West Windsor-Plainsboro Regional School District Science Curriculum Grade 3
|
|
- Raymond Morrison
- 5 years ago
- Views:
Transcription
1 West Windsor-Plainsboro Regional School District Science Curriculum Grade 3
2 Unit 1: Planet Earth and the Solar System Content Area: Science Course & Grade Level: Astronomy, Grade 3 Summary and Rationale Finding our place in the cosmic scheme of things and how we got here is a task for the ages past, present, and future. The scientific effort to understand the universe is part of that enduring human imperative, and its successes are a tribute to human curiosity, resourcefulness, intelligence, and doggedness. If being educated means having an informed sense of time and place, then it is essential for a person to be familiar with the scientific aspects of the universe and know something of its origin and structure. (Benchmarks) 6 10 weeks Standard A A A B B B B C C C D D D.3 Standard E.1 Standard A A A.2 Recommended Pacing State Standards Demonstrate understanding of the interrelationships among fundamental concepts in the physical, life, and Earth systems sciences. Use outcomes of investigations to build and refine questions, models, and explanations. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. Design and follow simple plans using systematic observations to explore questions and predictions. Measure, gather, evaluate, and share evidence using tools and technologies. Formulate explanations from evidence. Communicate and justify explanations with reasonable and logical arguments. Monitor and reflect on one s own knowledge regarding how ideas change over time. Revise predictions or explanations on the basis of learning new information. Present evidence to interpret and/or predict cause and effect outcomes of investigations. Actively participate in discussions about student data, questions, and understandings. Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. Demonstrate how to safely use tools, instruments, and supplies. Demonstrate through modeling that motion is a change in position over a period of time. Determine a set of general rules describing when the Sun and Moon are visible based on actual sky observations. Formulate a general description of the daily motion of the Sun across the sky based on shadow observations. Explain how shadows could be used to tell the time of day. Identify patterns of the Moon s appearance and make predictions about its future appearance based observational data.
3 5.4.4.A A.4 Generate a model with explanatory value that explains both why objects roll down ramps as well as why the Moon orbits Earth. Analyze and evaluate evidence in the form of data tables and photographs to categorize and relate solar system objects (e.g., planets, dwarf planets, moons, asteroids, and comets). Instructional Focus Unit Enduring Understandings Earth is approximately spherical in shape. The solar system has specific characteristics including planetary revolutions around the sun. The earth's revolution takes about 365 days. The earth is one of eight planets that revolve around the sun, and the moon orbits the earth. The rotation of the earth on its axis every 24 hours produces the night and day cycle. The phases of the moon are the result of the sun's reflection on the visible part of the moon. The moon is a satellite that orbits the earth in approximately 28 days. Things on or near the earth are pulled toward it by the earth's gravity. Unit Essential Questions What makes up the solar system and what are the characteristics of each component? What is the difference between the earth's rotation and its revolution? What is the moon? What causes the phases of the moon? What is the effect of gravity? Why are shadows longer in the morning and afternoon and shorter at midday? Objectives Students will know: The earth is round. The sun is the center of the solar system. There are 8 planets that revolve around the sun in a specific pattern. The moon orbits the earth. The sun, planets, satellites, stars, comets, asteroids, meteors are all parts of the solar system. Students will be able to: Observe and record how the sun, Earth s star, rises in the east and sets in the west in a predictable pattern. Explain what causes day and night. Understand that shadows are the areas of darkness created when an opaque object blocks light. Relate shadows on Earth in relation to the position of the Sun in the sky. Explain that Earth is one of several planets that orbit the Sun in the solar system. Explain that the moon orbits Earth and can appear in the sky during either day or night. Observe and record the patterns in changes in the Moon s shape and appearance over 4 weeks. Use tools to collect and analyze data to develop logical conclusions about the movements of objects in the sky. Resources Core Text: Science Kit, District Curriculum Suggested Resources: 6/SunMoonandStars/index.html
4 Unit 2: Chemical Tests Content Area: Science Course & Grade Level: Science 3, Grade 3 Summary and Rationale In this unit, students are introduced to powders, a class of solids that includes many foods and kitchen products that are familiar, relevant and safe to use. Students learn to use chemical tests to reveal properties they could not observe simply using their senses. They use the information from these tests to classify solids, identify unknown products, and to analyze mixtures. Students also learn techniques for separating mixtures. This introduction to chemistry enhances students' understanding of the properties of solids, provides hands on experience with collecting and organizing data, and develops student awareness that all of the materials around them are chemicals. This unit builds upon the skills of observing and describing properties introduced in earlier grades. Many of the experiences in this unit, including the testing of powders and the observing of changes that occur when certain powders are mixed with water, serve as the basis for continued studies in the upper grades. Recommended Pacing 70 days Standard A A B B B B C C C D D D.3 State Standards Use outcomes of investigations to build and refine questions, models, and explanations. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. Design and follow simple plans using systematic observations to explore questions and predictions. Measure, gather, evaluate, and share evidence using tools and technologies. Formulate explanations from evidence. Communicate and justify explanations with reasonable and logical arguments. Monitor and reflect on one s own knowledge regarding how ideas change over time. Revise predictions or explanations on the basis of learning new information. Present evidence to interpret and/or predict cause and effect outcomes of investigations. Actively participate in discussions about student data, questions, and understandings. Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. Demonstrate how to safely use tools, instruments, and supplies. Standard A A A.1 Sort and describe objects based on the materials of which they are made and their physical properties. Identify common objects as solids, liquids, or gases. Identify objects that are composed of a single substance and those that are composed of more than one substance using simple tools found in the classroom.
