Grade 3 Science Curriculum Table of Contentsdistrict.auburn.cnyric.org/departments/science/Grade3SciCurr.pdf · Process Skills for Grade 3 Science State Standards: The tables below

Grade 3 Science Curriculum

Table of Contents:Course Description:..................................................................................................... 1Timeline and Sequence: .............................................................................................. 2Process Skills for Grade 3 Science............................................................................... 3Unit 1 Plants........................................................................................................... 8Unit 2 Animals ..................................................................................................... 12Unit 3 Ecosystems ................................................................................................ 16Unit 4 Matter ........................................................................................................ 19Unit 5 Energy ....................................................................................................... 21Unit 6 Simple Machines ....................................................................................... 23Unit 7 Earth and Space ......................................................................................... 25Unit 8 Water Cycle and Weather .......................................................................... 27Unit 9 Changes in the Earth’s Surface................................................................... 30Unit 10 Health and Nutrition............................................................................... 32

Course Description:In Grade 3 students continue to learn about the life processes of plants and animals andtheir interactions within Earth’s ecosystems. They explore the states and properties ofmatter. They are introduced to the forms of energy and its interaction with matter. Thepupils continue to develop an understanding of simple machines and their uses. Theystudy the Earth’s movements and its effects on daily life. They continue to learn about thewater cycle and its effects upon Earth’s weather and landforms. The students areintroduced to the body systems and learn the importance of nutrition, exercise, andavoiding harmful substances.

Note: Each unit contains statements of the state standards. In those statements, the useof e.g. denotes examples which may be used for in-depth study. The terms for exampleand such as denote material which is testable. Items in parenthesis denote furtherdefinition of the word(s) preceding the item and are testable.

Timeline and Sequence:

Unit 1 PlantsLength: ~ 4 weeksTimeframe: Early September to early October

Unit 2 AnimalsLength: ~ 4 weeksTimeframe: Early October to early November

Unit 3 EcosystemsLength: ~ 3 weeksTimeframe: Early to late November

Unit 4 MatterLength: ~ 4 weeksTimeframe: Late November to late December

Unit 5 EnergyLength: ~ 3 weeksTimeframe: Early to late January

Unit 6 Simple MachinesLength: ~ 3 weeksTimeframe: Late January to mid-February

Unit 7 Earth and SpaceLength: ~ 4 weeksTimeframe: Mid-February to mid-March

Unit 8 Water Cycle and WeatherLength: ~ 3 weeksTimeframe: Mid-March to early April

Unit 9 Changes in Earth’s SurfaceLength: ~ 4 weeksTimeframe: Early April to early May

Unit 10 Health and NutritionLength: ~ 4 weeksTimeframe: Early May through June

Process Skills for Grade 3 Science

State Standards:The tables below show the Scientific Inquiry key ideas, performance indicators, andmajor understandings for Grades K – 4. Third grade teachers are responsible to ensurethat students can perform the major understandings identified by a check () in theGrade 3 column over the course of the year.

Standard 1:It should be a goal of the instructor to foster the development of science process skills.

The application of these skills allows students to investigate important issues inthe world around them.

Inquiry-based units will include many or most of the following process skills. Theseprocess skills should be incorporated into students’ instruction as developmentallyappropriate.

Classifying – arranging or distributing objects, events, or information representingobjects or events in classes according to some method or system

Communicating – giving oral and written explanations or graphic representations ofobservations

Comparing and contrasting – identifying similarities and differences between or amongobjects, events, data, systems, etc.

Creating models – displaying information, using multi-sensory representationsGathering and organizing data – collecting information about objects and events which

illustrate a specific situationGeneralizing – drawing general conclusions from particularsIdentifying variables – recognizing the characteristics of objects or factors in events that

are constant or change under different conditionsInferring – drawing a conclusion based on prior experiencesInterpreting data – analyzing data that have been obtained and organized by

determining apparent patterns or relationships in the dataMaking decisions – identifying alternatives and choosing a course of action from among

the alternatives after basing the judgment for the selection on justifiable reasonsManipulating materials – handling or treating materials and equipment safely,

skillfully, and effectivelyMeasuring – making quantitative observations by comparing to a conventional or

nonconventional standardObserving – becoming aware of an object or event by using any of the senses (or

extensions of the senses) to identify propertiesPredicting – making a forecast of future events or conditions expected to exist

Scientific Inquiry (Standard 1)Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural

phenomena in a continuing, creative process.Performance Indicator S1.1: Ask "why" questions in attempts to seek greaterunderstanding concerning objects and events they have observed and heard about.Major understandings: K 1 2 3 4S1.1a Observe and discuss objects and events and recordobservations

S1.1b Articulate appropriate questions based on observations

Performance Indicator S1.2: Question the explanations they hear from others and readabout, seeking clarification and comparing them with their own observations andunderstandings.Major understandings: K 1 2 3 4S1.2a Identify similarities and differences betweenexplanations received from others or in print and personalobservations or understandings

Performance Indicator S1.3: Develop relationships among observations to constructdescriptions of objects and events and to form their own tentative explanations of whatthey have observed.Major understandings: K 1 2 3 4S1.3a Clearly express a tentative explanation or descriptionwhich can be tested

Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves thetesting of proposed explanations involving the use of conventional techniques andprocedures and usually requiring considerable ingenuity.

