Curriculum Standard One: The student will understand that energy and matter have multiple forms and can be changed from one form to another.

Transcription

1 Physical Sciences SCIENCE 3 Curriculum Standard One: The student will understand that energy and matter have multiple forms and can be changed from one form to another. *1A. The student will demonstrate an understanding that energy comes from the sun to Earth in the form of light. *1B. The student will demonstrate an understanding that sources of stored energy take many forms, such as food, fuel, and batteries. *1C. The student will demonstrate an understanding that machines and living things convert stored energy to motion and heat. *1D. The student will demonstrate an understanding that energy can be carried from one place to another by waves, such as water waves and sound, by electric current, and by moving objects. *1E. The student will demonstrate an understanding that matter has three forms: solid, liquid, and gas. Can the student observe energy from the sun in the form of light? Can the student identify sources of stored energy in various forms? Can the student identify motion and heat as converted stored energy from machines and living things? Can the student describe energy transfer from one place to another? Can the student describe energy transfer from one place to another? Can the student distinguish between three forms of matter? The student will draw a picture illustrating that energy, in the form of light, comes to Earth from the sun. The student will use a battery to light a bulb and diagram and label that the battery stores energy. The student will trace the flow of energy through a diagram of energy systems, including a flashlight and food web. The student will use a tuning fork to demonstrate how energy is transferred from a tuning fork to air and water. The student will classify everyday items as a solid, liquid, or gas. 1

2 Physical Sciences SCIENCE 3 *1F. The student will demonstrate an understanding that evaporation and melting are changes that occur when the objects are heated. *1G. The student will demonstrate an understanding that when two or more substances are combined a new substance may be formed that can have properties that are different from those of the original materials. 1H. The student will demonstrate an understanding that all matter is made of particles called atoms, too small to see with our eyes. 1I. The student will demonstrate an understanding that people once thought that earth, wind, fire, and water were the basic elements that made up all matter. Science experiments show that there over 100 different types of atoms which are displayed on the Periodic Table of the Elements. Can the student assess the role of heat in causing evaporation and melting? Can the student observe that when two or more substances are combined a new substance with different properties can be formed? Can the student identify a model of an atom? Can the student identify the periodic chart as a display of how many varied atoms are known to exist? The student will participate in an experiment in which he/she compares the effects of a room temperature environment and a freezer environment on separate ice cubes. The student will perform an experiment in which substances combine to form new substances (i.e., vinegar and baking soda or make Gak, Flubber, etc.), listing the observable characteristics of the reactants and the new substances. The student will observe a variety of models that represent the structure of an atom. The student will construct his/her own model based on examples seen. The student will be able to identify common elements by name and locate these elements on the Periodic Chart. hydrogen oxygen carbon nitrogen sodium chlorine aluminum gold 2

3 Physical Sciences SCIENCE 3 Curriculum Standard Two: The student will understand that light has a source and travels in a direction. *2A. The student will demonstrate an understanding that sunlight can be blocked to create shadows. *2B. The student will demonstrate an understanding that light is reflected from mirrors and other surfaces. *2C. The student will demonstrate an understanding that the color of light striking an object affects the way the object is seen. *2D. The student will demonstrate an understanding that we see objects when light traveling from an object enters our eye. Can the student identify shadows as blocked light? Can the student identify the source of reflected light? Can the student recognize that different color lights change the appearance of objects? Can the student recognize that light is necessary to see objects and discriminate color differences? The student will make and observe shadow puppets. The student will observe his/her own shadow as it relates to the position of the sun over time. The student will participate in experiments using mirrors, flashlights, etc. to show reflected light and draw a diagram to show that light travels in straight lines. The student will participate in an experiment in which lights of various colors are successively shone on the same objects and will compare the appearance of those objects. The student will participate in an experiment in which he/she compares his/her ability to distinguish the color of objects in the light and dark. 3

4 Life Sciences SCIENCE 3 Curriculum Standard Three: The student will understand that adaptations in physical structure or behavior may improve an organisms chance for survival. *3A. The student will demonstrate an understanding that plants and animals have structures that serve different functions in growth, survival, and reproduction. *3B. The student will demonstrate an understanding that examples of diverse life forms exist in different environments, such as oceans, deserts, tundra forests, grasslands, and wetlands. *3C. The student will demonstrate and understanding that living things cause changes in the environment where they live; some of these changes are detrimental to the organism or to other organisms, whereas others are beneficial. Can the student identify the structures in plants and animals that serve different functions in growth, survival, and reproduction? Can the student identify diverse life forms from different environments? Can the student identify changes in the environment cased by living things? Can the student classify the changes as detrimental or beneficial to the organism? The student will compare and contrast the function of various styles of bird beaks, wings, and or feet. The student will compare a cactus and a marigold using a Venn diagram. The student will compare and contrast the organisms which live in different environments. The student will create diagrams or murals of different habitats. The student will create and maintain a compost bin. The student will explore the effects of insects on a farm or garden. 4