5 Instructional Focus Unit Enduring Understandings Materials have observable properties, such as color, size, shape, state and texture. Materials/chemicals may undergo changes that may alter their properties. Chemicals can be combined to form mixtures, including solutions and suspensions. Some mixtures can be separated into their component parts through filtration or evaporation. Scientists develop tests using specific tools and methods to aid in the identification of unknown materials. Unit Essential Questions How can observations of properties aid in the identification of a material? How can the properties of materials be altered? What happens when liquids and powders are mixed? How do filtration and evaporation separate mixtures into their component parts? What can be done to identify an unknown material? Objectives Students will know: Common household chemicals have different physical and chemical properties. Chemicals undergo changes in form, color, or texture when they are mixed together, separated, or heated. Some chemicals can be identified by their interaction with water, vinegar, iodine, red cabbage juice, and heat. Different types of mixtures, such as solutions or suspensions, are created when solids are combined with water. Evaporation and filtration are methods for separating mixtures of solids and liquids. Some chemicals can be classified as acids, bases, or neutral substances. Students will be able to: Observe and record properties of materials. Perform chemical tests. Predict, observe, describe, and record results of tests in a science journal. Analyze results of tests and draw conclusions from them. Compare and contrast test results. Communicate results and reflect on experiences. Develop proper laboratory techniques to ensure safety and avoid contamination. Resources Teachers Guide Suggested Resources:
6 Content Area: Science Unit 3: Human Body Systems Course & Grade Level: Science 3, Grade 3 Summary and Rationale Like all living things, the human body is comprised of a variety of systems that work interdependently to meet its basic needs. Understanding the human body will help students understand system structure in all organisms. Further, learning how to keep their bodies healthy will benefit students throughout their life. Recommended Pacing 60 days Note: This unit is taught in conjunction with the 3 rd grade health unit A Healthy, Active Lifestyle Standard A A B B B B D D D.3 Standard A A A D.1 Unit Enduring Understandings: State Standards Use outcomes of investigations to build and refine questions, models, and explanations. Use scientific facts, measurements, observations, and patterns in nature to build and critique scientific arguments. Design and follow simple plans using systematic observations to explore questions and predictions. Measure, gather, evaluate, and share evidence using tools and technologies. Formulate explanations from evidence. Communicate and justify explanations with reasonable and logical arguments. Actively participate in discussions about student data, questions, and understandings. Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. Demonstrate how to safely use tools, instruments, and supplies. Develop and use evidence based criteria to determine if an unfamiliar object is living or nonliving. Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances. Describe the interactions of systems involved in carrying out everyday life activities. Compare the physical characteristics of the different stages of the life cycle of an individual organism, and compare the characteristics of life stages among species. Instructional Focus Like all living things, the human body is made up of a number of systems that help human beings meet their basic needs. These systems have similarities and differences to systems in other organisms. Like all living things, the human body has a life cycle. Human body systems work together, and are interdependent, to sustain life. Human body systems are made up of a number of organs that work together to provide an essential
7 function. In order to keep all organs living and functioning properly: o The circulatory/respiratory system provides oxygen throughout the body. o The skeletal/muscular system provides structure, support and protection to our body and enable movement o The digestive system is an intake system for energy and establishes a process for elimination of waste. o The nervous system, includes the brain, and controls our senses, our voluntary and involuntary movements, and keeps all other systems running properly. The nervous system is wholly dependent on all other systems. o The reproductive system ensures the continuation of the human species. Proper nutrition and regular exercise are essential to keeping all human body systems healthy Unit Essential Questions: What are the basic needs of humans and all living things? How does each of our major body systems