Third grade science 2010

Grove City Christian School September, 2010

General Course Description:

Students will use the Scientific process to construct knowledge and understanding of the earth’s resources, matter and forms of energy, and behavior growth and changes within organisms and plants, all the while knowing that God desires that we study His world and the details of His creation.

General Course Evaluation:

Resources:

Purposeful Design Science text


Health, Safety and Manners text

Bible Truths

Schlessinger videos

Scit Kits

3 - 5 Theme: Interconnections within Systems

This theme focuses on helping students explore the components of various systems and then investigate dynamic and sustainable relationships within systems using scientific inquiry.

Science Inquiry & Applications


During the years of PreK to Grade 4, all students must develop the ability to:

● Observe and ask questions about the natural environment;

● Plan and conduct simple investigations;● Employ simple equipment and tools to gather data

and extend the senses;● Use appropriate mathematics with data to construct

reasonable explanations;● Communicate about observations, investigations and

explanations; and● Review and ask questions about the observations

and explanations of others.

Theme: Interconnections within SystemsStrand: Earth & Space Science

Wee Topic: Instructional Strategies & Science Biblical


ks Earth’s Resources

Assessments Inquiry and Application

Integration

Earth's nonliving resources have specific properties.

Soil is composed of pieces of rock, organic material, water and air and has characteristics that can be measured and observed. Rocks have unique characteristics that allow them to be sorted and classified. Rocks form in different ways. Air and water are nonliving resources.

Students planted seeds in different types of soil to determine which is best for growing plants.

Students sang about the rock cycle.

Students learned how geologists classify rocks (informal participation assessment taken).

Students learned the three types of rocks.

Open-book assessment given at the end of the unit.

Observe soil types and their composition.

Students hunted for rocks and consulted field guides to try to identify the type.

Students made their own rock.

Looked up verses about rocks and soil.

Discussed how amazing God’s creation was as we looked at different rock formations.

Talked about the image of Christ being our solid rock.


Earth's resources can be used for energy.

Many of Earth’s resources can be used for the energy they contain. Renewable energy is an energy resource, such as wind, water or solar energy that is replenished within a short amount of time by natural processes. Nonrenewable energy is an energy resource, such as coal or oil that is a finite energy source that cannot be replenished in a short amount of time.


Nov.Some of Earth’s resources are limited.

Some of Earth’s resources become limited due to overuse and/or contamination. Reducing resource use, decreasing waste and/or pollution, recycling and reusing can help conserve these resources.

Students recycled newspaper into pulp and made their own paper.

Observed, and recorded data about what happened to the newspaper.

Discussed how God made our world so that everything works together.

Theme: Observations of the EnvironmentStrand: Physical Science

Weeks

Topic:Matter & Forms of Energy

Instructional Strategies & Assessments

Science Inquiry and Application

Biblical Integration

Oct. All objects and substances in the natural

Observation and sorting of candy based upon shape, color and size.

Observed, sorted and communicated results


world are composed of matter.

Matter takes up space and has weight.

Students filled out a chart for assessment

Nov./Jan.

Matter exists in different states, each of which has different properties.

The most common states of matter are solids, liquids and gases.

Shape and compressibility are properties that can distinguish between the states of matter.

The shape of a solid is independent of its container. Liquids and

Unit 4 Students, explored and observed different substances. They then had to decide which form of matter they each were. Informal assessment

Students also recycled newspaper into pulp and made paper. Informal assessment

Students observed a liquid changing into a gas and recorded their observations. (vinegar, baking soda and a balloon)Informal assessment

End of Unit Test, open book, fill in the blank and short

Observed, and recorded data

Discussed findings within groups.

Watched a video on sublimation/condensation/evaporation

Recorded observations

Worksheets

In the beginning God created the heavens and the earth. Students use that verse to understand that matter is not eternal, it was created. Gen. 1:1

2 Peter 3:12 All matter will one day come to an end.

Proverbs 3:19-20 Sharing the world that God created and conserving matter


gases flow and take the shape of the container.

One way to change matter from one state to another is by heating or cooling.

answer

Separated the matter (carbon dioxide from soda)

Jan.Heat, electricity, light and sound are forms of energy.

There are many different forms of energy. Energy is the ability to cause motion or create change.

Students worked with balloons, wool and plastic to observe how static electricity works.

Students made predictions and then observed static electricity by shuffling on the carpet and touching various materials.

Observed, Planned and Communicated All energy comes from God and was created by Him.

Theme: Observations of the Environment

Strand: Life Science

Wee Topic: Instructional Strategies & Science Biblical


ks Behavior, Growth and Changes

Assessments Inquiry and Application

Integration

Sept. Offspring resemble their parents and each other. Individual organisms inherit many traits from their parents indicating a reliable way to transfer information from one generation to the next.

Some behavioral traits are learned through interactions with the environment and are not inherited.

Explored new Science packets, introduction of highlighted vocab words.

Students read packets independently, buddy read and we read out loud as a class.

Questions at end of lessons were discussed.

Unit assessment was writing our definitions for 10 vocab words along with several short answer questions.


Individuals of the same kind differ in their traits and sometimes the differences give individuals an advantage in surviving and reproducing. Plants and animals have physical features that are associated with the environments where they live.

Plants and animals have certain physical or behavioral characteristics that improve their chances of surviving in particular

Students read and study various habitats and creatures.

We watched a video on the animals and their environment.

Assessed used the textbook using the textbook objective test.

Students observed, planned, and charted a forest habitat.

Psalm 104:10-13


environments.

Individuals of the same kind have different characteristics that they have inherited.

Sometimes these different characteristics give individuals an advantage in surviving and reproducing.

Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.

Over the whole earth, organisms are growing, reproducing, dying and decaying. The details of the life cycle are different


for different organisms affecting their ability to survive and reproduce in their natural environments.

Documents

Third grade science 2010