Science Curriculum Science: 3rd Grade Content · PDF fileScience: 3rd Grade Content Standard 1: ... Lesson 8 After observing ... of heat energy on objects and materials

Science Curriculum

ConceptsMeasurable Learner

Objective

Process

Standards

Integrated

SkillsDOK

Instructional Strategies Student

Activities/ResourcesAssessment

D The students will:

1. compare/contrast the

observable physical properties of

solids, liquids , or gases (air) (i.e.

visible vs. invisible, changes in

shape, changes in the amount of

space occupied).

1.3, 1.6, 2.4,

3.5

Skill

/Concept

After conducting an experiment

(Wonder Wise, pgs. 46-50) in small

groups on physical properties of solids,

liquids, and gases, use a graphic

organizer to compare/contrast these

observable properties.

Wonder Wise

Aims Education Foundation, Nov.

KSAM-Physical Science, pg. 97

Foss Kit-States of Matter, Lessons 1-3

Working independently, use

page 51 in Wonder Wise to

compare/contrast the physical

properties of the three forms of

matter.

2. identify everyday

objects/substances as solid, liquid,

or gas (e.g., air, water).

1.3, 1.8, 4.1R

ecall

Working in small groups, identify

objects found in the classroom that are

solid, liquid and gas.

Wonder Wise

Independently identify a given

list of substances as either a

solid, liquid or gas.

Science: 3rd Grade

Content Standard 1: Properties and Principles of Matter and EnergyGLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter

Physical

changes in the

state of matter

that result from

thermal changes

can be explained

by the Kinetic

Theory of Matter

(matter consists

of small particles

in rapid random

motion)

1 8/14/2009Cape Girardeau Public Schools 2005

Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




3. observe and identify how water

evaporates (liquid water changes

into a gas as it moves into the air).

1.3, 3.5

Recall

After observing a teacher

demonstration, explain how water

evaporates into the air.

Aims-Primarily Earth

Aims Education Foundation, Oct. '97

KSAM-Earth Science

Foss Kit-Water, Investigation 3

Foss Kit-States of Matter, Lesson 8

After observing several

demonstrations, give a written or

oral example of a situation

where water evaporates into a

gas.

4. measure and compare the

temperature of water when it exists

as a solid to its temperature when

it exists as a liquid.

1.3, 3.5

Skill

/ C

oncept

Working in small groups, use

thermometers to measure and compare

the temperature of water as a solid (ice)

and its temperature when it exists as a

liquid.

Foss Kit-Water

Foss Kit-States of Matter, Lessons 7, 11

By observation assess the

student's ability to measure and

compare the temperature of

water when it exists as a solid to

its temperature when it exists as

a liquid.


Physical

changes in the

state of matter

that result from

thermal changes

can be explained

by the Kinetic

Theory of Matter

(matter consists

of small particles

in rapid random

motion)

Science: 3rd Grade


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




5. investigate and observe that

water can change from a liquid to a

solid (freeze), and back again to a

liquid (melt), as the result of

temperature changes.

1.2, 1.4, 1.6,

2.3, 3.5 Recall

In small groups, use pages 106-108 in

Primarily Earth (Aims) to discover that

water can change from a liquid to a

solid and back again to a liquid as the

result of temperature changes.


Foss Kit-Water

Foss Kit-States of Matter, Lessons 8-10

Working independently, use

page 109 in Primarily Earth to

assess the student's ability to

discover and explain how water

changes from a liquid to a sold

and back again as the result of

temperature changes.

6. describe the changes in the

physical properties of water (i.e.,

shape, volume) when frozen or

melted.

1.3, 3.5

Recall

Observe over time the physical changes

of water by freezing it and then describe

what happens to the shape and volume

as it melts.


Aims-Water Precious Water

Foss Kit-Water

Foss Kit-States of Matter, Lessons 4, 5,

7, 11

Using the Foss assessment (no.

6 of 7), assess the student's

ability to describe the changes in

the physical properties of water

when frozen or melted.