enable us to meet these needs? How is the life cycle of humans similar and different from other living organisms? How are the human body systems the same and different from those of other organisms? Why are proper nutrition and regular exercise important? Objectives: Children will be able to: Identify what humans and other living things need to survive Identify the major organ systems of the human body Name major parts of the nervous system and describe their functions Identify the senses and how they help us survive Name major parts of the circulatory system and describe their functions Take a pulse and explain what a pulse is Use a stethoscope properly to listen to the heart beat Name the major parts of the respiratory system Identify the relationship between the respiratory system and the circulatory system Name major parts of the digestive system and describe their functions Name major parts of the skeletal system and describe their functions Name major parts of the muscular system and describe their functions Understand the importance of nutrition and exercise Compare and contrast the human life cycle to the life cycles of other organisms. Teacher Resource Manual Suggested Resources: Resources
CURRICULUM MAP 3 rd Grade Science
Unit Time Frame Rocks and Minerals 8 weeks Essential Questions Transfer Goal: Understand that rocks and minerals found in the Earth have varying properties and potential uses that can be found through
More informationUnit Title: Unit 1 Lenses, Microscopes and Microorganisms. Summary and Rationale. Recommended Pacing. State Standards
West Windsor-Plainsboro Regional School District Science Curriculum Grade 5 Page 1 of 10 Unit Title: Unit 1 Lenses, Microscopes and Microorganisms Content Area: Science Course & Grade Level: Science 5,
More information(A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards
Alignment of Alien Rescue with the Texas Essential Knowledge and Skills (TEKS) Alien Rescue was designed to meet the learning goals set out in the National Science Standards and TEKS. The following is
More information3. Recognize that when a science investigation is replicated, very similar results are expected.
STANDARD 5.1 SCIENTIFIC PROCESSES ALL STUDENTS WILL DEVELOP PROBLEM-SOLVING, DECISION-MAKING AND INQUIRY SKILLS, REFLECTED BY FORMULATING USABLE QUESTIONS AND HYPOTHESES, PLANNING EXPERIMENTS, CONDUCTING
More informationAdvanced Intermediate Science Curriculum Map Grade
Advanced Intermediate Science Curriculum Map Grade 5 2014 2015 Unit 1 Key Questions Standards Activities/Skills/Vocabulary Assessment The Scientific Method (3 weeks) What process do scientists use to discover
More informationYear 3 - Science Curriculum Overview
Year 3 - Science Curriculum Overview Forces and Magnets Light Rocks * compare how things move on different surfaces * notice that some forces need contact between two objects, but magnetic forces can act
More informationOAKLYN PUBLIC SCHOOL
Content Area: Science OAKLYN PUBLIC SCHOOL Unit Title: Unit C - Earth and Beyond Target Course/Grade Level: Fourth Grade Unit Summary: The Earth is in constant change. Earth s materials, such as rocks
More informationGRADE 5. Units of Study: Using Variables in the Inquiry Process Astronomy: Earth, Sun, Moon, Planets (Solar System) and Beyond Elements and Compounds
GRADE 5 Course Overview In fifth grade, students use the inquiry process more independently throughout the year with teacher support, as needed. Students practice designing, conducting, evaluating, and
More informationScience Year 5 and 6
Science Year 5 and 6 The principal focus of science teaching in upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through
More informationStamford Green Primary School Science Progression Document. September 2014
Stamford Green Primary School Science Progression Document September 2014 Early Years Early Learning Goals Area of EYFS curriculum Early Learning Goals The World Children know about the similarities and
More informationJackson County Schools Curriculum Pacing Guide
Jackson County Schools Curriculum Pacing Guide - Fourth Grade st Nine Weeks nd Nine Weeks 3rd Nine Weeks Nine Weeks Unit Unit Unit 3 Unit 4 Physical Earth Earth / Life Show What We Know August-October
More informationGRADE EIGHT CURRICULUM. Unit 1: The Makeup and Interactions of Matter
Chariho Regional School District - Science Curriculum September, 2016 GRADE EIGHT CURRICULUM Unit 1: The Makeup and Interactions of Matter OVERVIEW Summary The performance expectations for this unit help
More informationScience Curriculum Map Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
The objectvies in this curriculum map have been outlined by the National Curriculum and include additonal skill and knowledge based learning objectives grouped by units of work, taken from Hamilton Trust,
More informationInvestigation 2: The Moon
