Milford Public Schools Grade 3 Science Curriculum

Unit 1 – Properties of Matter In this unit, students are introduced to the concept that matter exists in three states-solid, liquid, and gas-and that substances in each of these categories can be described by their unique properties. Students also explore the processes that result in changes of state, including freezing, evaporation, melting, and condensation. Students learn about mixtures as they combine different sets of solids and liquids, observe changes, and discover how to separate the mixtures using such processes as sieving, filtration, evaporation, and chromatography. Students become more sensitive to the changes that occur in their environment. They recognize that change is a constant in our world.

Content and Skills:

1. Compare and contrast the properties of solids, liquids and gases.

2. Carry out simple tests to determine if materials dissolve, sink or float in water, conduct heat or

attract to magnets.

3. Classify materials based on their observable properties, including state of matter.

4. Design and conduct fair tests to investigate the absorbency of different papers, write conclusions

based on evidence, and explain why similar investigations might produce different results.

5. Evaluate the effectiveness of different materials for keeping a substance warm or cold (i.e.,

conducting heat).

6. Explain the role of heat in changing matter from one state to another.

7. Predict the effect of adding or removing heat on the condensation, evaporation, melting or

freezing of water.

Standards:

3.1 Materials have properties that can be identified and described through the use of simple tests. The Core Scientific Inquiry, Literacy and Numeracy Standards (B. INQ 1-10) are embedded in instruction throughout the unit Enduring Understandings Heating and cooling cause changes in some of the properties of materials.

Essential Questions How do we describe matter? How does the structure of matter affect the properties and uses of materials?

Unit 2- Rocks and Minerals

The Rocks and Minerals unit allows third graders to investigate, observe, and test rocks and minerals.

They learn that rocks are aggregates of minerals. Students examine a set of 12 rocks and sort them on

the basis of observable properties, such as color, texture, and size. In addition, they explore a set of

minerals and conduct tests to identify each mineral on the basis of properties such as color, texture,

smell, luster, hardness, transparency, shape, cleavage, and reaction to a magnet. This unit strengthens

students’ ability to use their senses, as well as to perform and interpret tests and to classify and identify

rocks and minerals. Students also recognize the relationship between the properties of rocks and

minerals and how they are used. This unit of study includes a school-based program from the Eli Whitney Museum: “Rocks of Connecticut”

Content and Skills:

Milford Public Schools Grade 3 Science Curriculum

1. Differentiate between rocks and minerals.

2. Use the senses and simple measuring tools to gather data about various rocks and classify them based

on observable properties (e.g., shape, size, color, weight, visible markings).

3. Conduct simple tests to determine properties of different minerals (e.g. color, odor, streak, luster,

hardness, magnetism), organize data in a table, and use the data and other resources to identify unknown

mineral specimens.

4. Summarize nonfiction text to compare and contrast the conditions under which igneous, metamorphic

and sedimentary rocks are formed.

5. Observe and analyze rock properties (e.g., crystal size or layers) to infer the conditions under which

the rock was formed.

6. Evaluate the usefulness of different rock types for specific applications (e.g., buildings, sidewalks, stone

walls, statues or monuments).

Standards:

3.3 Earth materials have different physical and chemical properties. The Core Scientific Inquiry, Literacy and Numeracy Standards (B. INQ 1-10) are embedded in instruction throughout the unit Enduring Understandings Rocks and minerals have properties that may be identified through observation and testing; these properties determine how earth materials are used.

Essential Questions How do we study and describe rocks? How and why do rocks differ? How do materials cycle through the Earth’s systems?

Unit 3 – Structures of Life

The Structures of Life unit consists of four sequential investigations dealing with observable

characteristics of organisms. Students observe, compare, categorize, and care for a selection of

organisms, and in so doing they learn to identify properties of plants and animals and to sort and

group organisms on the basis of observable properties. Students investigate structures of the

organisms and learn how some of the structures function in growth and survival.

Content and Skills:

1. Compare and contrast the external features and behaviors that enable different animals and

plants (including those that are extinct) to get food, water and sunlight; find mates; and be

protected in specific land and water habitats.

2. Explain how behaviors such as hibernation, dormancy and migration give species advantages for

surviving unfavorable environmental conditions.

3. Give examples of ways animals benefit from camouflage.

4. Evaluate whether an adaptation gives a plant or animal a survival advantage in a given

environment.

Milford Public Schools Grade 3 Science Curriculum

5. Design a model of an organism whose adaptations give it an advantage in a specific environment. Standards:

3.2 Organisms can survive and reproduce only in environments that meet their basic needs.

The Core Scientific Inquiry, Literacy and Numeracy Standards (B. INQ 1-10) are embedded in instruction throughout the unit Enduring Understandings

Plants and animals have structures and behaviors

that help them survive.

Essential Questions

Unit 4- Natural Resources and Conservation In this unit, students will discuss how resource conservation can improve our standard of living while fostering respect for the environment in which we live. The unit will focus on addressing the knowledge, issues, and skills that students need to understand the current condition of our environment and propose viable solutions to protect and save our natural resources. Students will discuss the various reasons and methods for reducing, reusing, and recycling Earth’s resources. During this unit of study, students will engage in an ELA research project related to conservation of natural resources.

Content and Skills:

1. Describe ways people use earth materials, such as fossil fuels, trees, water, soils and rocks as natural

resources to improve their lives.

2. Summarize nonfiction text to explain how humans use technology to access and use natural resources

to produce electricity or other products (e.g., paper or concrete).

3. Explain advantages and disadvantages of renewable and nonrenewable energy sources that can be

used for making electricity, fueling cars or heating homes.

4. Design and conduct experiments to evaluate the effectiveness of different insulating materials for

keeping a substance (or space) warm or cold (i.e., conducting heat).

5. Use mathematics to estimate, measure and graph the quantity of a natural resource (e.g., water,

paper) used by an individual (or group) in a certain time period.

6. Evaluate the environmental advantages and disadvantages of reducing, reusing, recycling and

replacing as conservation methods.

Standards:

3.4 — Earth materials provide resources for all living things, but these resources are limited and should

be conserved. The Core Scientific Inquiry, Literacy and Numeracy Standards (B. INQ 1-10) are embedded in instruction throughout the unit Enduring Understandings

Decisions made by individuals can impact the

global supply of many resources.

Essential Questions How and why are natural resources important to us?