3RD GRADE
In grades 3, 4, and 5, the curriculum science units of life, earth, and physical sciences are taught sequentially. All concepts taught are applied to daily life through a variety of experiences and become building blocks for future learning in the area of science.
Science curriculum in grades 3, 4, and 5 covers the life, earth, and physical sciences. These disciplines not only prepare our students for upper level science courses, but also provide them a taste of science found in their future.
Grade
and/or Class: Third Grade Science
Last
Revision: 2001-2002
Writer: Rhonda Simon
By
the end of grade 3, all students should be able to
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District skill Competency |
Frameworks Alignment |
Activities |
Assessment |
Content
Standards |
Performance Standards |
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Identify components of a mixture and separate,
sort, or group the components by their properties. |
I,
A, 3a II,
C, 2a III, A, 3a |
In
large or small groups, students will make Jello or lemonade and explore a tub
of toys. For additional activities,
see Resource Guide for Matter and How it Changes unit. |
Individually,
students will identify components as they separate and sort the ingredients
of the mixture. Students will
separate, sort, and group by color, shape, wheels, etc. |
SC1,
SC7, SC8 |
1.6,
3.5 |
|
2. Select and classify a
variety of common materials and objects as being composed of one substance or
more than one substance. |
I,
A, 2a III,
A, 4a |
In
large or small groups, students will hold a toy parade for observation. For
additional activities, see Resource Guide for Matter and How it Changes unit |
Individually,
students will classify materials used to build the object (wood, plastic,
metal. . .). |
SC1,SC7 |
1.3,
2.3, 3.5 |
|
3. Refine and adapt the parts
of objects to create a new object. |
I,
A, 41 II,
B, 2a III,
A, 4b |
In
large or small groups, students will create a new item (art, craft,
invention) using “trash”. For additional activities, see Resource Guide for
Matter and How it Changes unit. |
Individually,
students will refer to the new item they create in the activity and list
where original parts were refined or adapted from. |
SC1,
SC7, SC8 |
2.5,3.3 |
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District skill Competency |
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Performance Standards |
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4. Identify that the mass of
an object equals the sum of the masses of its parts. |
I,
A, 4a I,
B, 1b III,
A, 4c |
Using
Legos or other building blocks create a “creature” as a small group. Use a balance to compare mass of its
components snapped together and pulled apart. For additional activities, see
Resource Guide for Matter and How it Changes unit. |
Students
will orally identify that the mass of an object equals the sum of the masses
of its parts based on their activity results. |
SC1,
SC7 |
2.3,
2.7 |
|
5. Predict the properties of a mixture given
the concentration of ingredients. |
I,
A, 2a II,
C, 1a III,
A, 51 |
In
large or small groups, students will mix multiple batches of cookies. They will change the amounts of various
ingredients (sugar, flour, etc.). For additional activities, see Resource
Guide for Matter and How it Changes unit. |
Individually,
students will predict outcomes of mixtures. (not sweet enough, too crumbly)
students will evaluate and analyze their predictions. |
SC1,
SC7, SC8 |
2.3,
3.3 |
|
6. Identify the factors that determine the
choice of materials for a particular purpose. |
III,
A, 5b |
Students
will be given a slip of paper with a specific object on it (bridge, mouse
trap, basketball) and in small groups will identify, discuss, and compare the
factors that decide what materials it’s made from (strength, bounce,
moveable…). For additional activities, see Resource Guide for Matter and How
it Changes unit. |
Individually,
students will identify the factors that determine the choice of materials for
a particular purpose. |
SC1 |
3.2,3.5 |
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District skill Competency |
Frameworks Alignment |
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Assessment |
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Standards |
Performance Standards |
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7. Use magnifiers, measuring
tools and other technology to explore and identify the properties of matter
or objects. |
I,
A, 1a III,
A, 6a |
Students
will explore plant parts using magnifiers to identify smaller properties. For
additional activities, see Resource Guide for Energy in Your World unit. |
Students
will identify newly seen details from using magnifiers |
SC1,
SC7 |
1.3,
1.4 |
|
8. Identify strategies that
were applied to change matter by heating or cooling. Predict what changes will occur. |
III,
A, 6b |
After
reading From Wax to Crayons, students will identify which strategies
were applied to change matter. For additional activities, see Resource Guide
for Matter and How it Changes unit. |
Student
will draw a flowchart to show the applied strategies. |
SC1 |
1.8,
2.2 |
|
9. Observe and describe the effects of the
environment on a variety of objects (dissolving, weathering, shrinking,
melting, rusting). |
I,
A, 2a I,
B, 2a III,
A, 6c |
Students
will observe items (salt block, metal shovel…) in outdoor locations at least