Performance Indicator S2.1: Develop written plans for exploring phenomena or forevaluating explanations guided by questions or proposed explanations they have helpedformulate.Major understandings: K 1 2 3 4S2.1a Indicate materials to be used and steps to follow toconduct the investigation and describe how data will berecorded (journal, dates and times, etc.)

Performance Indicator S2.2: Share their research plans with others and revise them basedon their suggestions.

Major understandings: K 1 2 3 4S2.2a Explain the steps of a plan to others, actively listeningto their suggestions for possible modification of the plan,seeking clarification and understanding of the suggestionsand modifying the plan where appropriate

Performance Indicator S2.3: Carry out their plans for exploring phenomena throughdirect observation and through the use of simple instruments that permit measurement ofquantities, such as length, mass, volume, temperature, and time.Major understandings: K 1 2 3 4S2.3a Use appropriate "inquiry and process skills" to collectdata

S2.3b Record observations accurately and concisely

Key Idea 3: The observations made while testing proposed explanations, when analyzedusing conventional and invented methods, provide new insights into phenomena.

Performance Indicator S3.1: Organize observations and measurements of objects andevents through classification and the preparation of simple charts and tables.Major understandings: K 1 2 3 4S3.1a Accurately transfer data from a science journal ornotes to appropriate graphic organizer

Performance Indicator S3.2: Interpret organized observations and measurements,recognizing simple patterns, sequences, and relationships.Major understandings: K 1 2 3 4S3.2a State, orally and in writing, any inferences orgeneralizations indicated by the data collected

Performance Indicator S3.3: Share their findings with others and actively seek theirinterpretations and ideas.Major understandings: K 1 2 3 4S3.3a Explain their findings to others, and actively listen tosuggestions for possible interpretations and ideas

Performance Indicator S3.4: Adjust their explanations and understandings of objects andevents based on their findings and new ideas.Major understandings: K 1 2 3 4S3.4a State, orally and in writing, any inferences orgeneralizations indicated by the data, with appropriatemodifications of their original prediction/explanation

S3.4b State, orally and in writing, any new questions thatarise from their investigation

General Skills (Standard 4)Skill: K 1 2 3 4i. follow safety procedures in the classroom, laboratory, and

field

ii. safely and accurately use the following tools:• hand lens

• ruler (metric)

• balance

• gram weights

Skill: K 1 2 3 4• spring scale

• thermometer (C°, F°)

• measuring cups

• graduated cylinder

• timepiece(s)

iii. develop an appreciation of and respect for all learningenvironments (classroom, laboratory, field, etc.)

iv. manipulate materials through teacher direction and freediscovery

v. use information systems appropriatelyvi. select appropriate standard and nonstandard measurement

tools for measurement activities

vii. estimate, find, and communicate measurements, usingstandard and nonstandard units

viii. use and record appropriate units for measured orcalculated values

ix. order and sequence objects and/or events

x. classify objects according to an established scheme

xi. generate a scheme for classification

xii. utilize senses optimally for making observations

xiii. observe, analyze, and report observations of objects andevents

xiv. observe, identify, and communicate patterns

xv. observe, identify, and communicate cause-and-effectrelationships

xvi. generate appropriate questions (teacher and studentbased) in response to observations, events, and otherexperiences

xvii. observe, collect, organize, and appropriately recorddata, then accurately interpret results

xviii. collect and organize data, choosing the appropriaterepresentation:

• journal entries

• graphic representations

• drawings/pictorial representations

xix. make predictions based on prior experiences and/orinformation

xx. compare and contrast organisms/objects/events in theliving and physical environments

xxi. identify and control variables/factors

xxii. plan, design, and implement a short-term and long-terminvestigation based on a student- or teacher-posedproblem

Skill: K 1 2 3 4xxiii. communicate procedures and conclusions through oral

and written presentations

Unit 1 PlantsLength: 4 weeksTimeframe: Early September to early October

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Living EnvironmentKey Idea 1: Living things are both similar to and different from each other and from

nonliving things.There are basic characteristics, needs, and functions common to all

living things. Nonliving things are present in nature or are made by livingthings.

Younger students’ ideas about the characteristics of organismsdevelop from their basic concepts of living and nonliving things. Asstudents are given opportunities to observe and classify living andnonliving things, they should be reminded that living and nonliving thingsare sometimes given attributes they do not really have.

Understanding the variety and complexity of life and its processescan help students develop respect for their own and for all life. It shouldalso lead them to better realize the value of all life on this fragile planet.

4.K-4.LE1.2 Describe the life processes common to all living things.4.K-4.LE1.2a Living things grow, take in nutrients, breathe, reproduce,

eliminate waste, and die. (M)Key Idea 2: Organisms inherit genetic information in a variety of ways that result in

continuity of structure and function between parents and offspring.As students investigate the continuity of life, emphasis should be

placed on how plants and animals reproduce their own kind.Teachers should lead students to make observations about how the

offspring of familiar animals compare to one another and to their parents.Students know that animals reproduce their own kind—rabbits haverabbits (but you can usually tell one baby from another), cats have kittensthat have different markings (but cats never have puppies), and so forth.This idea should be strengthened by a large number of examples, bothplant and animal, upon which the students can draw.

Students should move from describing individuals directly (e.g.,she has blue eyes) to naming traits and classifying individuals with respectto those traits (e.g., eye color: blue). Students can be encouraged to keeplists of things that animals and plants get from their parents, things thatthey don’t get, and things that the students are not sure about either way.

