Science Process Skills

Transcription

1 Columbia Falls - S6 SCENCE GRAE 3 Course Overview: Focus Areas: Chemical Tests, Plant Growth and evelopment, Rocks and Minerals, Soils Students will continue to learn and apply science process skills as they gain new knowledge in the areas of chemical tests, plant growth and development, rocks and minerals, and soils. Varied will be used that are specifically designed to complement the inquiry approach to learning science. Science Content Standards and The content of the science curriculum is based upon the Montana Standards for science. Standard 1 focuses on the inquiry process of science. Standard 2 focuses on the interrelationships among science, technology and society. Standard 3 focuses on the history and nature of science and technology. The intent is that the first three standards not necessarily be taught in isolation, but that they be woven into the last three content standards which focus on developing specific understandings of the physical, life, Earth, and space sciences. Only those benchmarks with essential learnings listed below them apply to Grade 3. Science Process Skills Standard 1: Students will design, conduct, evaluate and communicate scientific investigations. 1.1 Students will be given a testable question, plan, design, and safely conduct a scientific investigation with identified variables observe, measure, and identify properties of objects. for all compare, sort, and group objects according to two properties plan and conduct a simple investigation that collects information about characteristics or properties and how these might change over time collect, categorize, order, and organize observational data. Curriculum Area: Science Grade 3 1

2 Columbia Falls - S gather information from reliable sources in order to make an informed prediction. 1.2 Students will select and accurately use appropriate tools to measure (in S units), process and analyze results of a basic investigation select and use appropriate equipment like: rulers, measuring cups, thermometers, magnifying glasses, dissecting microscopes, and graduated cylinders to gather data and extend the senses explain or interpret an observation based on data and prior knowledge. 1.3 Students will represent, communicate and provide supporting evidence of scientific investigations communicate about scientific investigations. Use listening skills (e.g. Listen to her. How is your idea different?); Write and speak clearly about science ideas (e.g. What do you mean? Can you say that another way?) for all use numbers, shapes, symbols, drawings, graphs or tables to show what was observed in an investigation (e.g. How does your picture show what really happened?). 1.4 Students will describe relationships among parts of a familiar system (e.g. digestive system, simple machines, plants) and identify and record changes and patterns of changes in the system know that a system is individual parts that operate as a whole (e.g. bicycle, plant, human body, toy car, fishing rod and reel) and give many varied examples; for all observe and describe relationships among parts of a system describe parts of a system and how they are related record changes in a system record patterns of changes in a system. 1.5 Students will construct models that illustrate simple concepts and compare those models to what they represent. Curriculum Area: Science Grade 3 2

3 Columbia Falls - S6 1.6 Students will communicate results from a controlled experiment that are reproducible give a sequence of written instructions that another student could follow. for all repeat procedures or experiments to show others how results were obtained. Science, Technology, and Society Standard 2: Students will understand how scientific knowledge and technological developments impact society. 2.1 Students will give examples of how people use science and technology describe and illustrate specific examples of technology that are related to plants and minerals. Pesticides, tractors, fertilizers, disease resistant plants are used to produce food. Some minerals are used by people. 2.2 Students will model scientific collaboration by sharing and communicating ideas and solutions in a variety of cooperative settings identify a simple problem or task. for all participate in cooperative groups to complete a task or solve a problem report the procedures and the solution of a problem to the whole group listen to or observe ideas presented by others. 2.3 Students will use current scientific knowledge to make inferences and propose solutions for local environmental problems (recycling, waste management) identify a simple problem (e.g. lights left on unnecessarily, waste in the lunchroom, litter on the school grounds) for all propose a solution. Curriculum Area: Science Grade 3 3

4 Columbia Falls - S6 2.4 Students will identify a scientific or technological innovation that benefits the community identify objects that have been designed and made by people to solve human problems and enhance the quality of life (e.g. fertilizer, pesticides, use of minerals). History of Science and Technology Standard 3: Students will understand historical developments in science and technology. 3.1 Students will give historical examples of scientific and technological contributions to society know that science and technology have been practiced by all peoples for a long time. Men and women have made a variety of contributions throughout the history of science and technology. 3.2 Students will describe how scientific inquiry has produced much knowledge about the world know that men and women using scientific inquiry have learned much about the objects, events, and phenomena in nature, much more remains to be understood. Science will never be finished; Many people choose as a career and devote their entire lives to studying science; Curriculum Area: Science Grade 3 4

