Third Grade. I can Define species, cell, nucleus, cytoplasm, mitochondria, ribosomes, reproduction, egg, chrysalis, off-spring.

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1 Third Grade Animals Indicator(s): Explain that animals are made of smaller units called cells. Draw animal cells and identify their parts. Ls3.1. Compare the life cycles of different animals including birth to adulthood, reproduction and death (e.g., egg-tadpole-frog, eggcaterpillar-chrysalis-butterfly). 1. Define species, cell, nucleus, cytoplasm, mitochondria, ribosomes, reproduction, egg, chrysalis, off-spring. 2. Explain that animals are made of millions of different kinds of small units called cells. 3. Illustrate an animal cell and label its main parts. 4. Relate that animals and humans get their characteristics from cells. 5. Identify each of the basic steps (birth, adulthood, reproduction, death) of a life cycle. 6. Illustrate the life cycle of various animals. 7. Point out and discuss similarities and differences between life cycles of various species. 8. Construct a time-line of the life cycle of several species to compare and contrast stages of development. Third Grade I Can 1

2 Animals Indicator(s): Ls3.3. Classify animals according to their characteristics (e.g., body coverings and body structure). EsK.2. Explore that animals and plants cause changes to their surroundings. Ls3.2. Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies). Ls3.5. Observe and explore how fossils provide evidence about animals that lived long ago and the nature of the environment at that time. Ls3.4. Use examples to explain that extinct organisms may resemble organisms that are alive today. 1. Define structure, function, survival, fossil, vertebrate, invertebrate, insect, mammal, exoskeleton, reptile, amphibian, camouflage, predator, prey, food chain, food web. 2. Identify specific characteristics of insects, mammals, reptiles, and amphibians. 3. Observe characteristics of an animal and classify it according to its characteristics. 4. Discuss how the body characteristics and structures of an animal help it survive, get food and avoid predators. 5. Explain ways an animal s body characteristics or structures could make it hard for it to survive. 6. Observe fossil evidence and explain how animals have changed or remained the same over many years. 7. Relate the changes in a species to its ability to avoid extinction. 8. Give and support adaptations that an endangered species needs to make in order to avoid extinction. 9. Predict environmental changes that could cause an animal to become endangered and determine which adaptations would be needed to avoid extinction. Third Grade I Can 2

3 Geology- Rocks and Minerals Indicator(s): Es3.1. Compare distinct properties of rocks (e.g., color, layering and texture). Explain that rocks are made of minerals and minerals are made by combining different elements (atoms) such as aluminum, oxygen, iron, silicon, etc. Es3.2. Observe and investigate that rocks are often found in layers. Es3.3. Describe that smaller rocks come from the breakdown of larger rocks through the actions of plants and weather. **Explain that rocks can be changed by chemical and physical weathering. Explain that different rocks (igneous, metamorphic and sedimentary) are formed by applying heat and pressure. 1. Define layers, texture, minerals, elements, atoms, physical, chemical, igneous, metamorphic, sedimentary, luster, heat, pressure, weathering 2. Observe rocks and describe their physical properties. 3. Classify rocks according to similar properties (color, texture, hardness, Luster, crystal size). 4. Identify differences in how igneous, metamorphic, and sedimentary rocks are made and the unique physical properties that result. 5. Separate rocks into categories (igneous, metamorphic, sedimentary) based on its physical properties. 6. Explain that rocks can be broken into smaller and smaller pieces by the processes of weathering (plants, physical, chemical). 7. Describe that rocks are made of different minerals (groups of atoms) and elements (one kind of atom). 7. Interpret diagrams of rock layers to find their age and determine the type of rock most likely found at that depth. Third Grade I Can 3

4 Geology- Rocks and Minerals Indicator(s): Es3.4. Observe and describe the composition of soil (e.g., small pieces of rock and decomposed pieces of plants and animals, and products of plants and animals). Es3.5. Investigate the properties of soil (e.g., color, texture, capacity to retain water, ability to support plant growth). Es3.6. Investigate that soils are often found in layers and can be different from place to place. 1. Define soil, organic, capacity, composition, decomposition 2. Investigate, list, and describe the basic composition (make up) of soil. 3. Observe properties of various types of soil. 4. Compare and contrast the physical properties of various soil types. 5. Explain how soil is made and that it forms layers (top soil and sub-soil) over time. 6. Research the types of top soil found locally and in other environments around the world. 7. Relate top soil types to their usefulness as a resource for plants and animals in various environments 8. Relate composition and thickness of soil layers to the conditions when it was formed. 9. Develop an experiment to determine which soils are best for plant growth and explain why. Third Grade I Can 4

