Third Grade Science Curriculum

Month CPI # Cumulative Progress Indicator Learning Activities Assessment Interdisciplinary (CPI) Connections September/ 5.1.3.A.1  Demonstrate understanding of  Observe, infer, and  Teacher  Language October the interrelationships among predict the properties observation Arts fundamental concepts in the of objects.  Group RT.3.1-.10 physical, life, and Earth  Compare and classify checklist RF.3.4.A.B systems sciences. objects according to  Completed W.3.4.6.7.8 5.1.3.A.2  Use outcomes of investigations their properties and study guide SL.3.1.A-D to build and refine questions, identify the properties  Completed L.3.4.A.D models, and explanations. of matter that make it labs L.3.5.B 5.1.3.A.3  Use scientific facts, useful.  Tests  Math measurements, observations,  Measure mass, 3.NBT.1-.2 and patterns in nature to build height, width, and 3.MD.1-.3.6 and critique scientific volume. .8 arguments.  Investigate measuring  21st Century 5.1.3.B.1  Design and follow simple systems. Life & plans using systematic  Predict and infer the Career observations to explore behavior of matter Skills questions and predictions. and infer the state of 9.1.3.A.1,2,5 5.1.3.B.2  Measure, gather, evaluate, and matter. 9.1.3.B.1 share evidence using tools and  Investigate the 9.1.3.C.1 technologies. makeup of elements 9.1.3.D.1 5.1.3.B.3  Formulate explanations from and compounds. 9.1.3.F.1,2,3 evidence.  Observe and describe  Technology 5.1.3.B.4  Communicate and justify the behavior of 8.1.3.F.1 explanations with reasonable matter during a and logical arguments. change of state. 5.1.3.C.1  Monitor and reflect on one’s  Investigate the role  Social own knowledge regarding how energy plays in Studies ideas change over time. changes of state. 6.1.3.B.3 5.1.3.C.2  Revise predictions or  Infer how lowering or explanations on the basis of raising the learning new information. temperature of a 5.1.3.C.3  Present evidence to interpret substance can cause and/or predict cause-and-effect changes in its outcomes of investigations. behavior. 5.1.3.D.1  Actively participate in  Investigate different discussions about student data, types of physical questions, and understandings. changes. 5.1.3.D.2  Work collaboratively to pose,  Observe how refine, and evaluate questions, mixtures are made investigations, models, and and identify examples theories. of a mixture. 5.1.3.D.3  Demonstrate how to safely use  Observe, describe, tools, instruments, and and record data about supplies. chemical changes. 5.2.3.A.1  Identify objects that are  Compare physical composed of a single changes to chemical substance and those that are changes. composed of more than one substance using simple tools found in the classroom  Plan and carry out an 5.2.3.A.2 investigation to distinguish among solids, liquids, and gasses. 5.2.3.A.3  Determine the weight and volume of common objects using appropriate tools 5.2.3.B.1  Predict and explain what happens when a common substance, such as shortening or candle wax, is heated to melting and then cooled to a solid. October/ 5.1.3.A.1  Demonstrate understanding of  Observe different  Teacher  Language November the interrelationships among types of energy. observation Arts fundamental concepts in the  Infer causes, and  Group RT.3.1-.10 physical, life, and Earth predict effects of checklist RF.3.4.A.B systems sciences. energy at work.  Completed W.3.4.6.7.8 5.1.3.A.2  Use outcomes of investigations  Predict, observe, and study guide SL.3.1.A-D to build and refine questions, record different kinds  Completed L.3.4.A.D models, and explanations. of energy changes. labs L.3.5.B 5.1.3.A.3  Use scientific facts,  Identify and  Tests  Math measurements, observations, hypothesis about how 3.NBT.1-.2 and patterns in nature to build and why energy 3.MD.1.3 and critique scientific changes occur.  21st Century arguments.  Describe the effect of Life & 5.1.3.B.1  Design and follow simple energy on Career plans using systematic temperature. Skills observations to explore  Investigate the ways 9.1.3.A.1,2,5 questions and predictions. heat is produced. 