S (2.1)2.a Using an illustration, measure a physical property (e.g., length, temperature).
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1 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, length, mass, volume, temperature). S (2.1)2.a Using an illustration, measure a physical property (e.g., length, temperature). Unit 5 Test Form A or Form B Teacher Collections Houghton Mifflin Math Book September S1 & S5 Measurement: What is the metric system? Cooperative Groups Whole Groups with activities and exploration October Life Science: Animals / Habitats S 3.1 Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. S (3.1)1 Distinguishing living from nonliving things. S (3.1)2 Classifying a variety of organisms according to selected characteristics (e.g., backbone vs. no backbone). S (3.1)3 Describing the basic needs (e.g., food, water, air, shelter, space) of an organism. S (3.1)4 Giving examples of how organisms interact with each other and with nonliving parts of their habitat. S (3.4)1 Identifying characteristics that are common to all individuals of a species (e.g., offspring resemble their parents). Developed S 5.1 Recognizing the diversity of resources provided by the Earth and Sun (for example soil, fuels, minerals, medicines, food). Students will understand and use metric and standard measuring tools. S (3.1)1.a. Given a list of objects, identify each as living or nonliving. S (3.1)2.a Sort living organisms as plant or animal. S (3.1)2.b Group organisms by a physical characteristic. [e.g., body covering, body support (bone, shell, exoskeleton, leaf structure) insects, fish, mammal, bird]. S (3.1)3.a Name the basic needs of all animals (e.g., food, water, air, shelter, space). S (3.1)3.b Communicate examples of shelters and tell about the types of animals that might use them. S (3.1)3.c Explain that all types of animals have the same basic needs but differ in what they use to meet those needs (e.g., caterpillars eat leaves, robins eat worms). S (3.1)3.d Name the basic needs of all plants (e.g., light, water, air). S (3.1)4.a Give examples of how a particular animal uses plants and other animals in its habitat to meet its needs. S (3.1)4.b Describe examples of predator-prey relationships (i.e., of one animal type eating another). Unit 5 Test Form A or Form B Journal Writing Unit A Assessment Guide AG7-AG10 Unit B Assessment Guide AG25- AG28 Unit B Assessment Guide AG19- AG22 3 rd Grade Book Work sheets Houghton Mifflin Math Book Extension Office -3 rd Grade Book
2 S (3.1)4.c Describe how plants depend on animals (e.g., carry pollen or to disperse seeds). S (3.1)4.d. Describe how plants and animals depend on non-living parts of their habitat. S (3.4)1.a List characteristics that are common to all animals of a specific kind (e.g., offspring resemble parents). S (3.4)1.b Identify animals based on characteristics.(e.g., legs, body sections,etc.). S (3.4)1.d List characteristics that are common (e.g., offspring resemble parent). S 5.1.b Recognize uses of natural resources. (Ex. fuels to heat home, plants for home construction, rocks for building roads, land for crops, water to drink) S 5.1.c Recognize responsible management of natural resources such as recycling, reusing, trash disposal, and water conservation November Food Chains S 3.2 Students know and understand interrelationships of matter and energy in living systems. Developed S (3.2)1 Recognizing that green plants need energy from sunlight and various raw materials to live, and animals consume plants and other organisms to live. Developed. S (3.2)2 Recognizing the interrelationships of organisms by tracing the flow of matter and energy in a food chain. Developed S (3.2)1.a Group animals based on the types of food they eat (e.g., herbivores, carnivores, omnivores). S (3.2)1.b Know that animals use food for growth as well as for energy. S (3.2)1.c Describe what happens to an animal when it does not get enough food. S (3.2)1.d Describe what happens to a plant when it does not get its basic need of light S (3.2)2.a Organize the sun, a plant, and two appropriate animals into a food chain. S (3.2)2.b Describe the source of food for each organism in a food chain. S (3.2)2.c Predict what would happen Posters demonstrating the understanding of food chain. Unit B Assessment Guide AG37- AG40 Computer Library Literature Harcout Science Textbook Forest Service Pictures
