycle. Understand how human interaction and use of natural The supply of many natural resources is limited. umans have devised methods for extending their use of natural resources through recycling, reuse, and renewal. E.ES Identify natural resources (metals, fuels, fresh water, fertile soil, and forests). Identify - To name/ Knowledge natural resources 1. Define natural resource. 2. Give examples and non-examples of natural 1. I can define natural resource. 2. I can give examples and non-examples of natural E.ES Classify renewable (fresh water, fertile soil, forests) and non-renewable (fuels, metals) Classify - To group/ renewable non-renewable 1. Define natural resource. 2. Define renewable and non-renewable 3. Give examples & non-examples of renewable and non-renewable 1. I can define natural resource. 2. I can define renewable and non-renewable 3. I can give examples & non-examples of renewable and non-renewable E.ES ES Describe ways humans are protecting, extending, and restoring resources (recycle, reuse, reduce, renewal). Recognize that paper, metal, glass, and some plastics can be recycled. Describe - To give examples/ Recognize - To know/ Knowledge resources recycle reuse reduce renewal recycled 1. Define recycle, reuse, reduce, renewal. 2. Relate how the four Rs (above) protect, extend, and restore 1. Relate paper, metal, glass, & plastics to the natural resource from which they are produced. 2. Recognize that we must preserve Earth's natural 3. Recognize that paper, metal, glass, & some plastics can be recycled. 1. I can define recycle, reuse, reduce, renewal. 2. I can make a connection between how the four Rs (above) protect, extend, and restore 1. I can make a connection between paper, metal, glass, & plastics and the natural resource from which they are made. 2. I can explain why we must preserve Earth's natural 3. I can recognize that paper, metal, glass, & some plastics can be recycled. E.ES.E.5 umans depend on their natural and constructed umans change environments in ways that are helpful or harmful for themselves and other organisms. E.ES Describe ways humans are dependent on the natural environment (forests, water, clean air, earth materials) and constructed environments (homes, neighborhoods, shopping malls, factories, and industry). Describe - To explain/evaluation natural environment constructed environments 1. Identify human needs: food, water, shelter, air, clothing 2. Relate human needs to natural 3. Describe ways humans are dependent on the natural environment & constructed environments. 1. I can identify human needs: food, water, shelter, air, clothing 2. I can make a connection between human needs and natural 3. I can describe ways humans need the natural environment & man-made environments. *igh atrix Representation () 7

8 E.ES Solid Earth E.SE.E.1 Describe helpful or harmful effects of humans on the environment (garbage, habitat destruction, land management, renewable and non-renewable resources). Develop an understanding of the properties of earth materials and how those properties make materials useful. Understand gradual and rapid changes in earth materials and features of the surface of Earth. Understand magnetic properties of Earth. Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Some Earth materials have properties which sustain plant and animal life. Describe - To explain/ Evaluation effects environment 1. Define vocabulary words listed in GLCE. 2. Explain the concept of cause & effect. 3. Describe helpful or harmful effects of humans on the 1. I can define garbage, habitat destruction, land management, renewable and nonrenewable 2. I can explain the concept of cause & effect. 3. I can describe helpful or harmful effects of humans on the E.SE Recognize and describe different types of Earth materials (mineral, rock, clay, boulder, gravel, sand, soil, water, and air). Recognize - To know/knowledge Describe - To tell the properties of/ earth materials 1. Define Earth material. 2. Recognize and describe different types of Earth materials. 1. I can define Earth material. 2. I can recognize and describe different types of Earth materials. E.SE E.SE.E.2 Recognize that rocks are made up of minerals. The surface of Earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. Recognize - To know/knowledge rocks minerals 1. Define mineral. 2. Identify a variety of minerals within a rock. 3. Recognize that rocks are a mixture of minerals. 1. I can define mineral. 2. I can identify a variety of minerals within a rock. 3. I can recognize that rocks are a mixture of minerals. E.SE Identify and describe natural causes of change in the Earth's surface (erosion, glaciers, volcanoes, landslides, and earthquakes). Identify -To give examples/ Describe - To give details about/ natural causes surface 1. Explain the concept of cause & effect. 2. Define erosion, glaciers, volcanoes, landslides, and earthquakes as natural phenomenons. 3. Describe natural causes of change in the Earth's surface. 1. I can explain the concept of cause & effect. 2. I can define erosion, glaciers, volcanoes, landslides, and earthquakes. 3. I can describe natural causes of change in the Earth's surface. E.SE.E.3 Some Earth materials have properties that make them useful either in their present form or designed and modified to solve human problems. They can enhance the quality of life as in the case of materials used for building or fuels used for heating and transportation. *igh atrix Representation () 8

9 E.SE Identify Earth materials used to construct some common objects (bricks, buildings, roads, glass). Identify -To give examples/ earth materials construct 1. Define Earth materials. 2. Identify Earth materials used to construct some common objects. 1. I can define Earth materials. 2. I can identify Earth materials used to construct some common objects. E.SE Describe how materials taken from the Earth can be used as fuels for heating and transportation. Describe - To give details about/ materials fuels transportation 1. Sort Earth materials for those used as fuels. 2. Describe how materials taken from the Earth can be used as fuels for heating and transportation. 1. I can sort Earth materials for those used as fuels. 2. I can describe how materials taken from the Earth can be used as fuels for heating and transportation. *igh atrix Representation () 9