Science Notebook Sun, Moon, and Stars Investigation 2: The Moon Big Question: How, and why, does the Moon s appearance change? 1 Alignment with New York State Science Standards & Performance Indicators
More informationTEKS Cluster: Space. identify and compare the physical characteristics of the Sun, Earth, and Moon
5.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. 5.8(C) 5.8(D) demonstrate that Earth rotates on its axis once
More informationInstructional Resources Cover 100% of Oregon Core Content Standards, Grade Levels K-6
Instructional Resources Cover 100% of Oregon Core Content Standards, Grade Levels K-6 Thousands of resources are searchable by Oregon State Content Standards. Teachers can quickly identify and access the
More informationSkills and Knowledge Progression. Subject: Science KS2 Name: (Child s name) Class: (Child s class) Year 3 Year 4 Year 5 Year 6
Skills and Progression Subject: Science KS2 Name: (Child s name) Class: (Child s class) Year 3 Year 4 Year 5 Year 6 Plants Can identify and describe the functions of different parts of flowering plants:
More informationScience Curriculum Year 3 programme of study Plants Animals, including humans Rocks Light Forces and magnets
Science Curriculum Year 3 programme of study Plants identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers explore the requirements of plants
More informationPlanetary Science Unit Map Grade 8
Planetary Science Unit Map Grade 8 Course Goal and Description: In Planetary Science students study the Earth as a celestial object before progressing to lunar science/exploration, and then to Solar System
More informationScience Curriculum Overview
YEAR 1 Seasonal changes Seasonal changes Seasonal changes observe changes across the 4 seasons observe and describe weather associated with the seasons and how day length varies observe changes across
More information3rd Grade Science 2011 Science
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
More informationScience Curriculum Overview
YEAR 1 Seasonal changes observe changes across the 4 seasons observe and describe weather associated with the seasons and how day length varies Seasonal changes observe changes across the 4 seasons observe
More informationScience Curriculum Map: KS1 & KS
Subject In KS1 pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme content of study content: Key stage Asking simple questions
More informationHfL Science Topic Maps for Years 1-6. Herts for Learning Ltd.
HfL Science Topic Maps for Years 1-6 Year 1 Science Map Working scientifically Everyday materials Different animals asking simple questions and recognising that they can be answered in different ways distinguish
More informationLab 4. Habitable Worlds: Where Should NASA Send a Probe to Look for Life?
Lab Handout Lab 4. Habitable Worlds: Where Should NASA Send a Probe to Look for Life? Introduction Our solar system consists of the star we call the Sun, the planets and dwarf plants that orbit it, and
More informationSouthington Public Schools Curriculum Map Subject: Science Grade: 1
Southington Public Schools Curriculum Map Subject: Science Grade: 1 UNIT TITLE #1 Animals #2 Properties of matter #3 Life Cycle of Living Things #4 Sun & Shadow #5 Measurement CONTENT STATE STANDARDS Animals:
More informationMiddle School Science
Middle School Science Purpose The rubrics provide a guide to teachers on how to mark students. This helps with consistency across teachers, although all grading involves some subjectivity. In addition
More informationPrentice Hall Science Explorer: Inside Earth 2005 Correlated to: New Jersey Core Curriculum Content Standards for Science (End of Grade 8)
New Jersey Core Curriculum Content Standards for Science (End of Grade 8) STANDARD 5.1 (SCIENTIFIC PROCESSES) - all students will develop problem-solving, decision-making and inquiry skills, reflected
More informationKey Skills (to be covered during the year) (from CQ Milestones)
Science Whole School Unit Overview and Key Skills Checklist Essential Learning Objectives (Chris Quigley): Year 3 National Curriculum Unit To work scientifically Ask relevant questions. Key Skills (to
More informationGreenwich Public Schools Science Curriculum Objectives. Grade 3
Greenwich Public Schools Science Curriculum Objectives Grade 3 THE NATURE OF SCIENTIFIC INQUIRY, LITERACY AND NUMERACY Scientific Inquiry: Scientific Literacy: Connecticut State Standards for Grades 3,
More information5th Grade Science 2011 Science
Scope And Sequence Timeframe Unit Instructional Topics 9 Week(s) 9 Week(s) 2 Week(s) 3 Week(s) 4 Week(s) Course Description The fifth grade science course work will develop a greater understanding of basic
More informationEssential Characteristics of Scientists
SELBY ABBEY CE (VC) PRIMARY SCHOOL SCIENCE CURRICULUM 2018-2019 Essential Characteristics of Scientists The ability to think independently and raise questions about working scientifically and the knowledge
More informationFairlawn Primary School Science Curriculum