4.K-4.LE2.2 Recognize that for humans and other living things there is geneticcontinuity between generations.

4.K-4.LE2.2a Plants and animals closely resemble their parents and otherindividuals in their species. (D)

4.K-4.LE2.2b Plants and animals can transfer specific traits to their offspringwhen they reproduce (D)

Key Idea 3: Individual organisms and species change over time.

Throughout time, plants and animals have changed depending ontheir environment. In learning how organisms have been successful intheir habitats, students should observe and record information about plantsand animals.

They should begin to recognize how differences among individualswithin a species can help an organism or population to survive. Students atthis level will identify the behaviors and physical adaptations that alloworganisms to survive in their environment.

4.K-4.LE3.1 Describe how the structures of plants and animals complement theenvironment of the plant or animal.

4.K-4.LE3.1b Each plant has different structures that serve different functionsin growth, survival, and reproduction. (M)• roots help support the plant and take in water and nutrients• leaves help plants utilize sunlight to make food for the plant• stems, stalks, trunks, and other similar structures provide

support for the plant• some plants have flowers• flowers are reproductive structures of plants that produce fruit

which contains seeds• seeds contain stored food that aids in germination and the

growth of young plants4.K-4.LE3.1c In order to survive in their environment, plants and animals

must be adapted to that environment.• seeds disperse by a plant’s own mechanism and/or in a variety

of ways that can include wind, water, and animals (M)• leaf, flower, stem, and root adaptations may include variations

in size, shape, thickness, color, smell, and texture (D)• animal adaptations include coloration for warning or attraction,

camouflage, defense mechanisms, movement, hibernation,and migration (D)

Key Idea 4: The continuity of life is sustained through reproduction and development.It is essential for organisms to produce offspring so that their

species will continue. Patterns of reproduction, growth, and developmentof an organism are stages in its life cycle. Life cycle stages are sequentialand occur throughout the life span of the organism. The characteristics ofthe cycle of life vary from organism to organism.

Note: Younger students may have difficulty in recognizing thecontinuity of life. Using organisms with a short life cycle as examples willbe important in getting the concept across. It is important for youngerstudents to observe life cycle changes in selected animals.

4.K-4.LE4.1 Describe the major stages in the life cycles of selected plants andanimals.

4.K-4.LE4.1a Plants and animals have life cycles. These may includebeginning of a life, development into an adult, reproduction as anadult, and eventually death. (M)

4.K-4.LE4.1b Each kind of plant goes through its own stages of growth anddevelopment that may include seed, young plant, and matureplant. (M)

4.K-4.LE4.1c The length of time from beginning of development to death ofthe plant is called its life span. (M)

4.K-4.LE4.1d Life cycles of some plants include changes from seed to matureplant. (M)

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.Students need many opportunities to observe a variety of

organisms for the patterns of similarities and differences of the lifefunctions used to sustain life. All organisms carry out basic life functionsin order to sustain life. These life functions include growing, taking innutrients, breathing, reproducing, and eliminating waste. Students needmany opportunities to observe and compare these similarities anddifferences in a variety of organisms. Specimens that could provide theseopportunities may include guppies, mealworms, and gerbils, as well asfish, insects, mammals, birds, amphibians, reptiles, plants, and fungi.

4.K-4.LE5.1 Describe basic life functions of common living specimens (e.g.,guppies, mealworms, gerbils).

4.K-4.LE5.1a All living things grow, take in nutrients, breathe, reproduce, andeliminate waste. (M)

4.K-4.LE5.1b An organism’s external physical features can enable it to carryout life functions in its particular environment. (M)

4.K-4.LE5.2 Describe some survival behaviors of common living specimens.4.K-4.LE5.2a Plants respond to changes in their environment. (D)4.K-4.LE5.2g The health, growth, and development of organisms are affected

by environmental conditions such as the availability of food, air,water, space, shelter, heat, and sunlight. (D)

Key Idea 6: Plants and animals depend on each other and their physical environmentPlants and animals interact in a number of ways that affect their

survival. The survival of plants and animals varies, in response to theirparticular environment. As the physical environment changes over time,plants and animals change.

Younger students should focus on simple, observable associationsof organisms with their environments. Their studies of interactions amongorganisms within an environment should start with relationships they candirectly observe.

Note: Although the concept of plants making their own food maybe difficult for elementary students to grasp, they should understand thatthe Sun is the ultimate source of energy for life and physical cycles onEarth.

4.K-4.LE6.2 Describe the relationship of the Sun as an energy source for livingand nonliving cycles.

4.K-4.LE6.2a Plants manufacture food by utilizing air, water, and energy fromthe Sun. (D)

Also see Process skills in course overview material

Big Ideas:Organisms inherit genetic information in a variety of ways that result in continuity

of structure and function between parents and offspring.Individual organisms and species change over time.The continuity of life is sustained through reproduction and development.Organisms maintain a dynamic equilibrium that sustains life.

Essential Questions:What are the characteristics of all living things?How are plants like their parents and other plants in their species?How do plants survive and thrive?What are the stages in the life cycle of a plant?