4 times during the school year. For additional activities, see Resource Guide
unit for Matter and How it Changes unit |
Students
will record descriptions of items observed (salt block, metal shovel…) in
outdoor locations. |
SC1,
SC7 |
1.3,
2.1 |
|
10. Explain how sound travels through some materials better than in others. |
I,
A, 3a II,
C, 1a III,
B, 7a |
Students
will observe sound travelling through various objects (metal table, wood block,
balloon, tub of water…). For additional activities, see Resource Guide for
Sound unit. |
In
small groups, students will create, execute,and explain in a presentation to
classmates an investigation to answer the question “How can we see if sound
travels through some materials better than others?” |
SC1,
SC7, SC8 |
1.3 3.1 3.6 |
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District skill Competency |
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11. Use various tools to weigh an object to
find its mass. |
I,
A, 5A I,
B, 2A IV,
B, 3A |
In
large or small groups, students will use a scale to weigh an object; use a
balance to mass the same object; compare the numbers. Repeat with other objects. For additional
activities, see Resource Guide for Forces, Machines, and Work unit. |
Individually,
students will use a scale and balance to weigh objects and find their masses. |
SC2,
SC7 |
1.4 3.3 |
|
12. Use a scale to identify and record weight
as the force of gravity. |
I,
A, 5a IV,
B, 4a |
In
small groups, students will place three objects on a scale and record the
weight as the force of gravity. For additional activities, see Resource Guide
for Forces, Machines, and Work unit. |
Individually,
students will use a scale to identify and record weight as the force of
gravity. |
SC2 |
3.7 4.1 |
|
13. Design and conduct inquiries to study the
effects of an electrostatic force on the motion of an object. |
IV,
B, 4b |
Individually
and in small groups, students will blow up balloons, tie them and let them
go. Then charge them with static
electricity and let them go. Compare
results of the two inquiries. For additional activities, see Resource Guide
for Energy in Your World unit. |
Individually,
students will design and conduct further inquiries using other objects and
static electricity (socks, paper, etc.) |
SC2 |
1.3 3.4 |
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District skill Competency |
Frameworks Alignment |
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Standards |
Performance Standards |
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14. Demonstrate and investigate magnetic force
fields. |
IV,
B, 4c |
Using
an overhead projector and a Ziploc bag with metal filings, students will
individually use a variety of magnets to project the silhouettes of magnetic
fields. For
additional activities, see Resource Guide for Energy in Your World unit. |
The
students will diagram and label the magnetic fields for a variety of different
shaped magnets. |
SC2 |
1.2,
1.4, 3.2 |
|
15. Identify and analyze how much force is
needed to move a variety of objects. |
IV,
C, 2a |
In
small groups, students will use a slingshot to identify and analyze how much
force is needed to move a variety of objects. For additional activities, see
Resource Guide for Forces, Machines, and Work unit. |
Individually,
students will identify and analyze how much force is needed to move a variety
of objects. They will chart their
results from least to most force required. |
SC2 |
1.8 2.4 |
|
16. Analyze and explain the way a simple
machine increases the applied force. |
IV,
C, 4a |
In
large group discussion, students will analyze and explain the forces used in
everyday tasks (riding a bike, driving up a ramp, swinging) and identify the
forces and motions involved and how they change by using machines. For
additional activities, see Resource Guide for Forces, Machines, and Work
unit. |
Individually,
students will analyze and explain how much force is needed to lift a bike to
the top of a hill or ride to the top of a hill. The students will identify how the wheel
and axle and inclined plain assist in the amount of force required to
complete this or similar tasks. |
SC2 |
1.1 2.1 |
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District skill Competency |
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Standards |
Performance Standards |
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17. Label models of sun, moon, Earth, and other
planets and demonstrate the relationship of the sun and moon, and Earth and
the Earth’s position in the universe. |
V,
A, 1a |
In
small groups, students will role-play the various positions and motions
(rotation, revolution) or the sun, moon, Earth, and other planets in relation
to one another. For additional activities, see Resource Guide for Sun,
Planets, and Moon unit. |
Following
the activity, the students will draw a diagram and label specific information
(distances, movement, length of time for motions) to demonstrate
understanding of these relationships.
|
2.1 2.2 3.3 |
|
|
18. Describe the major components of our solar
system. |
V,
A, 1b |
Individually
students will conduct research and describe in a visual presentation the
specific components of our solar system. For additional activities, see
Resource Guide for The Sun, Planets, and Moon unit. |
Individually
students will describe the specific aspects and features of various bodies
that are included in our solar system.