Materials Plants Animals and Humans At Fairlawn, we follow the curriculum set out in the Science Bug resource Year 1 SCIENTIFIC KNOWLEDGE Identify and name a variety of common animals including fish, amphibians,
More informationPlanets and Moons. unit overview
The Grade 4 5 kit components: Materials and equipment Each kit contains a set of high-quality materials and equipment for a class of 32 students. Consumable items are provided for two classes. Refill packages
More informationGreenwich Public Schools Science Curriculum Objectives. Grade 5
Greenwich Public Schools Science Curriculum Objectives Grade 5 THE NATURE OF SCIENTIFIC INQUIRY, LITERACY AND NUMERACY Scientific Inquiry: Scientific Literacy: Connecticut State Standards for Grades 3,
More informationMixtures and Solutions
Grade 5 Physical Science Module Mixtures and Solutions In a code such as 5.2.8.D.1, the 5 indicates the science standards, the 2 indicates the physical science standard within the set of science standards,
More informationDOSTHILL PRIMARY SCHOOL I am working towards Building Block A1 in Science
I am working towards Building Block A1 in Science 1 I can observe things closely using some simple equipment 2 I can carry out investigations 3 With some help, I can test out some ideas suggested to me
More informationPrimary Science Curriculum Pupil Assessment Record
Year 1 Plants Can identify and name a variety of common plants, including garden plants, wild plants and trees, and those classified as deciduous and evergreen. Can describe the basic structure of a variety
More informationUnpacked Content With OCS Priority Objectives Identified Grade 3 Science 2.0
With OCS Priority s Identified Grade 3 Science 2.0 1 3 rd Grade Science At a Glance First Grading Period Second Grading Period Third Grading Period Fourth Grading Period 3.P.1.1 3.L.2.1 3.P.2.2 3.P.1.1
More informationExploring Comets and Modeling for Mission Success National Science Education Standards Alignment Created for Deep Impact, A NASA Discovery mission
Exploring Comets and Modeling for Mission Success National Science Education Standards Alignment Created for Deep Impact, A NASA Discovery mission Maura Rountree-Brown and Art Hammon Educator-Enrichment
More informationAPS Science Curriculum Unit Planner
APS Science Curriculum Unit Planner Grade Level/Subject The Stars Stage 1: Desired Results Enduring Understanding Stars are similar to living organisms in that the materials they are made out of and the
More informationYear 1 Science overview
Year 1 Science overview asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple tests identifying and classifying
More informationCorrelation to New Jersey Core Curriculum Content Standards for Science CPO Science Physical Science (Middle School)
5.1.08.A.1 5-8 Practices Understand Scientific Explanations Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.
More informationInvestigation 3: The Stars
Science Notebook Sun, Moon, and Stars Investigation 3: The Stars Big Question: How do stars compare and contrast from the Sun? 1 Alignment with New York State Science Standards & Performance Indicators
More informationInvestigation 1: The Sun
Science Notebook Sun, Moon, and Stars Investigation 1: The Sun Big Question: Does the Sun move, and why is its position in the sky important? 1 Alignment with New York State Science Standards & Performance
More informationMapping progression across KS1 to KS2. Science. Adapted from Mapping Progression in the Primary Science Curriculum written by Sue Atkinson CYC
Mapping progression across KS1 to KS2 Science Adapted from Mapping Progression in the Primary Science Curriculum written by Sue Atkinson CYC Sc1 Working Scientifically Asking simple questions and recognising
More informationCURRICULUM MAP Subject: SCIENCE Grade: 4 TH Quarter: 2 ND Teacher(s): 4 th Grade
CURRICULUM MAP Subject: SCIENCE Grade: 4 TH Quarter: 2 ND Teacher(s): 4 th Grade Month WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 Concept GDOE & CCSS Standards GDOE 4.1.1 Observe that results of repeated scientific
More informationCARTERVILLE SCHOOL DISTRICT SCIENCE CURRICULUM GRADE 8 Revised 2009
CARTERVILLE SCHOOL DISTRICT SCIENCE CURRICULUM GRADE 8 Revised 2009 The following Inquiry Skills will be taught throughout the year. Identify the three main branches of Science as Earth, Life and Physical
More informationKindergarten Science. Scope and Sequence. Quarter 1
Kindergarten Science Scope and Sequence Unit of Study 1.1: Weather, 7 days Quarter 1 ESS 1 - The earth and earth materials as we know them today have developed over long periods of time, through continual
More informationBand 1 - Science All. Working Scientifically Animals Including Humans Materials. Plants. Seasonal Changes
Band 1 - Science All Working Scientifically Materials Ask simple questions and recognise that they can be answered in different ways (Year 1 focus). I can ask questions and know they can be answered in