Prior knowledge:Students should know or be able:

to describe the characteristics of and variations between living and non-livingthings

to describe the life processes common to all living things

Unit Objectives:Students will know or be able:

to describe the characteristics or traits that plants get from their parentsto name the major parts of a plant (including roots, stems, leaves, flowers, and

seeds)to explain the functions of each plant partto give examples of plant adaptationsto explain the different ways in which seeds are dispersedto describe the stages in the life cycle of a plantto define life span with regard to a plantto explain the process of growth in a plantto explain how plants respond to changes in the environmentto describe environmental conditions that may affect plant health, growth, and

developmentto describe how plants manufacture food

Resources:Scott Foresman Science – Unit A: Chapter 1Science Kit: Positively Plants - ES152

Vocabulary:growth, reproduction, trait, life cycle, root, stem, leaf, flower, seed, petal, pollen,pollination, germination, dispersal

Unit 2 AnimalsLength: 4 weeksTimeframe: Early October to early November

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Living EnvironmentKey Idea 1: Living things are both similar to and different from each other and from

nonliving things.(See Unit 1 for additional detail on Key Idea 1)

4.K-4.LE1.2 Describe the life processes common to all living things.4.K-4.LE1.2a Living things grow, take in nutrients, breathe, reproduce,

eliminate waste, and die. (M)Key Idea 2: Organisms inherit genetic information in a variety of ways that result in

continuity of structure and function between parents and offspring.(See Unit 1 for additional detail on Key Idea 2)

4.K-4.LE2.2 Recognize that for humans and other living things there is geneticcontinuity between generations.

4.K-4.LE2.2a Plants and animals closely resemble their parents and otherindividuals in their species. (D)

4.K-4.LE2.2b Plants and animals can transfer specific traits to their offspringwhen they reproduce (D)

Key Idea 3: Individual organisms and species change over time.(See Unit 1 for additional detail on Key Idea 3)

4.K-4.LE3.1 Describe how the structures of plants and animals complement theenvironment of the plant or animal.

4.K-4.LE3.1c In order to survive in their environment, plants and animalsmust be adapted to that environment.• seeds disperse by a plant’s own mechanism and/or in a variety




Key Idea 4: The continuity of life is sustained through reproduction and development.(See Unit 1 for additional detail on Key Idea 4)

4.K-4.LE4.1 Describe the major stages in the life cycles of selected plants andanimals.

4.K-4.LE4.1a Plants and animals have life cycles. These may includebeginning of a life, development into an adult, reproduction as anadult, and eventually death. (M)

4.K-4.LE4.1e Each generation of animals goes through changes in form fromyoung to adult. This completed sequence of changes in form iscalled a life cycle. Some insects change from egg to larva to pupato adult. (M)

4.K-4.LE4.1f Each kind of animal goes through its own stages of growth anddevelopment during its life span. (M)

4.K-4.LE4.1g The length of time from an animal’s birth to its death is calledits life span. Life spans of different animals vary. (M)

4.K-4.LE4.2 Describe evidence of growth, repair, and maintenance, such as nails,hair, and bone, and the healing of cuts and bruises.

4.K-4.LE4.2b Food supplies the energy and materials necessary for growthand repair. (M)

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.(See Unit 1 for additional detail on Key Idea 5)

4.K-4.LE5.1 Describe basic life functions of common living specimens (e.g.,guppies, mealworms, gerbils).

4.K-4.LE5.1a All living things grow, take in nutrients, breathe, reproduce, andeliminate waste. (M)

4.K-4.LE5.1b An organism’s external physical features can enable it to carryout life functions in its particular environment. (M)

4.K-4.LE5.2b Animals respond to change in their environment, (e.g.,perspiration, heart rate, breathing rate, eye blinking, shivering, andsalivating).

4.K-4.LE5.2c Senses can provide essential information (regarding danger,food, mates, etc.) to animals about their environment. (D)

4.K-4.LE5.2d Some animals, including humans, move from place to place tomeet their needs. (D)

4.K-4.LE5.2e Particular animal characteristics are influenced by changingenvironmental conditions including: fat storage in winter, coatthickness in winter, camouflage, shedding of fur. (D)

4.K-4.LE5.2f Some animal behaviors are influenced by environmentalconditions. These behaviors may include: nest building,hibernating, hunting, migrating, and communicating. (D)

4.K-4.LE5.2g The health, growth, and development of organisms are affectedby environmental conditions such as the availability of food, air,water, space, shelter, heat, and sunlight. (D)

Key Idea 6: Plants and animals depend on each other and their physical environment(See Unit 1 for additional detail on Key Idea 6)

4.K-4.LE6.2 Describe the relationship of the Sun as an energy source for livingand nonliving cycles.

4.K-4.LE6.2b The Sun’s energy is transferred on Earth from plants to animalsthrough the food chain. (D)

Physical SettingKey Idea 4: Energy exists in many forms, and when these forms change energy is

conserved.Appropriate tools can aid students in their efforts. Students should

understand that energy exists in a variety of forms. Students shouldobserve the results of simple energy transformations from one form toanother in their physical environment. The safe use and respect of variousenergy forms should be stressed in the classroom.

Note: Attempting to understand heat and its difference fromtemperature is too abstract a concept for elementary students. Energy is asubject that is difficult for students to understand. Students cannot hold itin their hands and, with the exception of light, they cannot see it.

4.K-4.PS4.2 Observe the way one form of energy can be transferred into anotherform of energy present in common situations (e.g., mechanical toheat energy, mechanical to electrical energy, chemical to heatenergy).