5 Technology Indicator(s): Technology s Impact on Society: Define technology as an application of science. ST3.1. Describe how technology can extend human abilities (e.g., to move things and to extend senses). ST3.3. Investigate ways that the results of technology may affect the individual, family and community. ST4.2. Investigate how technology and inventions change to meet peoples' needs and wants. ST4.1. Explain how technology from different areas (e.g., transportation, communication, nutrition, healthcare, agriculture, entertainment and manufacturing) has improved human lives. ST3.2. Describe ways that using technology can have helpful and/or harmful results. ST5.1. Investigate positive and negative impacts of human activity and technology on the environment. 1. Define technology, invention, agriculture, manufacturing, transportation, communication 2. Describe ways that technology allows us to move ourselves and objects farther and faster, do work, see things we could not with our eyes, or communicate over far distances. 3. Provide examples of ways that technology helps my family and me meet our/my needs and wants. 4. Research changes over time in certain technologies a. transportation b. communication c. nutrition d. healthcare e. agriculture f. entertainment g. manufacturing 5. Explain helpful and harmful ways that technology has changed daily human life. 6. Investigate positive and negative ways that human activities and technology affect the environment. 7. Predict the future if current human activities and technology remain the same (i.e. negatives are not addressed). Third Grade I Can 5

6 Technology Indicators: Design and Apply Technology (Be a Scientist): ST3.4. Use a simple design process to solve a problem (e.g., identify a problem, identify possible solutions and design a solution). ST3.5. Describe possible solutions to a design problem (e.g., how to hold down paper in the wind). ST4.3. Describe, illustrate and evaluate the design process used to solve a problem. ST2.4. Communicate orally, pictorially, or in written form the design process used to make something. ST5.3. Explain how the solution to one problem may create other problems. ST5.2. Revise an existing design used to solve a problem based on peer review. 1. Define design, process, problem, solution 2. Recognize a problem that exists and identify the likely cause(s). 3. Collect information about a problem and its likely cause(s). 4. Propose possible solutions to the problem. 5. Design and illustrate a way to solve a problem in several steps. 6. Carry out my design and determine how well it works and how it could be better. 7. Analyze my design to find problems it may cause. 8. Share (orally, pictorially, or in written form) my design with others and get advice on how to improve how well it works or reduce problems it causes. 9. Revise my design based on my findings and the others feedback and explain the needed changes. 10. Implement changes and conclude how well the problem was solved. Third Grade I Can 6

7 Force and Motion Indicators: Ps3.1. Describe an objects position by locating it relative to another object or the background. Ps3.2. Describe an objects motion by tracing and measuring its position over time. 1. Define position, reference point, relative, motion, time period. 2. Choose a reference point and describe an object s position using a reference point (distance and direction). 3. Explain that an object s position can change its appearance (size) depending on whether you compare it to another object or the background. 4. Record the position of an object as it moves over equal periods of time and the time an object takes to move equal distances. 5. Create a bar graph of an object s position and time. 6. Interpret speed (fast/faster/fastest) of an object by relating the distance traveled to time it takes. Third Grade I Can 7

8 Force and Motion Indicators: Ps3.3. Identify contact/non-contact forces that affect motion of an object (e.g., gravity, **magnetism and collision). Ps3.4. Predict the changes when an object experiences a force (e.g., a push or pull, weight and friction). 1. Define force, contact, non-contact, gravity, magnetism, collision, weight, friction 2. Identify which forces cause motions I see in everyday life. 3. Recognize that motion can be caused whether an object is touched (collisions, friction) by another object or not (magnets, static electricity, gravity). 4. Explain how changing the amount and direction of force will change the resulting motion. 5. Explain how the strengths of magnetism and gravity change with distance. 6. Create an experiment to determine the effect of weight on an object s motion and the force needed to move it. 6. Create an experiment to determine the effect of friction on an object s motion and the force needed to move it. 7. Record and graph the data from my experiments. 8. Conclude how weight, friction, force, and motion relate. Third Grade I Can 8