More informationScience subject progression and skills
Science subject progression and skills Year 1 : Identify and name a variety of common animals that are birds, fish, amphibians, reptiles and mammals Identify and name a variety of common animals that are
More informationWELLESBOURNE PRIMARY AND NURSERY SCHOOL Living to Learn, Learning to Live RESPECT EFFORT ATTEND COOPERATE HONEST SCIENCE CURRICULUM
WELLESBOURNE PRIMARY AND NURSERY SCHOOL Living to Learn, Learning to Live RESPECT EFFORT ATTEND COOPERATE HONEST As emotionally intelligent young people we will listen to and value other opinions. We will
More informationUnit 7L The solar system and beyond. About the unit. Expectations. Science Year 7. Where the unit fits in
Science Year 7 Unit 7L The solar system and beyond About the unit In this unit pupils: consolidate their ideas about the Sun and Moon, and use models of these to explain phenomena such as eclipses and
More informationMowbray School Long Term Science Plan KS1. Two Year rolling programme KS1
Mowbray School Long Term Science Plan KS1 Two Year rolling programme KS1 Pupils should be taught to; Ø develop scientific knowledge and conceptual understanding through the specific disciplines of biology,
More informationTexas Education Agency 6 8 TEKS and TAKS for Science and English Language Arts: Middle School Grades. Passwords: Science Vocabulary
CURRICULUM ASSOCIATES, Inc. Life Science Lesson 1: Cells 6.10.B determine that all organisms are composed of cells that carry on functions to sustain life 3: Photosynthesis and 7.8.B identify that radiant
More informationNational Curriculum 2014: Progression in Science
Evaluating Concluding Working Scientifically Measuring and Recording Asking Questions Year 1/2 Year 3/4 Year 5/6 ask simple questions and recognise that they can be answered in different ways ask relevant
More information- To cover the standards and benchmarks required by Michigan State for grade 5 in Science.
Science Department-Middle School Course Description SUBJECT: Science (501) GRADE LEVEL: 5 DURATION: 1 ACADEMIC YEAR of 250 min / Week including 100 min of lab sessions /week BOOK : Harcourt School Publishers
More informationYear/Cycle Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Y1 Animals, inc humans
Science - Whole School Coverage of the National Curriculum 2018-19 Year/Cycle Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Y1 Animals, inc Everyday Plants identify and name a animals including
More informationNational Curriculum 2014 Science Coverage
National Curriculum 2014 Science Coverage Aims: The national curriculum for science aims to ensure that all pupils: FCCE Primary School - National Curriculum 2014 develop scientific knowledge and conceptual
More informationFifth Grade: FOSS Life Science - Living Systems
Fifth Grade: FOSS Life Science - Living Systems Investigation Title and Synopsis Concepts Assessments and TE Page Numbers 1. Living Cells Students study four related human/body transport systems that provide
More informationHADDONFIELD PUBLIC SCHOOLS Curriculum Map for Science, Grade 5, Magnets and Motors
Curriculum Map for Science, Grade 5, Magnets and Motors 5 Week Unit of Study Targeted Standard(s): NJCCCS Science Standard 5.1 Scientific Processes: All students will develop problem-solving, decision-making
More information*These items are to be integrated throughout the content. However, you will find new resources for student practice with these concepts here.
6 th Grade Science Scope and Sequence 1 st Quarter 2017-2018 Sequence of Concepts Rationale for Sequence Prior Knowledge Scientific Method and Engineering Design *These items are to be integrated throughout
More informationProcesses that Shape the Earth
Grade 8 Science, Quarter 4, Unit 4.1 Processes that Shape the Earth Overview Number of instructional days: 20 (1 day = 45 minutes) Content to be learned Explain the role of differential heating and convection
More informationDomain IV Science. Science Competencies 4/14/2016. EC-6 Core Subjects: Science
EC-6 Core Subjects: Science TExES #291 Review Domain IV Science Approximately 19% of the test Approximately 52 Items 40 minutes Averages 46 seconds per question Science Competencies Competency I: Lab Processes,
More informationArchdiocese of Washington Catholic Schools Academic Standards Science 5 th Grade
5 th Grade Standard 1 - The Nature of and Technology Students work collaboratively to carry out investigations. They observe and make accurate measurements, increase their use of tools and instruments,
More informationUniverse: everything that exists, including all matter and energy everywhere
WHAT DO YOU KNOW? Universe: everything that exists, including all matter and energy everywhere The study of what is beyond Earth Many years ago, skywatchers took note of patterns in the stars and there
More informationWhat Objects Are Part of the Solar System?