Physical

changes in the

state of matter

that result from

thermal changes

can be explained

by the Kinetic

Theory of Matter

(matter consists

of small particles

in rapid random

motion)

Science: 3rd Grade



Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




Physical

changes in the

state of matter

that result from

thermal changes

can be explained

by the Kinetic

Theory of Matter

(matter consists

of small particles

in rapid random

motion)

7. predict and investigate the

effect of heat (thermal energy)

(i.e., change in temperature,

melting, evaporation) on objects

and materials.

1.3, 3.5

Skill

/ C

oncept In small groups perform an experiment,

predicting and investigating the effects

of heat energy on objects and materials.

Aims-Water Precious Water


By observation, assess the

student's ability to predict and

investigate the effects of heat

energy on objects and materials.

GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter

Science: 3rd Grade

Content Standard 1: Properties and Principles of Matter and Energy


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK



A The students will:

1. identify sources of thermal

energy (e.g., Sun, stove, fire, body)

that can cause solids to change to

liquids, and liquids to change to

gas.

1.2, 1.4, 1.6,

4.1 Recall

Using several experiments in small

groups to discover sources of thermal

energy that cause solids to change to

liquids, and liquids to change to gas.

Aims-Primarily Physics

2. identify sources of light energy

(e.g., Sun, bulbs, flames).

1.2, 1.4, 1.6,

4.1 Recall

In groups, conduct experiments to

identify sources of light energy.


KSAM-Earth Science

Using pages 48-49 from

Primarily Physics (Aims), assess

the student's ability to identify

sources of light energy.

3. observe light being transferred

from the source to the receiver

(eye) through space.

1.2, 1.4, 3.5,

4.1 Recall

Conduct experiments in small groups

from Primarily Physics (Aims) pgs. 40-

70, to demonstrate that light can be

transferred from the source to the

receiver through space.


KSAM-Earth Science

KSAM-Physical Science

Forms of energy

have a source, a

means of

transfer (work

and heat), and a

receiver

GLE 2: Energy has a source, can be stored, and can be transferred into various forms but is conserved within systems


Science: 3rd Grade


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




Forms of energy

have a source, a

means of

transfer (work

and heat), and a

receiver

4. identify the three things (light

source, object, and surface)

necessary to produce a shadow

(refer to Standard 6, GLE 2,

Concept A).

1.3, 1.6, 3.5,

4.1 Recall

Conduct several experiments on

shadows differentiating the three things

necessary to produce it.

Aims-Overhead and Underfoot

C

Electromagnetic

energy from the

Sun (solar

radiation) is a

major source of

energy on Earth

1. identify the Sun is the primary

source of light and food energy on

Earth (see Standard 4: GLE 2,

Concept A).

1.8, 2.2, 3.5

Recall

Refer to Standard 4, GLE 2,

Concept A


GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems

Science: 3rd Grade


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




Organisms have

basic needs for

survival

1. describe the basic needs of most

plants (i.e., air, water, light,

nutrients, temperature).

1.2, 1.3, 1.8,

2.3, 3.5 Recall

Conduct research and record

information with pairs of identical plants,

removing a variable with one of the

pairs (e.g. air, water, light, nutrients,

temperature) in order to analyze and

evaluate the basic needs of most

plants.

Foss Kit-Food Chain/Webs, Lesson 3

Using the student's written data,

assess their ability to conduct

research in order to analyze

and evaluate the basic need of

most plants.

B

Organisms

progress

through life

cycles unique to

different types

of organisms

1. describe and sequence the

stages in the life cycle (for a plant)

of seed germination, growth and

development, reproduction, and

death (i.e. a flowering plant)

1.3, 1.6, 1.8,

2.4 Recall

Through conducting investigations of a

plant life cycle, explain and justify how

plants progress through life cycles of

germination, growth and development,

reproduction and death.

Aims-Primarily Plants

Aims-The Budding Botanist, pg. 22, 28,

germination

KSAM-Biology

Assess students by having them

create a diagram and explain

and justify the processes of the

life cycle of a plant.