4.K-4.LE4.2a Everyday events involve one form of energy being changed toanother (i.e., animals convert food to heat and motion) (I)


Big Ideas:Organisms inherit genetic information in a variety of ways that result in continuity

of structure and function between parents and offspring.Individual organisms and species change over time.The continuity of life is sustained through reproduction and development.Organisms maintain a dynamic equilibrium that sustains life.

Essential Questions:What are the characteristics of all living things?How are animals like their parents and other animals in their species?How do animals survive and thrive?What are the stages in the life cycles of various animals (i.e., mammal, reptile,

amphibian, bird, fish, insect?)


to describe the characteristics of and variations between living and non-livingthings

to describe the life processes common to all living thingsto describe how the structures of animals serve different functions in growth and

survival


to describe the characteristics or traits that animals get from their parentsto explain how animal structures help it to surviveto give examples of animal adaptationsto describe the stages in the life cycle of an animal (mammal, reptile, amphibian,

bird, fish, or insect)to define life span with regard to an animalto explain the function of food for an animalto explain how animals respond to changes in the environmentto describe how the senses provide information about an animal’s environmentto explain the reasons why animals move from place to place

to describe animal characteristics and behaviors that are affected byenvironmental factors

to describe environmental conditions that may affect plant health, growth, anddevelopment

Resources:

Scott Foresman Science – Unit A: Chapter 2Chapter 3, Lessons 1-2

Science Kits: Animal Adaptations: Body Coverings - ES191Bones - ES102Butterflies and Moths - ES106

Vocabulary:growth, survival, reproduction, life cycle, life span, adaptation, mammal, reptile,amphibian

Unit 3 EcosystemsLength: 3 weeksTimeframe: Early to late November

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Living EnvironmentKey Idea 3: Individual organisms and species change over time.

(See Unit 1 for additional detail on Key Idea 3)4.K-4.LE3.1 Describe how the structures of plants and animals complement the

environment of the plant or animal.4.K-4.LE3.1c In order to survive in their environment, plants and animals

must be adapted to that environment.• seeds disperse by a plant’s own mechanism and/or in a variety




Key Idea 6: Plants and animals depend on each other and their physical environment(See Unit 1 for additional detail on Key Idea 6)

4.K-4.LE6.1 Describe how plants and animals, including humans, depend uponeach other and the nonliving environment

4.K-4.LE6.1a Green plants are producers because they provide the basic foodsupply for themselves and animals. (D)

4.K-4.LE6.1b All animals depend on plants. Some animals (predators) eatother animals (prey). (D)

4.K-4.LE6.1c Animals that eat plants for food may in turn become food forother animals. This sequence is called a food chain. (D)

Key Idea 7: Human decisions and activities have had a profound impact on thephysical and living environments.

Humans are dependent upon and have an impact on theirenvironment. Students should recognize how human decisions causeenvironmental changes to occur.

Students should be given opportunities to identify and investigatethe factors that positively or negatively affect the physical environmentand its resources.

4.K-4.LE7.1 Identify ways in which humans have changed their environment andthe effects of those changes.

4.K-4.LE7.1a Humans depend on their natural and constructed environments.(M)

4.K-4.LE7.1b Over time humans have changed their environment bycultivating crops and raising animals, creating shelter, usingenergy, manufacturing goods, developing means oftransportation, changing populations, and carrying out otheractivities. (M)

4.K-4.LE7.1c Humans, as individuals or communities, change environmentsin ways that can be either helpful or harmful for themselves andother organisms. (M)


Big Ideas:Individual organisms and species change over time.Plants and animals depend on each other and their physical environment.Human decisions and activities have a profound impact on the physical and living

environments.

Essential Questions:How do animals depend upon plants?What is a food chain and how is energy transferred throughout it?How do humans depend upon their environment?How do humans change their environment in both helpful and harmful ways?


to describe basic life functions of common living plant and animal specimensto explain the phases in the life cycles of plants and animalsto describe how an individual organism or a species changes over time


to explain how plants and animals depend on each otherto explain how plants and animals depend on the non-living environmentto describe how plants and animals respond to changes in the environmentto define producers and consumers and describe their roles in a food chainto name examples of predator and preyto draw and label a simple food chainto list the elements that plants need to manufacture foodto describe how human decisions cause environmental changesto identify ways in which humans have changed their environment and the effects

of those changes

Resources:Scott Foresman Science – Unit A: Chapter 3, Lessons 3-4

Science Kits: Composting and Decomposition - ES178Recycling in Nature – ES167

Vocabulary:environment, habitat, population, organism, effect, producer, consumer, predator,prey, food chain

Unit 4 MatterLength: 4 weeksTimeframe: Late November to late December

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Physical SettingKey Idea 3: Matter is made up of particles whose properties determine the observable

characteristics of matter and its reactivity.Students should describe, categorize, compare, and measure

observable physical properties of matter and objects.Students’ initial efforts in performing these processes may yield

simple descriptions and sketches, which may lead to increasingly moredetailed drawings and richer verbal descriptions. Things can be done tomaterials to change their properties, but not all materials respond in thesame way to what is done to them. Younger students emphasize physicalproperties while older students will recognize chemical changes.Appropriate tools can aid students in their efforts.