What Objects Are Part of the Solar System? Lesson 1 Quiz Josleen divided some of the planets into two main groups. The table below shows how she grouped them. Paul created a poster showing the solar system.
More informationPrimary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Science at Key Stages 1 and 2 www.primarycurriculum.me.uk , 2014 Year 1 Science Key Objectives 1 Asking simple questions and recognising that they can
More informationAnatomy & Physiology Standards and Benchmarks
Anatomy & Standards and Standard 1: Understands and applies principles of scientific inquiry Power : Identifies questions and concepts that guide science investigations Uses technology and mathematics
More informationAll instruction should be three-dimensional. NGSS Example Bundles. 1 of 10
5 th Grade Thematic Model - Bundle 3 Stability and Change in Earth s Systems This is the third bundle of the Fifth Grade Thematic Model. Each bundle has connections to the other bundles in the course,
More informationVocabulary Objective Resources Assessments Standards
Grades 1 and 2 Curriculum Map Allison Holstrom 2013-2014 Unit 1: Inquiry and Weather Trimester 1: Monday and Wednesday afternoons Arizona State Standards and Foss Kits for Grade 2 Essential Question What
More informationNorwich City Schools Science 4
Topic: Life Science Transferable Concepts: change, survival Standard 4 Key Idea 1 1.1a-1.1b 1.2 Living Environment Enduring Understanding; Living things change over time given certain conditions. Essential
More informationInteractive Minds Solar System Review
Interactive Minds Solar System Review Solar System Use the Solar System App and your class notes to complete this study guide and prepare for your upcoming Science Test! 1. Earth s solar system is in what
More informationHenry County Schools Fourth Grade Science Scope and Sequence. Standards and Elements
Lesson/Reading Support Classroom Expectations & Procedures 4 weeks Aug 3 Aug 28 Big Ideas: Safety and the Scientific Method Safety a. Scientific investigations may take many different forms, including
More informationS (2.1)2.a Using an illustration, measure a physical property (e.g., length, temperature).
Morgan County School District Re-3 Science Fourth ***Not all units will be taught in the order suggested on this plan. August Measurement S (2.1)2 Measuring common physical properties of objects (for example,
More informationGrades 3-6 Education Guide
Grades 3-6 Education Guide Written by Kim Small Illustrated by Audio Visual Imagineering Table of Contents Standards Checklist*...3 Lessons Checklist....5 Program Pre- and Post- Survey Questions 6 Lesson
More informationPrimary Curriculum 2014
Primary Curriculum 201 Suggested Key Objectives for Science at Key Stages 2 Year 3 Science Key Objectives 1 Setting up simple practical enquiries, comparative and fair tests 2 Gathering, recording, classifying
More informationThe Ever-Changing Sky
The Ever Changing Sky The Ever-Changing Sky By Megan McGibney Look up at the sky. You will see the sun. It is bright and shiny, warming everything in the world. Look up at the sky again at night. You may
More information8 th Grade Earth and Space Science Megan Seivert, Virginia Standards of Learning Connections: Lesson Summary:
Virginia Standards of Learning Connections: Content: Grade 8 SOL for Earth and Space Science ES.3 Earth and Space Systems -Position of Earth in the solar system -Characteristics of the sun, planets and
More informationGeorgia Performance Standards Framework for Earth and Moon dancing with our Star 6 TH GRADE
One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved
More informationCOURSE OUTLINE Descriptive Astronomy
Butler Community College Science, Technology, Engineering, and Math Division Robert Carlson Revised Fall 2008 Implemented Spring 2009 Textbook Update Fall 2013 COURSE OUTLINE Descriptive Astronomy Course
More informationLab 1. Moon Phases: Why Does the Appearance of the Moon Change Over Time in a Predictable Pattern?
Moon Phases Why Does the Appearance of the Moon Change Over Time in a Predictable Pattern? Lab Handout Lab 1. Moon Phases: Why Does the Appearance of the Moon Change Over Time in a Predictable Pattern?
More information1.What are the patterns of movement for the Sun and Moon across the sky? 2.How does Earth compare too other objects orbiting the Sun?