Science: 3rd Grade

Content Standard 3: Characteristics and Interactions of Living OrganismsGLE 1: There is a fundamental unity underlying the diversity of all living organisms


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




Plants and

animals have

different

structures that

serve similar

functions

necessary for

the survival of

the organism

1. identify the major organs (roots,

stems, flowers, leaves) and their

functions in vascular plants (e.g.,

absorption, transport, reproduction)

(Do NOT assess the term

vascular).

1.3, 1.7, 1.8,

3.5 Recall

After a study of the major organs and

their functions in vascular plants, work

in small groups using a graphic

organizer to compare/contrast these

concepts.


KSAM-Biology

Working independently, use a

graphic organizer to

compare/contrast the major

organs and their functions in

vascular plants.

Science: 3rd Grade

Content Standard 3: Characteristics and Interactions of Living OrganismsGLE 1: There is a fundamental unity underlying the diversity of all living organisms


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK



C The students will:

Complex

multicellular

organisms have

systems that

interact to carry

out life

processes

through

physical and

chemical means

1. illustrate and trace the path of

water and nutrients as they move

through the transport system of a

plant.

1.3, 1.8., 3.5

Recall

After conducting an experiment with

colored water and celery/carnation,

illustrate and trace the path of water

and nutrients through the transport

system of the plant.

Aims-The Budding Botanist

Aims-Primarily Plants, pgs. 74-78

KSAM-Biology)

Foss-Ideas and Inventions, Leaf

Rubbings, Investigation 1

Given a diagram of a plant and a

colored marker, work

independently to illustrate and

trace the path of water and

nutrients at they move through

the transport system of the

plant.

Science: 3rd Grade

Content Standard 3: Characteristics and Interactions of Living OrganismsGLE 2: Living organisms carry out life processes in order to survive


Updated July 2009

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Objective

Process

Standards

Integrated

SkillsDOK




There is

heritable

variation within

every species of

organism

1. identify and relate the similarities

between plants and their offspring

(i.e., seedlings).

1.2, 1.3, 1.8,

3.5

Skill

/ C

oncept After completing an activity about plants

and their offspring (e.g., Aims Primarily

Plants, pgs. 13-15 and/or 26-29) use a

graphic organizer to compare/contrast.


Using the student's graphic

organizer, assess their ability to

compare/contrast plants with

their offspring.

Science: 3rd Grade

GLE 3: There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes

Content Standard 3: Characteristics and Interactions of Living Organisms


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




1. identify sunlight as the primary

source of energy plants use to

produce their own food.

1.2, 1.3, 1.6,

3.5 Recall

Conduct investigations to identify and

explain sunlight as the primary source of

energy plants use to produce their own

food.

Aims-Primarily Plants, pg. 47

Aims-The Budding Botanist, pgs. 80-83

KSAM-Biology

Refer to Standard 3, Concept A

After conducting investigations,

assess students by giving oral or

written explanations identifying

sunlight as the primary source of

energy plants use to produce

their own food.

2. classify populations of

organisms as producers or

consumers by the role they serve

in the ecosystem.

1.2, 1.3, 1.8,

2.4, 3.5 Recall

Conduct investigations, classifying

populations of organism as producers or

consumers by the role they serve in the

ecosystem.

KSAM-Biology, pgs. 145-146

Foss Kit-Food Chains/Webs

Science: 3rd Grade

Content Standard 4: Changes in Ecosystems and Interactions of Organisms with their EnvironmentsGLE 2: Matter and energy flow through an ecosystem

As energy flows

through the

ecosystem, all

organisms

capture a

portion of that

energy and

transform it to a

form they can

use


Updated July 2009

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Objective

Process

Standards

Integrated

SkillsDOK




3. sequence the flow of energy

through the food chain beginning

with the Sun.

1.2, 1.3,

1.8,2.1, 3.5 Recall

After studying food chains, in small

groups design a food chain, sequencing

the flow of energy through the chain

beginning with the Sun and write a

conclusion.

SCIS Kit-Life Cycles

KSAM-Biology

Foss Kit-Food Chains/Webs

Assess student's ability to

sequence and write a conclusion

about the flow of energy through

the food chain. Can use

Performance Event .(e.g.,

Follow That Food)

4. predict the possible effects of

removing an organisms from a

food chain.