9.1.3.B.1 5.1.3.B.2  Measure, gather, evaluate, and  Predict, observe, and 9.1.3.C.1 share evidence using tools and classify objects that 9.1.3.D.1 technologies. transmit heat best. 9.1.3.F.1,2,3 5.1.3.B.3  Formulate explanations from  Experiment to find  Technology evidence. out which material 8.1.3.F.1 5.1.3.B.4  Communicate and justify transmits heat best.  Social explanations with reasonable  Investigate the Studies and logical arguments. different ways heat 6.3.3.B.1 5.1.3.C.1  Monitor and reflect on one’s travels through own knowledge regarding how different kinds of ideas change over time. matter. 5.1.3.C.2  Revise predictions or  Observe the cooling explanations on the basis of effect of evaporation. learning new information.  Predict and measure 5.1.3.C.3  Present evidence to interpret how much sugar will and/or predict cause-and-effect dissolve in cold and outcomes of investigations. hot water. 5.1.3.D.1  Actively participate in  Investigate how discussions about student data, adding and questions, and understandings. subtracting heat 5.1.3.D.2  Work collaboratively to pose, changes matter. refine, and evaluate questions,  Describe society’s investigations, models, and dependence on fossil theories. fuels. 5.1.3.D.3  Demonstrate how to safely use  Explain how tools, instruments, and alternative energy supplies. sources are used. 5.2.3.C.1  Compare various forms of energy as observed in everyday life and describe their applications. 5.2.3.C.2  Compare the flow of heat through metals and nonmetals by taking and analyzing measurements 5.2.3.C.3  Draw and label diagrams showing several ways that energy can be transferred from one place to another December/ 5.1.3.A.1  Demonstrate understanding of  Completed journal  Completed  Language January the interrelationships among entries journal Arts fundamental concepts in the  Describe, read, label, entries physical, life, and Earth identify, and create RT.3.1-.10 systems sciences. models, on the basic  Completed RF.3.4.A.B 5.1.3.A.2  Use outcomes of investigations functions of the labs W.3.4.7.8 to build and refine questions, major systems of the SL.3.1.A-D models, and explanations. human body:  Teacher L.3.4.A.D 5.1.3.A.3  Use scientific facts, digestive observation L.3.5.B measurements, observations, circulatory and patterns in nature to build respiratory  Group  Math and critique scientific nervous checklist arguments. skeletal 3.NBT.1-.2 5.1.3.B.1  Design and follow simple muscular  Completed 3.MD.1.3 plans using systematic  reproductive study guide observations to explore Investigate how,  Technology questions and predictions. bones, muscles,  Completed 8.1.3.A.1.2. 5.1.3.B.2  Measure, gather, evaluate, and brain, nervous, labs 3 8.1.3.F.1 share evidence using tools and digestive, respiratory,  Health technologies. circulatory, function  Oral 2.1.3.A.1 5.1.3.B.3  Formulate explanations from  Oral presentation presentation 2.1.3.A.2 evidence. commercial rubric commercial  21st Century 5.1.3.B.4  Communicate and justify  Research body rubric Life and explanations with reasonable system on internet Careers and logical arguments.  Create oral 9.1.3.A.1,2, 5.1.3.C.1  Monitor and reflect on one’s presentation using 3.5 own knowledge regarding how word processing and 9.1.3.B.1 5.1.3.C.2 ideas change over time. clip art 9.1.3.C.1  Revise predictions or 9.1.3.D.1 explanations on the basis of 9.1.3.F.1.2.3 5.1.3.C.3 learning new information.  World  Present evidence to interpret Languages and/or predict cause-and-effect 7.1.NM.B.5 outcomes of investigations. 5.1.3.D.1  Actively participate in discussions about student data, questions, and understandings. 5.1.3.D.2  Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories. 5.1.3.D.3  Demonstrate how to safely use tools, instruments, and supplies. 5.3.3.A.3  Describe the interactions of systems involved in carrying out everyday life activities.

