3rd Grade Science 2011 Science

Transcription

1 Course Description The third grade science curriculum further deepens the level of understanding of matter and energy, living organisms, Earth's systems, universe, ecology, scientific inquiry, and technology and human activity. Scope And Sequence Timeframe Unit Instructional Topics 3 Week(s) Ongoing Course Rationale Third grade science is designed to present science concepts in the context of real life applications. Scientific inquiry is embedded into each unit by encouraging students to ask and explore questions. Technology is used as a tool to support and give evidence of learning. Scientific inquiry is a process used to investigate aspects of the world and construct reasonable explanations. Food chains are representations of the predator-prey relationships between organisms within an ecosystem. The life cycle of a plant relates the importance of basic needs for the development of a plant. States of matter are the distinct forms that different phases of matter take on when the environment changes. The sun and the moon have characteristics and appear to move across the sky. Key Resources Scott Foresman,, 2006 Board Approval Date July 28, 2011 Matter and Energy Living Organisms Ecology Earth's Systems Universe, Technology, and Human Activity Scientific Inquiry Unit: Matter and Energy 1. Properties of Objects 2. Forms of Energy Course Details 1. Plants and Animals 1. Ecosystems 1. Atmosphere, Weather, and Climate 1. Solar System 2. Motion of Objects in the Universe (1) 3. Motion of the Objects in the Universe (2) 1. Technology 2. History and Impact of 1. Developing Investigations 2. Conducting Investigations 3. Evaluating and Analyzing Results 4. Communicating Results Duration: 3 Week(s) Page 1

2 Students will explore matter and energy with the process of states of matter changing and the importance of the sun as the primary source of light and food energy on Earth. Compare physical properties between solids, liquids, and gases Understand the process of changing states of matter Describe how sources of energy change Describe the relationship between the primary source of light (the sun) and food energy on Earth. How do the physical properties of an object change between the three states of matter? How does an object change when evaporation, freezing, or melting occurs? How does energy affect the process of changing states of matter? What is the primary source of light energy on Earth? Given an exit pass, students will describe how the physical properties of solids, liquids, and gases change when an object evaporates, freezes or melts. Show and label the process of how water changes from a solid to a liquid and liquid to solid through an illustration or diagram. When given a scenario, students will predict the effect of heat on an object when the temperature changes and explain its physical properties. Given an exit pass, students will identify the sun as the primary source of light. chemical energy evaporation physical change states of matter thermal energy Topic: Properties of Objects Duration: 7 Day(s) The student will compare observable physical properties (shape and volume) of solids, liquids, and gases and describe the changes when an object evaporates, freezes or melts. The student will predict and investigate the effect of heat (thermal energy) on objects and materials. ie. change in temperature, melting, and evaporation The student will measure and compare the temperature of water when it exsists as a solid to its temperature when it exists as a liquid; observe that water can change from a liquid to a solid (freeze), and back again to a liquid (melt) as a result of the temperature change. Topic: Duration: 5 Day(s) Forms of Energy The student will describe how the sources of light energy (e.g., sun, bulbs, flames) and thermal energy (e.g., sun, stove, fire, body) can cause solids to change to liquids and liquids to change to gas. The student will describe the primary source of light and food energy on Earth (the sun). Unit: Living Organisms Page 2

3 The student will describe the major organs to a vascular plant and its functions, the basic needs of a plant, sequence the life cycle of a plant, and differentiate between adult plants to their offspring. Students will know plants have major functions and a transport system for water and nutrients. Students will sequence the stages of the life cycle of a plant. Students will compare the relationship between the plant life cycle and the basic needs of plants. Students will compare and contrast an adult plant to its offspring. How does a plant get water and nutrients? How does a plant change through germination, growth and development, reproduction, and death? Why are the basic needs of a plant important to its life cycle? How are adult plants and offspring similar and different? Create a diagram of a plant, label its major organs and show the flow of water and nutrients throughout the plant. Create a flow chart describing the stages of the life cycle of seed germination, growth and development, reproduction, and death of the plant. Describe the basic needs of a plant for survival. Given a Venn diagram, show how an adult plant and its offspring are similar and different. germination nutrients photosynthesis seedling Topic: Plants and Animals Duration: 14 Day(s) The student will describe the functions of the major organs (e.g., roots, stems, flowers, leaves) in vascular plants. The student will describe the basic needs of most plants (e.g., air, water, light, nutrients, temperature). The student will illustrate and trace the path of water and nutrients as they move through the transport system of a plant. The student will describe the basic needs of most plants (e.g., air, water, light, nutrients, temperature). The student will describe and sequence the stages in the life cycle of a plant through germination, growth and development, reproduction, and death (e.g., a flowering plant). The student will discriminate between plants and their offspring. Unit: Ecology Page 3