5 Columbia Falls - S6 Physical Science Standard 4: Students will demonstrate knowledge of properties, forms, changes and interactions of physical and chemical systems. 4.1 Student will examine, describe, compare, and classify tangible objects in terms of common physical properties observe and describe materials based on two simultaneous physical traits including size, weight, shape, temperature, and ability to react with other substances using tools such as rulers, thermometers, weight scales, and balances identify materials based on their properties. Substances are classified as acids, bases, or neutrals. 4.2 Students will create mixtures and separate them based on different properties (e.g. salt and sand, iron filings and soil, oil and water) use physical properties to separate or sort a group of objects or materials recognize and describe physical and chemical properties of common household materials describe and demonstrate the separation of solid and liquid mixtures. 4.3 Students will model and explain that matter exists as solids, liquids and gases and can change from one form to another. 4.4 Students will identify and predict what changes and what remains unchanged when matter experiences an external influence demonstrate and describe changes that happen when chemicals are mixed or heated classify chemicals as acids, bases, or neutral. 4.5 Students will identify, build, and describe mechanical systems (e.g., simple and complex machines). 4.6 Students will describe the basic characteristics of light, heat, magnetism and sound. Curriculum Area: Science Grade 3 5

6 Columbia Falls - S6 Life Science Standard 5: Students will demonstrate knowledge of characteristics, structures and functions of living things, the process and diversity of life, and how living organisms interact with each other and their environment. 5.1 Students will identify that plants and animals have structures and systems, which serve different functions describe structures of selected plants and animals and their functions. 5.2 Students will identify and describe basic requirements of energy needed and nutritional needs for each human body system. 5.3 Students will develop models that trace the life cycles of different plants and animals and discuss how they differ from species to species create a presentation of the life cycle of a plant or animal. for all know that some characteristics of plants and animals are inherited from parents and some characteristics are the result of the organism s environment. The ultimate size of plants may be due to environmental factors such as temperature, water and light. 5.4 Students will explain cause and effect relationships in living systems and nonliving components within ecosystems know that all animals depend on plants. Some eat plants directly. Some eat the animals that eat plants. for all know that all necessary resources for life, living and nonliving, can be found in an organism s environment. Curriculum Area: Science Grade 3 6

7 Columbia Falls - S6 5.5 Students will create and use a classification system to group a variety of plants and animals according to their similarities and differences know that one distinguishing characteristic between plants and animals is that plants require water, nutrients, light, and air to make their own food while animals, instead, consume food know that distinct plant features can include structures such as roots, stems and leaves. Some plants reproduce using seeds produced in cones of fruit. Plants generally grow in specific locations. Earth and Space Science Standard 6: Students will demonstrate knowledge of the composition, structures, processes and interactions of Earth s systems and other objects in space. 6.1 Students will describe and give examples of Earth s changing features describe the relationship among weather, rocks, minerals, and soil. The weathering of rocks and minerals provides parts of soils. Soil can change as a result of weather. 6.2 Students will describe the physical properties of Earth s basic materials (including soil, rocks, water and gases.) list the three main components of soils. for all use the properties of color, texture, luster, transparency, hardness, shape, and reaction to magnets to describe different minerals observe and describe the unique physical characteristics of a variety of rock types compare and contrast rocks and minerals use the properties of color, texture, water retention, and the ability to support plant growth to describe soils. Curriculum Area: Science Grade 3 7

8 Columbia Falls - S know that soil provides support and nutrients for plant growth. 6.3 Students will investigate fossils and make inferences about life and the environment long ago. 6.4 Students will observe and describe local weather and demonstrate how weather conditions are measured. 6.5 Students will identify seasons and explain the difference between weather and climate. 6.6 Students will describe objects in the sky and explain that light and heat comes from a star called the Sun. Curriculum Area: Science Grade 3 8