4-4 Space -Earth is part of the solar system, which includes the Sun, Moon, and other bodies that orbit the Sun in predictable patterns that lead to observable paths of objects in the sky as seen from
More informationOrleans Southwest and Lamoille North Science Curriculum (Grade Cluster 9-12)
Orleans Southwest and Lamoille North Science Curriculum (Grade Cluster 9-12) Big Idea: Life Science 1. Structure and Functions 2. Changes in Living Systems 3. Ecosystems and Energy Big Idea: Scientific
More informationNew Mexico Public Education Department. Science: Grade 8 End-of-Course (EoC) Exam
New Mexico Public Education Department PRELIMINARY Assessment Blueprint Science: Grade 8 End-of-Course (EoC) Exam Version 001 Purpose Statement Science: Grade 8 EoC The Science: Grade 8 End-of-Course Exam
More informationContent: Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles. discrete facts.
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The
More information5.3 Astronomy Outline
5.3 Astronomy Outline Enduring Understanding: The position of the Earth in the Solar System affects the conditions of life on our planet. Essential Question: How does the position of the Earth in the Solar
More informationCurriculum Standard One: The student will understand that energy and matter have multiple forms and can be changed from one form to another.
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
More informationKindergarten Science
Kindergarten Science Kindergarten Science Teaching & Learning Framework Quarter 1 Quarter 2 Quarter 3 Quarter 4 Unit 1 9 weeks Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Animals Motion Day and Night Sky
More informationGRADES To Our Solar System and Back. Discover the STEM Behind Sustainable Rocketry DIGITAL EXPLORATION EDUCATOR GUIDE
GRADES 6 12 To Our Solar System and Back Discover the STEM Behind Sustainable Rocketry DIGITAL EXPLORATION EDUCATOR GUIDE Using this Digital Exploration, students will act as planetary scientists who have
More informationFifth Grade Science Alignment Record Science GLCE v Expectation District Resources/Alignment Vocabulary Additional Resources
ocesses IP.M.1 Inquiry Process Fifth Grade Sc Alignment Record Sc GLCE v.12.07 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and
More informationuse limited written language, spoken language, numbers, or labeled drawings to describe observed objects and phenomena. (N.2.A.1)
N.2.A.1 Students know how to make observations and give descriptions using words, numbers, and drawings. Science Achievement Indicators Grade Span Content Standard N2A Students understand that science
More informationEarth & Weather. River of Knowledge. Energy & Fossils. Earth & Weather. River of Knowledge. Energy & Fossils
Preschool Explorations of the Natural World WOW! Zone With modeling and support, recognize familiar elements of the natural environment and understand that these may change over time (e.g., soil, weather,
More informationSolar System Test - Grade 5
Solar System Test - Grade 5 Multiple Choice Directions: Identify the choice that best completes the statement or answers the question. Write this answer on your answer document. 1. The tilt of Earth s
More informationMcKinley Presidential Library & Museum Planetarium Show Ohio Science Standards Fifth Grade
Fifth Grade-Interconnections Within Systems: Cycles on, such as those occurring in ecosystems, in the solar system, and in the movement of light and sound result in describable patterns. Speed is a measurement
More informationLiving Things. Lower KS2 Learning Objective. Ideas for practice. knowledge
Lower KS2 Learning Objective Living Things Plants: 1. Identify and describe the functions of different parts of plants: roots, stem, leaves and flowers 2. Identify the requirements of plants for life and
More informationChapter 112. Texas Essential Knowledge and Skills for Science Subchapter C. High School
Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter C. High School Statutory Authority: The provisions of this Subchapter C issued under the Texas Education Code, 7.102(c)(4), 28.002,
More informationAPS Science Curriculum Unit Planner
APS Science Curriculum Unit Planner Grade Level/Subject The Universe Stage 1: Desired Results Enduring Understanding Galaxies are some of the largest collections of matter in the Universe, and we reside
More informationLife Science Curriculum Sixth Grade
Life Science Curriculum Sixth Grade The Sixth Grade life science curriculum emphasizes a more complex understanding of cycles, patterns and relationships in the living world. Students build on basic principles
More informationGRADE 8: Earth and space 1. UNIT 8E.1 8 hours. The Solar System. Resources. About this unit. Previous learning. Expectations
GRADE 8: Earth and space 1 The Solar System UNIT 8E.1 8 hours About this unit This is the only unit on Earth and Space in Grade 8. This unit builds on work done in Grade 6 and leads into work on the wider
More information