1.2, 1.3,

3.5S

kill

/ C

oncept

After a study of food chains, using

visuals of food chains, have students

evaluate the possible effects of removing

an organism from a food chain.

KSAM-Biology

SCIS Kit-Life Cycles

Given an example of a food

chain, assess orally or written

the student's ability to the

possible effects of removing an

organism from a food chain.

GLE 2: Matter and energy flow through an ecosystem

As energy flows

through the

ecosystem, all

organisms

capture a

portion of that

energy and

transform it to a

form they can

use

Science: 3rd Grade

Content Standard 4: Changes in Ecosystems and Interactions of Organisms with their Environments


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




1. identify that liquid water can

change into a gas (vapor) in the air

(refer to Standard 1).

1.2, 1.3, 3.5

Recall

In small groups, conduct experiments

and record observations to explain how

liquid water can change into a gas in the

air.


Aims-Water precious Water

Wonder Wise


Using the student's written

data, assess their ability to

identify how liquid water can

change into a gas in the air.

2. identify that clouds are

composed of tiny droplets of water.

(refer to Standard 1).

1.2, 1.3, 3.5

Recall

Using the pages 128-141 in Primarily

Earth (Aims), conduct experiments in

small groups to help describe how

clouds and fog are made of tiny droplets

of water and support your explanation.


Aims-Water precious Water

Wonder Wise

Using page 132 in Primarily

Earth (Aims), assess the

student's ability to identify how

clouds and fog are made of tiny

droplets of water and support

your explanation.

Science: 3rd Grade

Content Standard 5: Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere)GLE 1: Earth's systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures

The

atmosphere

(air) is

composed of a

mixture of

gases,

including water

vapor, and

minute

particles


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




The

atmosphere

(air) is

composed of a

mixture of

gases,

including water

vapor, and

minute

particles

3. identify air as a substance that

surrounds us, taking up space, and

moves around us as wind (refer to

Standard 1).

1.5, 2.3

Recall

Using the pages 110-127 in Primarily

Earth (Aims), conduct experiments to

identify that air is a substance that

surrounds us, takes up space, and

moves around us as wind.


Foss Kit-Water, Investigation 3

Using pages 115 and 119

(Primarily Earth), assess the

student's ability to identify and

explain that air is a substance

that surrounds us, taking up

space, and moves around us

as wind.

Science: 3rd Grade

Content Standard 5: Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere)GLE 1: Earth's systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures


Updated July 2009

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Objective

Process

Standards

Integrated

SkillsDOK



E The students will:

Changes in the

form of water

as it moves

through

Earth's

systems are

described as

the water cycle

1. describe clouds and

precipitation as forms of water.1.2, 1.6, 3.5

Recall


Concept C 2

GLE 2: Earth's systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes

Science: 3rd Grade

Content Standard 5: Processes and Interactions of the Earth's Systems (Geosphere, Atmosphere, and Hydrosphere)


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




1. describe our Sun as a star

because it provides light energy to

the solar system (refer to Standard

1 and 4).

1.8, 2.2, 3.5

Recall

Refer to Standard 1 and 4

2. observe and identify the Moon

as a reflector of light.1.3, 1.8

Recall

Work in small groups to identify the

moon as invisible only because of

reflected light.

KSAM-Earth Science, pgs. 379-382

Science: 3rd Grade

Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within ItGLE 1: The universe has observable properties and structure

The Earth, Sun

and Moon are

part of a larger

system that

includes other

planets and

smaller celestial

bodies


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




The apparent

position of the

Sun and other

stars, as seen

from Earth,

change in

observable

patterns

1. illustrate and describe how the

Sun appears to move slowly across

the sky from east to west during the

day.

1.2, 1.6, 3.5

Recall

In small groups, use a globe or

styrofoam ball and a flashlight to

demonstrate that the Sun appears to

move slowly across the sky from east to

west during the day.

Scholastic Science Kit-Solar System

Using Science ThinkMat 10,


illustrate and describe how the

Sun appears to move slowly

across the sky from eat to west

during the day. (Scholastic

Science Kit, Solar System)

B

The apparent

position of the

moon, as seen

from Earth, and

its actual

position relative

to Earth change

in observable

patterns

1. illustrate and describe how the

moon appears to move slowly

across the sky from east to west

during the day and/or night.