3 if one organism were removed from a food chain. December January Matter/ Energy S (2.1)1 Examining, describing, classifying, and comparing tangible objects in terms of common physical properties (for example, state of matter, size, shape, texture, flexibility, color). S (2.1)3 Creating mixtures and separating them based on differences in properties (Density) (for example, salt and sand, iron filings and soil, oil and water). Developed S (2.2)1 Recognizing that sound energy (optional inclusions: heat, light, and mechanical energy,) can affect common objects and is involved in common events. S (2.2)2 Making observations and gathering data on quantities associated with energy, movement, and change (for example, distances for a bean launcher, time for a melting ice cube). S (2.2)3 Comparing quantities associated with energy movement and change by constructing simple diagrams or charts (for example, graph of launch distances, chart of melting time). S 1 Students understand the processes of scientific investigation and design, conduct, communicate about and evaluate such investigations. SS1 & S2 Matter and Energy: What is matter? What is Energy? What is Heat? S (2.1)1.a Using an illustration, classify and compare objects with common physical properties. (e.g. state of matter, shape, size). S (2.1)1.b Describe the properties used to classify a collection of objects. (e.g. state of matter, shape, size). S (2.1)3.a Suggest a possible method (Density) to separate a mixture based on differences in a physical property (e.g., iron filings and soil, oil and water). S (2.2)1.a Identify what type of energy form is likely to affect a given object. S (2.2)1.b Describe the effects the energy form has on object in 1a. S 5.1.a Identify some of Earth s natural resources such as plants, land, rocks/minerals, water, and animals. S 1.1 Ask questions and state predictions (hypotheses) that can be addressed through a scientific investigation. S 1.2 Select and use simple devices to gather data related to an investigation (for example, length, volume, and mass measuring instruments, thermometers, watches, magnifiers, microscopes, calculators and computers). S 1.3 Use data based on observations to construct a reasonable explanation. S 1.4 Communicate about investigations and explanations Students will learn and demonstrate the properties of matter. The students will learn and demonstrate the Unit E Assessment Guide AG79- AG82 Unit E Assessment Guide AG85- AG88 Unit E Assessment Guide AG91- AG94 Unit assessments See December Foss Kits
4 See December properties of energy. See December February Electricity S 1.1 Asking questions and stating predictions (hypotheses) that can be addressed through a scientific investigation. Developed S 1.2 Selecting and using simple devices to gather data related to an investigation (for example, length, volume, and mass measuring instruments, thermometers, watches, magnifiers, microscopes, calculators and computers).developed S 1.3 Using data based on observations to construct a reasonable explanation. Developed 1.4 Communicating about investigations and explanations.. S 6.4 Describing and comparing the components and interrelationships of a simple system. Developed S 6.5 Comparing a model with what it represents (for example map of a school to the actual school). S 1.1.a Given a description of an investigation, identify the question or problem statement being explored. S 1.1.b Given a description of an investigation, predict what you think will happen and why. S 1.1.c Given a situation, dilemma, or observation, identify a scientific question that could be investigated. S 1.2.a Identify appropriate tools for use in a given investigation such as recording temperature, length and width, volume or mass in metric units. S 1.3.a Given a simple data table or graph, select or construct a reasonable explanation based on the evidence provided. S 1.4.a Given a scientific question, identify data that would need to be collected to answer the question. S 1.4.b Given a question and a set of data, select a graph that best displays the data S 6.4.a Recognize that an electrical system (electromagnetic, static, and electric circuit)which is made up of parts (insulator, conductor, generator, magnetic field, electric cell, charge, resistor) that are dependent upon each other, and that a change in one part will affect the system. S 6.5.a Given an illustration of a model of a circuit (series & parallel) Unit E Assessment Guide AG97- AG100 Harcourt Science Book Foss Kits March Weather/ Oceans S (4.2)3 Describing existing weather conditions by collecting and recording weather data (for example, temperature, identify what it likely represents S (4.2)3.a Use a table of weather data (temperature, precipitation, cloud cover) to tell what the weather was on a particular day. Oceans Assessment D58-D59 Weather Assessment D92-D93 McMillan McGraw Hill Textbook McMillan McGraw Hill Textbook