4 The student will classify organisms as producers and consumers along with their role within an ecosystem, show how the sun is the primary source of energy for the food chain, and describe the effects if an organism is removed from the food chain. Describe how producers and consumers play a role in an ecosystem. Sequence the flow of energy through a food chain beginning with the sun. Predict possible effects that occur when an organism is removed from a food chain. Why is it important for producers and consumers to be in a food chain? How does the sun affect a food chain? How is the balance of a food chain disrupted when an organism is removed? Given sample food chains, students will classify the organisms as producers or consumers and explain the role of each in the food chain. Create a flow chart beginning with the sun, add at least two consumers and producers. Using the chart, students will add captions under the sun and each organism describing its role and importance. Given a sample food chain, predict and write what could happen if an organism is removed from a food chain. adaptation consumer ecosystem food chain organism predator prey producer Topic: Ecosystems Duration: 14 Day(s) The student will classify populations of organisms as producers or consumers by the role they serve in the ecosystem. The student will sequence the flow of energy through a food chain beginning with the sun. The student will predict the possible effects of removing an organism from a food chain. Unit: Earth's Systems The student will describe characteristics of air, how liquid water changes to vapor, clouds, and the different forms of water. Air is made up of elements and is found all around us. Water exists in different forms as it's recycled. Describe clouds and precipitation as forms of water. How does air take up space and move around us? How does water move through the different states of matter? Why are clouds and precipitin forms of water? Demonstrate air taking up space with an experiment. Students will make a predict and explain their reasoning. Given illustrations, (pot of boiling water, puddle of water in the sun) students will recognize these as examples of liquid water changing to gas (evaporation). Given an exit pass, students will orally describe the composition of clouds. evaporation vapor Topic: Atmosphere, Weather, and Climate Duration: 10 Day(s) The student will describe characteristics of air (e.g., a substance that surrounds us, taking up space, and moves around us as wind). The student will describe how liquid water can be changed into a gas (vapor) in the air. The student will describe clouds and precipitation as forms of water. Page 4

5 Unit: Universe The student will differentiate between the sun and moon by describing the different characteristics of each and how they relate to production of a shadow. Describe the characteristics of the sun and the moon. The sun and the moon move from east to west during the day and/or night. Describe how the pattern of change can be observed in the moon's appearance. A light source, object, and surface are necessary to produce a shadow. Describe how and why shadows change. What are the characteristics of the sun and the moon? What direction do the sun and moon move across the sky? How does the moon's appearance change over time? How does the length and position of shadows change depending on the sun's position in the sky? Create a Venn diagram comparing and contrasting descriptions of the sun and the moon. Create a diagram of the sun and the moon moving across the sky from east to west during the day and/or night with appropriate labels. Chart the pattern of change that can be observed in the moon's appearance relative to the time of day and month over several months. Create a graphic organizer listing different times, (morning, midday, afternoon) and include a written description of the shadow, a picture, and explanation of the role of the sun to each shadow. reflector shadow Topic: Solar System Duration: 2 Day(s) The student will describe the characteristics of the sun and moon (e.g., our sun is a star because it provides light energy to the solar system and our moon is a reflection of sunlight). Topic: Duration: 3 Day(s) Motion of Objects in the Universe (1) The student will illustrate and describe how the sun and moon appear to move slowly across the sky (e.g., from east to west during the day and/or night). The student will describe the pattern of change that can be observed in the moon's appearance (e.g., relative to the time of day and month as it occurs over several months). The student will explain why a light source, object, and surface are necessary to produce a shadow. The student will describe the pattern of change that can be observed in the moon's appearance relative to the time of day and month as it occurs over several months. The student will explain why a light source, object, and surface are necessary to produce a shadow. Topic: Duration: 5 Day(s) Motion of the Objects in the Universe (2) The student will describe changes in length and position (direction) of shadows from morning to midday to afternoon. The student will describe how the Sun's position in the sky changes the length and position of shadows. The student will describe how light is transferred from the source to the receiver (eye) through space. Unit:, Technology, and Human Activity Page 5