4.K-4.PS3.1 Observe and describe properties of materials, using appropriate tools.4.K-4.PS3.1a Matter takes up space and has mass. Two objects cannot occupy

the same place at the same time. (I)4.K-4.PS3.1b Matter has properties (color, hardness, odor, sound, taste, etc.)

that can be observed through the senses. (D)4.K-4.PS3.1c Objects have properties that can be observed, described, and/or

measured: length, width, volume, size, shape, mass or weight,temperature, texture, flexibility, reflectiveness of light. (D)

4.K-4.PS3.1d Measurements can be made with standard metric units andnonstandard units. (Note: Exceptions to the metric system usageare found in meteorology.) (D)

4.K-4.PS3.1e The material(s) an object is made up of determine some specificproperties of the object (sink/float, conductivity, magnetism).Properties can be observed or measured with tools such as handlenses, metric rulers, thermometers, balances, magnets, circuittesters, and graduated cylinders. (I)

4.K-4.PS3.1f Objects and/or materials can be sorted or classified according totheir properties. (D)

4.K-4.PS3.2 Describe chemical and physical changes, including changes in statesof matter.

4.K-4.PS3.2a Matter exists in three states: solid, liquid, gas. (D)• solids have a definite shape and volume• liquids do not have a definite shape but have a definite volume• gases do not hold their shape or volume

4.K-4.PS3.2b Temperature can affect the state of matter of a substance. (D)4.K-4.PS3.2c Changes in the properties of materials or objects can be

observed and described. (D)Also see Process skills in course overview material

Big Ideas:Matter is made up of particles whose properties determine the observable

characteristics of matter and its reactivity.

Essential Questions:What is matter?What are the properties of matter that can be observed, described, or measured?What are the states of matter?What changes in the properties of materials or objects can be observed, described,

or measured?


to observe and describe properties of materials, using appropriate tools


to define matterto name properties of matter such as size, shape, color, odor, and temperatureto classify objects according to their propertiesto measure objects using metric and nonstandard unitsto describe the three states of matterto compare and contrast physical and chemical changes of matter

Resources:Scott Foresman Science - Unit B: Chapter 1

Science Kits: Buoyancy - ES105Rocks and Minerals – ES146

Website:Contains links to internet resources for physical scienceshttp://www.internet4classrooms.com/skills_3rd_science.htm#physical

Vocabulary:matter, property, states [of matter], solid, liquid, gas, chemical, physical, shape,

volume

Unit 5 EnergyLength: 3 weeksTimeframe: Early to late January

N.B. This unit is an introduction to the concept of energy; its major understandings willbe mastered in Grade 4.

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Physical SettingKey Idea 4: Energy exists in many forms, and when these forms change energy is

conserved.(See Unit 2 for additional detail on Key Idea 4)

4.K-4.PS4.1 Describe a variety of forms of energy (e.g., heat, chemical, light) andthe changes that occur in objects when they interact with those formsof energy.

4.K-4.PS4.1a Energy exists in various forms: heat, electric, sound, chemical,mechanical, light. (I)

4.K-4.PS4.1b Energy can be transferred from one place to another. (I)4.K-4.PS4.1c Some materials transfer energy better than others (heat and

electricity). (I)4.K-4.PS4.1d Energy and matter interact: water is evaporated by the Sun’s

heat; a bulb is lighted by means of electrical current; a musicalinstrument is played to produce sound; dark colors may absorblight, light colors may reflect light. (I)

4.K-4.PS4.1f Heat can be released in many ways, for example, by burning,rubbing (friction), or combining one substance with another. (I)

4.K-4.PS4.1g Interactions with forms of energy can be either helpful orharmful. (I)


Big Idea:Energy exists in many forms, and when these forms change energy is conserved.

Essential Questions:What are the forms of energy?How is energy transferred?How do energy and matter interact?How are interactions with forms of energy helpful or harmful?


to describe, categorize, compare, and measure observable physical properties ofmatter and objects


to name forms of energy such as heat, electrical, sound, chemical, mechanical,and light

to explain how energy can change from one form to anotherto describe changes that occur in objects when they interact with various forms of

energyto describe how interactions with forms of energy can be helpful or harmful

Resources:Scott Foresman Science - Unit B: Chapter 3

Website:Contains links to internet resources for physical scienceshttp://www.internet4classrooms.com/skills_3rd_science.htm#physical

Science Kits: Energy Antics – ES199

Vocabulary:energy, heat, temperature, electrical, mechanical, chemical, electricity, transfer

Unit 6 Simple MachinesLength: ~ 3 weeksTimeframe: Late January to mid-February

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Physical SettingKey Idea 5: Energy and matter interact through forces that result in changes in

motion.Students should be able to observe and describe relative positions

between objects in their world. Exploring the observable effects of gravityand magnetism may help students develop an understanding of the reasonfor the direction of an object’s motion. Manipulation and application ofsimple tools and machines may help students learn about the relationshipsbetween forces and motion.

4.K-4.PS5.1 Describe the effects of common forces (pushes and pulls) on objects,such as those caused by gravity, magnetism, and mechanical forces.

4.K-4.PS5.1b The position or direction of motion of an object can be changedby pushing or pulling. (R)

4.K-4.PS5.1f Mechanical energy may cause change in motion through theapplication of force and through the use of simple machines suchas pulleys, levers, and inclined planes. (D)


Big Ideas:Energy and matter interact through forces that result in changes in motion.

Essential Questions:How does force make an object move or change direction?What must happen for work to be done?How do levers, inclined planes, and pulleys make-work easier?