January/ 5.1.3.A.1  Demonstrate understanding of  Identify different  Teacher  Language February the interrelationships among forms of energy observation Arts fundamental concepts in the  Describe how energy  Group RT.3.1-.10 physical, life, and Earth can cause a change checklist RF.3.4.A.B systems sciences.  Compare and contrast  Completed W.3.4.7.8 5.1.3.A.2  Use outcomes of investigations the way in which study guide SL.3.1.A-D to build and refine questions, energy is transformed  Completed L.3.4.A.D models, and explanations.  Contrast potential and labs L.3.5.B 5.1.3.A.3  Use scientific facts, kinetic energy  Tests  Math measurements, observations,  Demonstrate that 3.NBT.1-.2 and patterns in nature to build potential energy can 3.MD.1.3 and critique scientific change to kinetic and  21st Century arguments. back Life & 5.1.3.B.1  Design and follow simple  Explain the scientific Career plans using systematic meaning of work and Skills observations to explore use a formula to 9.1.3.A.1,2,5 questions and predictions. calculate the amount 9.1.3.B.1 5.1.3.B.2  Measure, gather, evaluate, and of work done in 9.1.3.C.1 share evidence using tools and various situations 9.1.3.D.1 technologies.  Analyze the effect of 9.1.3.F.1,2,3  Formulate explanations from friction on moving  Technology 5.1.3.B.3 evidence. objects 8.1.3.F.1  Communicate and justify  Identify ways of  World 5.1.3.B.4 explanations with reasonable increasing and Languages and logical arguments. decreasing friction 7.1.NM.B.5  Monitor and reflect on one’s  Observe how the 5.1.3.C.1 own knowledge regarding how slope of a ramp ideas change over time. affects the effort  Revise predictions or required to move an 5.1.3.C.2 explanations on the basis of object learning new information.  Calculate the  Present evidence to interpret mechanical 5.1.3.C.3 and/or predict cause-and-effect advantage of an outcomes of investigations. inclined plane  Experiment to 5.1.3.D.1  Actively participate in discussions about student data, identify the variables questions, and understandings. that determine the mechanical 5.1.3.D.2  Work collaboratively to pose, refine, and evaluate questions, advantage of levers investigations, models, and  Observe the force theories. required to lift 5.1.3.D.3  Demonstrate how to safely use objects with pulleys tools, instruments, and  Investigate different supplies. kinds of levers and 5.2.3.E.1  Demonstrate through modeling pulleys that motion is a change in  Make and use a position over a period of time. model wheel and axle 5.2.3.E.2  Identify the force that starts  Explain the effect of something moving or changes applying a force to its speed or direction of either wheel in a motion. wheel and axle 5.2.3.E.4  Investigate, construct, and generalize rules for the effect that force of gravity has on balls of different sizes and weights. March/ 5.1.3.A.1  Demonstrate understanding of  Infer that air takes up  Teacher  Language April the interrelationships among space and has weight. observation Arts fundamental concepts in the  Describe the makeup  Group RT.3.1-.10 physical, life, and Earth of the atmosphere. checklist RF.3.4.A.B systems sciences.  Compare the  Completed W.3.4.7.8 5.1.3.A.2  Use outcomes of investigations atmosphere to a green study guide SL.3.1.A-D to build and refine questions, house.  Completed L.3.4.A.D 5.1.3.A.3 models, and explanations.  Observe that the labs L.3.5.B  Use scientific facts, Earth is warmed  Tests  Math measurements, observations, unevenly. 3.NBT.1-.2 and patterns in nature to build  Infer why warm air 3.MD.1.3 and critique scientific rises. arguments.  Apply that hot air  21st Century 5.1.3.B.1  Design and follow simple rises to understanding Life & plans using systematic how hot air balloons Career observations to explore work. Skills questions and predictions.  Describe how wind is 9.1.3.A.1,2,5 5.1.3.B.2  Measure, gather, evaluate, and produced. 9.1.3.B.1 share evidence using tools and  Predict and observe 9.1.3.C.1 technologies. how temperature 9.1.3.D.1 5.1.3.B.3  Formulate explanations from changes air pressure. 9.1.3.F.1,2,3 evidence.  Make and use a  Technology 5.1.3.B.4  Communicate and justify model of a barometer. 8.1.3.F.1 explanations with reasonable  Explain how gravity  Visual and and logical arguments. relates to air pressure. Performing 5.1.3.C.1  Monitor and reflect on one’s  Discover how air Arts own knowledge regarding how pressure can be 1.3.3.D.1 ideas change over time. measured. 5.1.3.C.2  Revise predictions or  Make and use a explanations on the basis of model of a wind vane learning new information. and an anemometer. 5.1.3.C.3  Present evidence to interpret  Explain how wind and/or predict cause-and-effect can be a source of outcomes of investigations. energy.  Actively participate in 5.1.3.D.1  Make and use a discussions about student data, model of a rain questions, and understandings. gauge. 5.1.3.D.2  Work collaboratively to pose,  Describe the way that refine, and evaluate questions, snow affects people investigations, models, and around the world. theories.  Explain ways that the 5.1.3.D.3  Demonstrate how to safely use amount of water tools, instruments, and vapor in the air supplies. affects the weather. 5.4.3.E.1  Develop a general set of rules  Observe and classify to predict temperature changes cloud types. of Earth materials, such as  Identify clouds water, soil, and sand, when associated with placed in the Sun and in the different types of shade. weather. 5.4.3.F.1  Identify patterns in data  Analyze, evaluate, collected from basic weather and apply knowledge instruments. about weather 5.4.3.G.1  Explain how clouds form. conditions and  Observe daily cloud patterns, patterns. 5.4.3.G.2 types of precipitation, and  Analyze, evaluate, temperature, and categorize the and apply clouds by the conditions that information about form precipitation. severe weather and 5.4.3.G.3  Trace a path a drop of water safety precautions. might follow through the water  Interpret data about cycle. hours of sunlight in 5.4.3.G.4  Model how the properties of winter and summer water can change as water and its relationship to moves through the water cycle. changes in seasons.  Investigate how the tilt of the Earth’s axis affects the changing seasons worldwide.  Infer why microclimates occur.  Investigate three major types of climates.  Discover how scientists study climate change.