6 Students will learn how objects and new technologies have solved problems, enhanced quality of life, and helped scientists make better observations. Students will identify and describe the biographical information about various scientists and inventors to describe how their work contributed to science and technology. Observe how some objects and materials occur in nature (sun, fire, ice, snow) and others have been designed by people (stoves, refrigerators, candles) to solve human problems and enhance the quality of life. Throughout time, scientists and inventors have made discoveries that have contributed and developed our understanding of science and technology. How have nature and man-made objects solved problems or enhanced the quality of life? How have new technologies helped scientists make better observations and measurements for investigations? Create a T-Chart comparing natural objects and man-made objects. Students will explain their reasoning for placement in the T-Chart in written or oral form. Choose a person of scientific significance and create a poster to explain how their contribution is significant and what barriers they had to overcome. Topic: Technology Duration: 5 Day(s) The student will observe how some objects or materials occur in nature (e.g., Sun, fire, ice, snow) and others have been designed and made by people (e.g., stoves, refrigerators, bulbs, candles, lanterns) to solve human problems and enhance the quality of life. The student will describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, magnifiers, balances, microscopes, computers, stethoscopes, thermometers). The student will describe how new technolgies have helped scientists make better observations and measurements for investigations (e.g., telescopes, magnifiers, balances, micriscopes, computers, stethoscopes, and thermometers). Topic: Duration: 5 Day(s) History and Impact of The student will research the biographical information about various scientists and inventors from different gender and ethnic backgrounds and describe how their work contributed to science and technology. Unit: Scientific Inquiry The students will become knowledgeable in using the steps of scientific method. Students will follow guided instruction, leading students to create a testable question, conduct an experiment, and write results in a small group atmosphere. Students will participate in whole group instruction to finalize the experiment, evaluate and analyze results. Scientific inquiry is a process used to investigate aspects of the world and construct reasonable explanations. Why do scientists follow the scientific method? How can scientists use results for further understanding? Students will formulate research questions prior to observing and understanding an investigation. Given an experiment, students will make qualitative observations using the five senses, simple tools, and equipment. Given an experiment, students will write a written report describing the use of data to support their results and understanding. Create a table or graph, sharing and explaining the results of an investigation. scientific inquiry Duration: Ongoing Developing Investigations The student will pose questions about objects, materials, organisms and events in the environment. The student will identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (e.g., fiction or non-fiction of people working alone or in groups solving everyday problems or learning through discovery). Page 6

7 The student will identify a question that was asked, or could be asked, or a problem- that needed to be solved when given a brief scenario (e.g., fiction or non-fiction of people working alone or in groups solving every day problems or learning through discovery). The student will work in a group to solve a problem, giving due credit to the ideas and contributions of each group member. This learning target is addressed throughout the curriculum but not formally assessed. Conducting Investigations The student will plan and conduct a fair test to answer a question. The student will make qualitative observations using the five senses. The student will make observations using simple tools and equipment (e.g., hand lenses, magnets, thermometers, metric rulers, balances, graduated cylinders). The student will measure length to the nearest centimeter, mass using grams, temperature using degrees Celsius, and volume using liters. The student will compare amounts/measurements and judge whether the measurements and computation of quantities are reasonable. Evaluating and Analyzing Results The student will use quantitative and qualitative data as support for reasonable explanations. The student will evaluate and analyze the fairness of an explanation and whether or not the evidence supports this explanation. The student will use data as support for observed patterns and relationships, and to make predictions to be tested. The student will evaluate and analyze the reasonableness of an explanation and whether or not the evidence supports proposed explanations. Communicating Results The student will communicate simple procedures and results of investigations and explanations through: oral presentations, drawings and maps, data tables, graphs (bar, single line, pictograph), and writings. Page 7