They will match descriptions to
the appropriate component of our solar system. |
SC6 |
1.1 1.8 2.1 |
|
19. Illustrate placement of sun, moon, and
earth to explain length of day, month, and year. |
I,
A, 8a V,
A, 2a |
Students
will role-play the motion of the sun, moon, and the earth using a flashlight,
a marble, and a ball. Class discussion
will involve the earth’s placement in relation to the sun as determining our
time frames. For additional activities, see Resource Guide for The Sun,
Planets, and Moon unit. |
Individually
students will draw a diagram that illustrates placement of the sun, moon, and
earth to explain length of day, month, and year. |
SC6,
SC7 |
1.6 3.5 |
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District skill Competency |
Frameworks Alignment |
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Assessment |
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Standards |
Performance Standards |
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20. Compare and contrast Earth’s properties to
other planets in our solar system. |
V,
A, 4a |
The
students will conduct research to investigate properties of several of the
planets in our solar system. For additional activities, see Resource Guide
for The Sun, Planets, and Moon unit. |
Following
their research, the students will create a Venn Diagram showing a comparison
and contrast of Earth’s properties with another planet. |
SC6 |
1.2 1.8 |
|
21. Explain how the Earth’s movements and tilt
give seasons. |
I,
B, 1a V,
A, 5a |
As
a class the students will use an electric solar system model to explore
Earth’s movement and tilt for each season. For additional activities, see
Resource Guide for The Sun, Planets, and Moon unit. |
Individually,
the students will use the electric solar system model to orally explain
Earth’s movement and tilt for each season. |
SC6 SC7 |
1.4 2.1 |
|
22. Explain how the rotation of the Earth
relates to the day/night cycle. |
V,
B, 2a |
Using
either an electric solar system model or a flashlight and ball, the students
will explore the Earth’s rotation relating to the day/night cycle and observe
night as a shadow in small groups. For additional activities, see Resource
Guide for The Sun, Planets, and Moon unit. |
Individually,
the students will write a paragraph describing the Earth’s rotation relating
to the day/night cycle. |
SC6 |
1.4 2.1 4.1 |
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District skill Competency |
Frameworks Alignment |
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Standards |
Performance Standards |
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23. Identify and evaluate patterns in the sky. |
V,
B, 5a |
In
small groups, the students will investigate patterns found in the sky (moon
phases, constellations, clouds, etc.). For additional activities, see
Resource Guide for The Sun, Planets, and Moon unit. |
Following
their investigations, students will select a specific pattern discovered in
the sky to use in designing a stationary border. They will write a brief explanation of the
importance of the pattern scientifically and in their everyday lives. |
SC6 SC7 |
1.6 2.1 2.5 4.1 |
|
24. Explain how time can be based on movements
of Earth in relation to the sun. |
V,
B, 5a |
Individually
students will make a working sundial. For
additional activities, see Resource Guide for The Sun, Planets, and Moon
unit. |
After
making their sundial, students will explain how time is based on the
movements of Earth in relation to the sun. |
SC6 |
1.8 2.5 |
|
25. Demonstrate and explain the reasons for
different time zones. |
V,
B, 7a |
Individually
students will use a globe and a flashlight to demonstrate and explain the
reasons for the different time zones. For additional activities, see Resource
Guide for The Sun, Planets, and Moon unit. |
The
students will select two locations in separate time zone on the globe. They will model individually, using a globe
and a flashlight, the movement of the earth and sun to demonstrate “high
noon” for each of these locations. |
SC6 |
3.5 4.1 |
|
26. Explain the use of different clothing and
equipment used by people who travel into space. |
II,
A, 2a II,
A, 3a II,
B, 1a V,
C, 1a |
Students
will visit NASA’s web site to research equipment and clothing necessary for
space travel. For additional activities, see Resource Guide for The Sun,
Planets, and Moon unit. |
Individually
students will design and explain use of a newer, better version of space
clothing or equipment for space travel. |
SC6 SC7 |
1.9 2.5 2.7 |
District skill Competency |
Frameworks Alignment |
Activities |
Assessment |
Content
Standards |
Performance Standards |
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27. Identify prominent features of the Earth
and planets of the night sky. |
I,
A, 3a V,
C, 2a |
Students
will use a wide variety of resources (text, internet, videos, etc.) to
collect factual information about the planets of our system. For additional
activities, see Resource Guide for The Sun, Planets, and Moon unit. |
Individually
students will construct and complete a chart that identifies prominent
features (location, size, coloring, etc.) of earth and 3 other planets. |
SC6 |
1.2 1.4. |
|
28. Conduct research and record temperatures and
weather conditions. Create a visual
presentation to share observed patterns of change. |
I,
A, 6a I,
A, 6b VI,
A, 4a |