Students will know pushing or pulling can change the position or direction of anobject

Students will know how to communicate cause-and-effect relationships


to explain how force moves objectsto explain how friction affects a moving objectto demonstrate how to use levers, inclined planes, and pulleysto classify simple machines into specific categoriesto explain and demonstrate how simple machines make-work easierto describe the forces needed to move a ball

Resources:Scott Foresman, Science Unit B chapter 2

Websites:Pictures, examples and activities

www.mikids.comInteractive games for students, lesson plans for teachers

www.edheads.org/activities/simple-machines/

Science Kit: Elementary Simple Machines- ES197

Suggested activities:Students will observe and infer while investigating how moving the

fulcrum of a lever affects the force needed to lift an object

VocabularyForce, friction, simple machine, lever, inclined plane, pulley

Unit 7 Earth and SpaceLength: ~ 4 weeksTimeframe: Mid-February to mid-March

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Physical SettingKey Idea 1: The Earth and celestial phenomena can be described by principles of

relative motion and perspective.The universe is made up of many different objects. Students should

observe and describe the motions of the Sun, Moon, and stars. Themovement of these objects through space can be traced and measured overvarious time segments.

By keeping daily records, students will learn to identify sequencesof changes and look for patterns; this skill will be useful throughout theirstudy of the natural world. Younger students should draw what they see.Older students should be encouraged to keep journals and use instrumentsto measure and record their observations.

Note: Students at this age are concrete thinkers; therefore, only theeffects of gravity they can directly observe should be discussed. Drawingmodels that show size and position and discussing phenomena based ongravity are too abstract and may lead to misconceptions.

4.K-4.PS1.1 Describe patterns of daily, monthly, and seasonal changes in theirenvironment.

4.K-4.PS1.1a Natural cycles and patterns include:• Earth spinning around once every 24 hours (rotation), resulting in

day and night (R)• Earth moving in a path around the Sun (revolution), resulting in

one Earth year (M)• The length of daylight and darkness varying with the seasons (R)• The appearance of the Moon changing as it moves in a path

around Earth to complete a single cycle (R)4.K-4.PS1.1b Humans organize time into units based on natural motions of

Earth:• Second, minute, hour (M)• Week, month (M)

4.K-4.PS1.1c The Sun and other stars appear to move in a recognizablepattern both daily and seasonally. (R – Sun, M – stars)

Key Idea 5: Energy and matter interact through forces that result in changes inmotion.

(See Unit 6 for additional detail on Key Idea 3)4.K-4.PS5.1 Describe the effects of common forces (pushes and pulls) on objects,

such as those caused by gravity, magnetism, and mechanical forces.4.K-4.PS5.1c The force of gravity pulls objects toward the center of Earth. (D)


Big Ideas:

The Earth and celestial phenomena can be described by principles of relativemotion and perspective.

Essential Questions:How does sunlight heat the earth?How does the earth move and how does that affect our daily lives?What are the phases of the moon and why is it relevant?What is the importance of gravity?


Students will know the basic patterns of the sun and moonStudents will know that the stars are innumerable, unevenly dispersed and of

unequal brightnessStudents will know the rotation of the earth causes day and nightStudents will know the nine (eight) planets and sun make up the solar system


to describe the motions of the Sun, Moon, and starsto explain what causes day and nightto describe how the sun heats the earth.to describe how the earth moves around the sun and that movement causes the

seasons.to describe the phases of the moon and how it orbits the Earth

Resources:Scott Foresman, Science Unit C chapter 3

Websites:Links to Earth Science standards and activities

www.internet4classrooms.com/skills_3rd_science.htm#earthLinks to Earth Science and Space exploration

www.nasa.gov/audience/forkids/kidsclub/flashFree multimedia resources for the classroom

www.teachersdomain.org

Science Kit: Sky Watching- ES148

Suggested Activities:Students will collect and interpret data investigating how a shadow’s length andposition change during the day

VocabularyStar, planet, solar system, axis, rotate, orbits, revolution, satellite, tide, phase

Unit 8 Water Cycle and WeatherLength: ~ 3 weeksTimeframe: Mid-March to early April

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Physical SettingKey Idea 2: Many of the phenomena that we observe on Earth involve interactions

among components of air, water, and land.The water cycle, weather, erosion, deposition, and extreme natural

events involve interactions among air, water, and land. Students shouldobserve and describe naturally occurring changes in their world involvingthese phenomena. They can also investigate these phenomena inclassroom experiments.

Younger (K-2) students should be engaged in observation of theirimmediate surroundings with emphasis on recognizing change aroundthem. As students mature (3 - 4), they can begin to recognize cycles andidentify the processes and natural events which are causing the changesthey are observing.

4.K-4.PS2.1 Describe the relationship among air, water, and land on Earth.4.K-4.PS2.1b Weather can be described and measured by:

• Temperature (M)• Wind speed and direction (M)• Form and amount of precipitation (M)• Weather changing from day to day and through the seasons (M)

4.K-4.PS2.1c Water is recycled by natural processes on Earth.• Evaporation: changing of water (liquid) into water vapor (gas)(R)• Condensation: changing of water vapor (gas) into water (liquid)(R)• Precipitation: rain, sleet, snow, hail (R)• Runoff: water flowing on Earth’s surface (R)• Groundwater: water that moves downward into the ground (R)

4.K-4.PS2.1e Extreme natural events (floods, fires, earthquakes, volcaniceruptions, hurricanes, tornadoes, and other severe storms) mayhave positive or negative impacts on living things. (D)

Key Idea 4: Energy exists in many forms, and when these forms change energy isconserved.