9 Science and Technology Standards Benchmark 3-5: Describe how technology affects human life. ST3.1. Describe how technology can extend human abilities (e.g., to move things and to extend senses). ST3.2. Describe ways that using technology can have helpful and/or harmful results. ST3.3. Investigate ways that the results of technology may affect the individual, family and community. ST4.1. Explain how technology from different areas (e.g., transportation, communication, nutrition, healthcare, agriculture, entertainment and manufacturing) has improved human lives. ST4.2. Investigate how technology and inventions change to meet peoples' needs and wants. ST5.1. Investigate positive and negative impacts of human activity and technology on the environment. Benchmark 3-5: Describe and illustrate the design process. ST3.4. Use a simple design process to solve a problem (e.g., identify a problem, identify possible solutions and design a solution). ST3.5. Describe possible solutions to a design problem (e.g., how to hold down paper in the wind). ST4.3. Describe, illustrate and evaluate the design process used to solve a problem. ST5.2. Revise an existing design used to solve a problem based on peer review. ST5.3. Explain how the solution to one problem may create other problems. Scientific Inquiry Standards Benchmark 3-5: Develop, design and safely conduct scientific investigations and communicate the results. SI3.4. Identify and apply science safety procedures. SI3.6. Communicate scientific findings to others through a variety of methods (e.g., pictures, written, oral and recorded observations). SI4.3. Develop, design and conduct safe, simple investigations or experiments to answer questions. Third Grade I Can 9

10 SI4.4. Explain the importance of keeping conditions the same in an experiment. SI4.5. Describe how comparisons may not be fair when some conditions are not kept the same between experiments. SI4.6. Formulate instructions and communicate data in a manner that allows others to understand and repeat an investigation or experiment. SI5.4. Identify one or two variables in a simple experiment. SI5.5. Identify potential hazards and/or precautions involved in an investigation. SI5.6. Explain why results of an experiment are sometimes different (e.g., because of unexpected differences in what is being investigated, unrealized differences in the methods used or in the circumstances in which the investigation was carried out, and because of errors in observations). Benchmark 3-5: Safely use appropriate instruments to observe, measure, and collect data when conducting scientific investigations. SI 3.1, 4.1. Select the appropriate tools and use relevant safety procedures to measure and record length, weight, volume, temperature and area in metric and English units. SI4.3. Develop, design and conduct safe, simple investigations or experiments to answer questions. SI5.1. Select and safely use the appropriate tools to collect data when conducting investigations and communicating findings to others (e.g., thermometers, timers, balances, spring scales, magnifiers, microscopes and other appropriate tools). Benchmark 3-5 B: Organize and evaluate observations, measurements, and other data to formulate inferences and conclusions. SI3.2. Discuss observations and measurements made by other people. SI3.3. Read and interpret simple tables and graphs produced by self/others. SI3.5. Record and organize observations (e.g., journals, charts and tables). SI4.2. Analyze a series of events and/or simple daily or seasonal cycles, describe the patterns and infer the next likely occurrence. SI5.2. Evaluate observations and measurements made by other people and identify reasons for any discrepancies. Third Grade I Can 10

11 SI5.3. Use evidence and observations to explain and communicate the results of investigations. Scientific Ways of Knowing Benchmark 3-5 SWKA. Distinguish between fact and opinion and explain how ideas and conclusions change as new knowledge is gained. SWK4.1. Differentiate fact from opinion and explain that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed. SWK5.1. Summarize how conclusions and ideas change as new knowledge is gained. Benchmark 3-5 SWKB. Describe different types of investigations and use results and data from investigations to provide the evidence to support explanations and conclusions. SWK3.1. Describe different kinds of investigations that scientists use depending on the questions they are trying to answer. SWK4.3. Explain discrepancies in an investigation using evidence to support findings. SWK5.2. Develop descriptions, explanations and models using evidence to defend/support findings. SWK5.3. Explain why an experiment must be repeated by different people or at different times or places and yield consistent results before the results are accepted. SWK5.4. Identify how scientists use different kinds of ongoing investigations depending on the questions they are trying to answer (e.g., observations of things or events in nature, data collection and controlled experiments). Benchmark 3-5 SWKC. Explain the importance of keeping records of observations and investigations that are accurate and understandable. SWK3.2. Keep records of investigations and observations and do not change the records that are different from someone else's work. SWK4.2. Record the results and data from an investigation and make a reasonable explanation. SWK4.4. Explain why keeping records of observations and investigations is important. SWK5.5. Keep records of investigations and observations that are understandable weeks or months later. Third Grade I Can 11

12 Benchmark 3-5 SWKD. Explain that men and women of diverse countries and cultures participate in careers in all fields of science. SWK3.3. Explore through stories how men and women have contributed to the development of science. SWK3.4. Identify various careers in science. SWK3.5. Discuss how both men and women find science rewarding as a career and in their everyday lives. SWK5. 6. Identify a variety of scientific and technological work that people of all ages, backgrounds and groups perform. Third Grade I Can 12