1.2, 1.6, 3.5S

kill

/ C

oncept

After completing an activity with simple

models of the moon and Sun, illustrate

and describe how the moon appears to

move slowly across the sky from east to

west during the day and/or night.

KSAM-Earth Science, pgs. 385-386

Science: 3rd Grade

Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within ItGLE 2: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces


Updated July 2009

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Objective

Process

Standards

Integrated

SkillsDOK



B The students will:

The apparent

position of the

moon, as seen

from Earth, and

its actual

position relative

to Earth change

in observable

patterns

2. describe the pattern of change

that can be observed in the Moon's

appearance relative to time of day

and month as it occurs over several

months (Do NOT assess moon

phases.)

1.2, 1.6, 1.8,

1.10, 3.5

Skill

/ C

oncept

Conduct experiments and record the

observable changes in the moon's

appearance relative to time of day and

month over several months and analyze

the pattern changes.

KSAM-Vol. 2, pgs. 387-397

Teacher's Helper-Aug/Sept 2001, pgs.

47, 49, 51

Aims-Cycles of Knowing and Growing

Wonder Wise, pgs. 59-67

Use the student's recorded data

to assess their ability to observe

and analyze the change in the

moon's appearance relative to

time of day and month over an

extended period of time.

Science: 3rd Grade



Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




1. observe and identify that there is

a day/night cycle every 24 hours.

1.2, 1.8, 2.1,

1.10 Recall

In small groups, use a globe or

styrofoam ball and a flashlight and/or

sundial to demonstrate that there are 24

hours in a day/night cycle.

Have student's demonstrate

their understanding of the

day/night cycle by illustrating a

shadow's path over 24 hours.

2. describe the changes in length

and position (direction) of shadows

from morning to midday to

afternoon.

1.2, 1.3,

1.10, 3.5, Recall

Use a sundial or create a shadow stick

figure and observe it over time to

discover the changes in length and

position of the shadow from morning to

midday to afternoon.

KSAM-Earth Science, pg. 443

Given illustrations of objects with

the Sun in different positions in

the sky, assess the student's

ability to draw the appropriate

shadow as discovered through

their investigations.

3. describe how the Sun's position

in the sky changes the length and

position of shadows.

1.2, 1.3, 1.6,

3.5, 4.1 Recall

Discover through experimentation how

the Sun's position in the sky changes

the length and position of shadows.

Aims-Overhead and Underfoot

KSAM-Earth Science

Wonder Wise, pgs. 68-72

Using page 72 in Wonder Wise,


discover and explain how the

Sun's position in the sky

changes the length and position

of shadows.

The regular and

predictable

motions of the

Earth and moon

relative to the

Sun explain

natural

phenomena on

Earth, such as

day, month,

year, shadows,

moon phases,

eclipses, tides,

and seasons

Science: 3rd Grade



Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




1. pose questions about objects,

material, organisms, and events in

the environment.

1.1, 1.2, 1.6,

1.7,1.10,

Skill

/ C

oncept

*See Rationale

2. plan and conduct a fair test to

answer question.

1.1, 1.2, 1.3,

4.1

Str

ate

gic

Thin

kin

g


Concept A, 1

B

1. make qualitative observations

using the five senses.1.2

Skill

/

Concept

*See Rationale

2. make observations using

simple tools and equipment (e.g.,

hand lenses, magnets,

thermometers, metric rulers,

balances, graduated cylinders).

1.4, 1.6R

ecall

*See Rationale

3. measure length to the nearest

centimeter, mass using grams,

temperature using degrees

Celsius, volume using liters.

1.8

Recall


Concept D, 4

Science: 3rd Grade

Content Standard 7: Scientific InquiryGLE 1: Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking

Scientific inquiry

relies upon

gathering

evidence from

qualitative and

quantitative

observations

Scientific inquiry

includes the ability

of students to

formulate a

testable question

and explanation,

and to select

appropriate

investigative

methods in order

to obtain evidence

relevant to the

explanation


Updated July 2009

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Objective

Process

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SkillsDOK



B The students will:

4. compare

amounts/measurements.1.4, 1.8

Skill

/

Concept

*See Rationale

5. judge whether measurements

and computation of quantities are

reasonable.