May/June 5.1.3.A.1  Demonstrate understanding of  Infer what plants and  Teacher  Language the interrelationships among animals need to observation Arts fundamental concepts in the survive.  Group RT.3.1-.10 physical, life, and Earth  Explain that to checklist RF.3.4.A.B systems sciences. survive, living things  Completed W.3.4.7.8 5.1.3.A.2  Use outcomes of investigations must be able to live study guide SL.3.1.A-D to build and refine questions, from their  Completed L.3.4.A.D models, and explanations. environment. labs L.3.5.B 5.1.3.A.3  Use scientific facts,  Classify foods as of  Tests  Math measurements, observations, plant or animal 3.NBT.1-.2 and patterns in nature to build origin. 3.MD.1.3 and critique scientific  Describe how  21st Century arguments. decomposers change Life & 5.1.3.B.1  Design and follow simple food. Career plans using systematic  Distinguish between Skills observations to explore producers and 9.1.3.A.1,2,5 questions and predictions. consumers. 9.1.3.B.1  Measure, gather, evaluate, and  Compare and contrast 9.1.3.C.1 5.1.3.B.2 share evidence using tools and herbivores, 9.1.3.D.1 technologies. carnivores, 9.1.3.F.1,2,3  Formulate explanations from omnivores, and  Technology 5.1.3.B.3 evidence. decomposers. 8.1.3.F.1  Communicate and justify  Identify sequence of  Visual and 5.1.3.B.4 explanations with reasonable feeding relationships Performing and logical arguments. in a food chain. Arts 5.1.3.C.1  Monitor and reflect on one’s  Infer that all food 1.3.3.D.1 own knowledge regarding how chains begin with a ideas change over time. producer. 5.1.3.C.2  Revise predictions or  Describe how food explanations on the basis of chains form food learning new information. webs. 5.1.3.C.3  Present evidence to interpret  Explain how a chain and/or predict cause-and-effect in one part of the outcomes of investigations. food web affects the 5.1.3.D.1  Actively participate in rest of the food chain. discussions about student data,  Compare the parts of questions, and understandings. living things and 5.1.3.D.2  Work collaboratively to pose, show how they are refine, and evaluate questions, adapted for a certain investigations, models, and environment. theories.  Evaluate the behavior 5.1.3.D.3  Demonstrate how to safely use of living things that tools, instruments, and suit an organism to a supplies. particular lifestyle. 5.3.3.A.1  Develop and use evidence-  Identify defensive based criteria to determine if adaptations of an unfamiliar object is living organisms. or nonliving.  Describe how  Identify sources of energy chemical the 5.3.3.B.1 (food) in a variety of settings adaptations of many (farm, zoo, ocean, forest). plants can be used by people as medicines.  Infer the causes of change in an 5.3.3.C.1  Predict the biotic and abiotic environment. characteristics of an unfamiliar  Investigate how organism’s habitat. changes animals and 5.3.3.C.2  Explain the consequences of people make in an rapid ecosystem change (e.g., environment affect flooding, wind storms, other living things. snowfall, volcanic eruptions), and compare them to consequences of gradual ecosystem change (e.g., gradual increase or decrease in daily temperatures, change in yearly rainfall). 5.3.3.D.1  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.