5 Life Sciences SCIENCE 3 *3D. The student will demonstrate an understanding that when the environment changes, some plants and animals survive and reproduce, and others die or move to new locations. *3E. The student will demonstrate an understanding that some kinds of organisms that once lived on Earth have completely disappeared; some of these resembled others that are alive today. Can the student explain that when the environment changes, some plants and animals survive and reproduce, and others die or move to new locations? Can the student list similarities and differences between extinct and extant animals? Can the student identify organisms which are extinct? The student will create murals depicting the past and present of the area in which his/her school is located. The student will compare extinct organisms to organisms living today. The student will research an extinct organism and present his/her findings in an oral or written format. 5

6 Earth Sciences SCIENCE 3 Curriculum Standard Four: The student will understand that objects in the sky move in regular and predictable patterns. *4A. The student will demonstrate an understanding that although stars appear to move across the sky nightly, and different stars can be seen in different seasons, the patterns of stars stay the same. *4B. The student will demonstrate an understanding of how the moon's appearance changes during the fourweek lunar cycle. 4C. The student will demonstrate an understanding that telescopes magnify the appearance of some distant objects in the sky, including the moon and the planets. The number of stars that can be seen through telescopes, in a given area, is dramatically greater than can be seen by the unaided eye. Can the student identify various star patterns? Can the student explain why stars appear to move across the sky nightly and why different stars can be seen in different seasons? Can the student identify the phases of the moon? Can the student explain the purpose for using telescopes to view the night sky? The student will identify major constellations from pictures. The student will explain that Earth's rotation and revolution affect which patterns of stars are seen in the sky. The student will observe and chart the moon's appearance for one month. The student will draw and label the various phases of the moon. The student will observe the night sky with and without a telescope or binoculars and compare his/her observations. The student will compare and select photos taken through a telescope that are similar to his/her own observations of the night sky. 6

7 Earth Sciences SCIENCE 3 *4D. The student will demonstrate an understanding that Earth is one of several planets that orbit the sun, and the moon orbits Earth. *4E. The student will demonstrate an understanding that the position of the sun in the sky changes during the course of the day and from season to season. Can the student explain that tools can be used to observe things that cannot be seen with the unaided eye? Can the student explain the relationship between the sun, planets, and moons as they form a system in space? Can the student explain that the position of the sun in the sky changes during the course of the day and from season to season? The student will use a microscope or hard lens to view an object and apply his/her observations to the use of a telescope. The student will diagram the moon's orbit around Earth and Earth's orbit around the sun. The student will build a model of the solar system. The student will keep a record of the sun's position in the sky each hour during a 12 hour period using changes in his/her shadow. The student will model the sun's apparently changing position (daily and seasonally) using a flashlight and rotating globe. 7

8 Investigation and Experimentation SCIENCE 3 Curriculum Standard Five: The student will understand that scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content the other three strands, the student will develop his/her own questions and perform investigations. *5A. The student will demonstrate an understanding of the need to repeat observations to improve accuracy, and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation. *5B. The student will differentiate evidence from opinion, and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed. *5C. The student will use numerical data in describing and comparing objects, events, and measurements. Can the student perform repeated trials of an experiment? Can the student explain the reasons for using repeated trials? Can the student differentiate between opinions and observations? Can the student use numerical data in describing and comparing objects, events, and measurements? The student will perform a scientific investigation which includes repeated trials. The student will classify various statements as opinion or observation. The student will make observations of a commercial product and compare his/her observations to the statements made by the manufacturers advertisement. The student will measure each other's height and graph the results. The student will use whole numbers and simple fractions in ordering, counting, identifying, measuring, and describing things and experiences. 8

9 Investigation and Experimentation SCIENCE 3 *5D. The student will predict the outcome of a simple investigation and compare the result to the prediction. *5E. The student will collect data in an investigation and analyze those data to develop a logical conclusion. Can the student predict what will happen and compare the actual outcome with his/her prediction? Can the student come to a conclusion after collecting and analyzing data? After making predictions, the student will conduct simple experiments and compare the actual results to his/her predictions. The student will conduct an experiment in which data is collected and organized. The student will then make conclusions based on his/her analysis of data. 9

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