5 precipitation, amount of cloud cover). S (4.3)1 Identifying major sources of water (for example, oceans, glaciers, rivers, groundwater, atmosphere). Developed S (4.3)2 Identifying and describing the states (solid, liquid, gaseous) in which water can be found on Earth. Developed S 6.3 Identifying observable patterns and changes in their lives and predicting future events based on those patterns. S (4.2)3.b Make a bar graph of daily temperature data. S (4.2)3.c Interpret a bar graph of temperature or precipitation data to identify the weather at a certain time. S (4.2)3.d Describe the weather conditions that are typical of different seasons in Colorado. S (4.3)1.a Recognize that water exists in many different places and forms. S (4.3)1.b Distinguish between freshwater and saltwater. S (4.3)1.c Identify fresh water sources (glaciers, lakes, streams, precipitation) and salt water sources (seas, oceans). S (4.3)2.a Describe ways that ice, snow, and water are the same and ways that they differ. S (4.3)2.b Identify the state of water present given an example (ocean, air/atmosphere, snow, glacier, stream, lake). S (4.3)2.c Describe conditions in which water would be found in its various states. S (4.3)3 Recognizing the importance and uses of water (for example, drinking, irrigating) Developed S (4.3)3.c Give examples of how water can effect the surface of the Earth. S (4.3)3.d Describe a drought and its effects. S 6.3.a Recognize that repeating events are the basis of pattern and cycles. S 6.3.b Using an illustration of a natural cycle or pattern, predict one event or stage based on another.
6 S 6.3.c Recognize that parts that make up a cycle or pattern are interrelated. S 6.3.d Describe how the parts of a cycle or pattern are interrelated. April May Body Systems S (3.3)1 Describing human body systems (e.g., digestive, respiratory, circulatory, skeletal, muscular). Space S (4.4)1 Describing what can be readily observed by the unaided eye in the daytime and nighttime sky (for example, the Sun, Moon, planets, stars, constellations). Developed S (4.4)2 Describing the motion* of the Earth in relation to the Sun, including the concepts of day, night and year. Developed S (4.4)3 Recognizing the characteristics of seasons. Developed S (4.4)4 Identifying basic components of the solar system (for example, Sun, planets, moons). S (4.4)5 Describing a space exploration event such as a manned or unmanned space mission. Developed S (3.3)1.c Recognize that the human body is composed of systems. S (3.3)1.a Identify the senses. S (3.3)1.b Describe each sense (e.g., touch tells us about size, shape, texture). S (3.3)1.d Given a model or diagram, locate the body systems. S (3.3)1.e Describe the main functions of human body systems (skeletal system provides protection and support, muscular system allows us to move, and digestive system allows us to meet our need for food and water). S (4.4)1.a Distinguish between objects in the Earth s atmosphere (birds, planes, clouds) and in space. S (4.4)1.b Identify and name objects that can be seen in the night sky compared with those seen during the day. S (4.4)1.c Recognize that the Moon s apparent shape changes over time. S (4.4)1.d Describe the apparent change in position of the Sun throughout a day. S (4.4)2.a Describe that the side of Earth facing the Sun experiences daylight. S (4.4)2.b Indicate the location of the Sun on a drawing that shows an object and its shadow. S (4.4)2.c Explain how changes in a shadow can be used to understand the apparent motion of the Sun. Unit A Assessment Guide AG19- AG22 Unit D Assessment Guide AG73- AG76 Teacher Observation Journal Writing Harcourt Science Book Harcourt Science Book Field trip to the Denver Museum of Nature and Science
7 S (4.4)3.a Compare the length of daylight in summer and winter. S (4.4)4.a Describe the solar system as consisting of the Sun, the Earth and its Moon, and other planets. S (4.4)4.b Know that the planets, including Earth, orbit the Sun. S (4.4)4.c Name two other planets. S (4.4)5.a Know that astronauts have landed on the Moon and explored its surface. S (4.4)5.b Know that space probes, but not astronauts, have gone to other planets.
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