(See Unit 2 for additional detail on Key Idea 4)4.K-4.PS4.2 Observe the way one form of energy can be transferred into another

form of energy present in common situations (e.g., mechanical toheat energy, mechanical to electrical energy, chemical to heatenergy).

4.K-4.LE4.2a Everyday events involve one form of energy being changed toanother (i.e., the Sun’s energy warms the air and water) (D)

Living EnvironmentKey Idea 6: Plants and animals depend on each other and their physical environment

(See Unit 1 for additional detail on Key Idea 6)4.K-4.LE6.2 Describe the relationship of the Sun as an energy source for living

and nonliving cycles.4.K-4.LE6.2c Heat energy from the Sun powers the water cycle (see Physical

Science Key Idea 2). (R)Also see Process skills in course overview material

Big Ideas:Many of the phenomena that we observe on Earth involve interactions among

components of air, water, and land.

Essential Questions:What causes water to evaporate?What is precipitation?How does groundwater get to the surface of the earth?What are the steps in the water cycle?How do extreme natural events have an effect on living things?


Students will know that short-term weather conditions can change daily andweather patterns change over the seasons

Students will know that water can be a liquid or a solid and can be made tochange from one form to the other, but the amount of water stays the same


to describe naturally occurring changes in their world involving weatherto explain weather cycles and identify the processes and natural eventsto label a water cycleto describe the different kinds of clouds and weather associated with them


WebsitesFree multimedia resources for the classroom

www.teachersdomain.orgFacts, games and activities

www.weatherwizkids.comFacts, games, activities

www.edheads.org/activities/weather

Science Kit: Weather Station- ES188

Vocabulary:

water vapor, evaporate, condense, cloud, precipitation, water cycle, hurricane,tsunami, volcano, tornado

Unit 9 Changes in the Earth’s SurfaceLength: ~ 4 weeksTimeframe: Early April to early May

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Key Idea 2: Many of the phenomena that we observe on Earth involve interactions

among components of air, water, and land.(See Unit 8 for additional detail on Key Idea 2)

4.K-4.PS2.1 Describe the relationship among air, water, and land on Earth.4.K-4.PS2.1d Erosion and deposition result from the interaction among air,

water, and land.• Interaction between air and water breaks down earth materials

(M)• Pieces of earth material may be moved by air, water, wind, and

gravity (M)• Pieces of earth material will settle or deposit on land or in the

water in different places (M)• Soil is composed of broken-down pieces of living and nonliving

earth material (M)Also see Process skills in course overview material

Big Ideas:Many of the phenomena that we observe on Earth involve interactions among

components of air, water, and land.

Essential Questions:How can water weather rocks?What happens to pieces of rock that have been weathered?What natural forces can move rock?How can earth material move and be deposited across the earth?


Students will know that earth material consist of solid rocks, soils, liquid water,and the gases of the atmosphere

Students will know that smaller rocks come from the breakage and weathering oflarger rocks


to explain how weathering changes rocksto demonstrate how erosion changes the earth’s surfaceto describe how soil and other earth material is deposited on land and in waterto predict where greater soil deposits will be located due to naturally occurring

weather events


Websites:Free multimedia resources for the classroom

www.teachersdomain.comInformation and links about soil erosion

www.soilerosion.net

Vocabulary:weathering, erosion, glacier

Unit 10 Health and NutritionLength: ~ 4 weeksTimeframe: Early May through June

State Standards: (I = Introducing, D = Developing, M = Mastery, R = Review)Living EnvironmentKey Idea 5: Organisms maintain a dynamic equilibrium that sustains life.

(See Unit 1 for additional detail on Key Idea 5)4.K-4.LE5.3 Describe the factors that help promote good health and growth in

humans.4.K-4.LE5.3a Humans need a variety of healthy foods, exercise, and rest in

order to grow (D)4.K-4.LE5.3b Good health habits include hand washing and personal

cleanliness; avoiding harmful substances (including alcohol,tobacco, illicit drugs); eating a balanced diet; engaging in regularexercise and maintain good health. (D)


Big Ideas:Human decisions and activities have a profound impact on their health and well

being

Essential Questions:How do bones and muscles work?What are your body systems?What are some ways to stay healthy?How do some substances affect the body?


Students will know that food directly effects their body and healthStudents will know that alcohol, tobacco, and drugs are dangerous and have

negative effects on their bodyStudents will know that exercise is important to maintain a healthy lifestyle


to explain how nutrients help their bodyto explore how exercise helps their bodyto identify the harmful effects of alcohol, tobacco, and drugsto describe how different parts of the body work together to help keep one’s

balance

Resources:Scott Foresman, Science Unit D chapter 1, 2

Websites:Information and games about the body

www.kidshealth.org/kidFood pyramid

www.mypyramid.gov

Vocabulary:system, organ, nutrient, germ, disease, prescription medicine, over the countermedicine, alcohol, nicotine, illegal drug

Documents

Grade 3 Science Curriculum Table of Contentsdistrict.auburn.cnyric.org/departments/science/Grade3SciCurr.pdf · Process Skills for Grade 3 Science State Standards: The tables below