1.10, 3.5

Skill

/

Concept

*See Rationale

C

1. use quantitative and qualitative

data as support for reasonable

explanations.

1.8, 1.10

Str

ate

gic

Thin

kin

g

*See Rationale

2. use data as support for

observed patterns and

relationships, and to make

predictions to be tested.

3.1

Str

ate

gic

Thin

kin

g

*See Rationale

3. evaluate and reasonableness of

an explanation1.10

Str

ate

gic

Thin

kin

gRefer to Standard 4, GLE 2,Concept A,

4

4. analyze whether evidence

supports proposed explanations.1.8, 3.3

Str

ate

gic

Thin

kin

g

Refer to Standard 6, GLE 2, Concept B,

2

Scientific inquiry

includes

evaluation of

explanations

(laws/ principles,

theories/

models) in light

of evidence

(data) and

scientific

principles

(understandings)

Scientific inquiry

relies upon

gathering

evidence from

qualitative and

quantitative

observations

Science: 3rd Grade



Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




The nature of

science relies

upon

communication

of results and

justification of

explanations

1. communicate simple

procedures and results of

investigations and explanations

through:

*oral presentations

*drawings and maps

*data tables

*graphs (bar, single line

pictograph)

*writings.

1.8, 2.1

Skill

/ C

oncept

*See Rationale

Science: 3rd Grade



Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




Designed objects

are used to do

things better or

more easily and

to do some

things that could

not otherwise be

done at all

1. observe and identify that some

objects or materials (e.g., Sun, fire,

ice, snow) occur in nature (natural

objects); others (e.g., stoves,

refrigerators, bulbs, candles,

lanterns) have been designed and

made by people to solve human

problems and enhance the quality

of life (manmade objects).

1.2, 1.10,

2.3, 2.4 Recall

*See Rationale

B

Advances in

technology often

result in

improved data

collection and an

increase in

scientific

information

1. describe how new technologies

have helped scientists make better

observations and measurements

for investigations (e.g., telescopes,

magnifiers, balances, microscopes,

computers, stethoscopes,

thermometers).

1.4, 1.6

Skill

/ C

oncept

*See Rationale

Science: 3rd Grade

Content Standard 8: Impact of Science, Technology and Human ActivityGLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




People of

different gender

and ethnicity

have contributed

to scientific

discoveries and

the invention of

technological

innovations

1. research biographical

information about various scientists

and inventors from different gender

and ethnic backgrounds, and

describe how their work contributed

to science and technology (Assess

Locally).

1.9, 2.3, 2.4,

3.4, 3.6

Analy

sis

Foss Kit-Ideas and Inventions

GLE 2: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology

evolve over time

Content Standard 8: Impact of Science, Technology and Human Activity

Science: 3rd Grade


Updated July 2009

Science Curriculum


Objective

Process

Standards

Integrated

SkillsDOK




1. identify a question that was

asked, or could be asked, or a

problem that needed to be solved

when given a brief scenario (fiction

or nonfiction of people working

alone or in groups solving everyday

problems or learning through

discovery).

1.1, 3.1

Str

ate

gic

Thin

kin

g

*See Rationale

2. work with a group to solve a

problem, giving due credit to the

ideas and contributions of each

group member (Assess Locally).

2.3, 3.6, 4.4,

4.6

Str

ate

gic

Thin

kin

g

*See Rationale

Science: 3rd Grade

People, alone or

in groups, are

always making

discoveries

about nature and

inventing new

ways to solve

problems and get

work done

Content Standard 8: Impact of Science, Technology and Human ActivityGLE 3: Science and technology affect, and are affected by, society


Updated July 2009

Documents

Science Curriculum Science: 3rd Grade Content · PDF fileScience: 3rd Grade Content Standard 1: ... Lesson 8 After observing ... of heat energy on objects and materials