grade 3 science - archdiocese of · pdf filegrade 3 science - 2016, the archdiocese of...

Grade 3 Science - 2016, The Archdiocese of Cincinnati

GRADE 3 SCIENCE

The Archdiocese of Cincinnati has established the following Science standards based on the most

current teachings which are aligned to Ohio New Learning Science Standards. In addition, these

Standards are infused with Catholic Identity and Catholic values. This curriculum gives parents,

students, and teachers the knowledge, understanding, and skill set students need to acquire and satisfy

the Archdiocesan Science Standards for Grade 3.

SCIENCE APPLICATION

Grade 3 students are expected to meet each year’s grade-specific standards. Students retain and master skills

learned in the preceding grades, and will further develop their skills to gain exposure to a range of texts and

tasks. Rigor is infused throughout this Graded Course of Study (GCS) along with relevance to further foster

the values of Catholic teaching.

Science for Grade 3 is divided into four standards:

Science Inquiry and Application (SIA)

Earth and Space Science (ESS)

Life Science (LS)

Physical Science (PS)

SIA – Students in Grade 3 learn that they must become more proficient in the use of the following scientific

processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in

all science content areas:

Observe and ask questions about the natural environment;

Plan and conduct simple investigations;

Employ simple equipment and tools to gather data and extend the senses;

Use appropriate mathematics with data to construct reasonable explanations;

Communicate about observations, investigations and explanations;

Review and ask questions about the observations and explanations of others.

ESS – Grade 3 students learn to focus on Earth’s resources. While resources can be living or nonliving, with

the emphasis on Earth’s nonliving resources such as water, air, rock, soil and the energy they represent.

Students also learn:

Earth’s nonliving resources have specific properties

Earth’s resources can also be used for energy

Some of Earth’s resources are limited.

LS – Students in grade 3 explore life cycles of organisms and the relationship between the natural

environment and an organism’s (physical and behavioral) traits, which affect its ability to survive and

reproduce.

PS – Grade 3 students learn that matter makes up all substances on Earth, and focus on the relationship

between matter and energy. They explore matter’s specific properties. Students also discover that heat is a

familiar form of energy that can change the states of matter. Third grade physical science will learn:


All objects and substances in the natural world are composed of matter

Matter exists in different states, each of which have different properties

Heat, electrical energy, light, sound and magnetic energy are forms of energy.

SUMMARY – SCIENCE GRADE 3

Students in grade 3 have learned that all forms of life were created by the design of God. Third grade

students continue to increase their knowledge with their science skills through inquiry and investigations.

In addition 3rd

grade Science standards can be connected to The Catechism of the Catholic Church for

reference for topics, issues, and/or questions that may arise in Science class. The following may be used:

Topic Section

Science and Faith 159

The Natural Moral Law 1954-1960

Abortion 2270-2275

Suicide 2280-2283

Respect for the person and scientific research 2292-2296

Research aimed at reducing human sterility 2375-2379

Care for Creation and Ethical Use 2415

Scientific experiments using animals 2417-2418

Evolution 279-289

The Archdiocese of Cincinnati stipulates the following exiting skills in the four standards of third

grade Science.

SIA – Science Inquiry and Application

Students in grade 3 must develop the ability in SIA to:

1. Identify questions that can be answered through scientific investigations.

2. Design and conduct a simple scientific investigation.

3. Use appropriate mathematics, tools and techniques to conduct a scientific investigation, analyze and

interpret data, and to gather scientific information.

4. Think critically and logically to connect evidence and explanations.

5. Recognize and analyze explanations and predictions.

6. Communicate about observations and investigations with peers both verbally and in writing.

7. Ask questions about explanations.

8. Keep neat, current and accurate information and data in a science notebook.

ESS – Earth and Space Science

Students in Grade 3 will develop the ability in Earth and Space Science to:

1. Know that God is the Creator of Heaven and Earth, and all Celestial bodies.

2. Understand that resources can be living and non-living.

3. Understand that non-living resources have specific properties.

4. Name forms of energy.

5. Give examples of Earth’s resources that are limited.

6. Keep neat, current and accurate information regarding ESS in a scientific notebook.


LS – Life Science

Students in Grade 3 will develop the ability in Life Science to:

1. Explain the relationship between the natural environment and an organism.

2. Describe both physical and behavioral traits of an organism.

3. Explain why offspring resemble their parents.

4. Understand individuals of the same kind differ in their traits, and the advantages some individuals

acquire.

5. Explain and give examples of how plants and animals adapt for survival in their natural

environments.

6. Keep neat, current and accurate scientific information and data for Life Science in a scientific

notebook.

PS – Physical Science

Students in Grade 3 will develop the ability in Physical Science to:

1. Understand the relationship between matter and energy.

2. Explain the specific properties of matter.

3. Explain how different forms of energy can change the states of matter.

4. Discuss and give examples that all objects in the natural world are composed of matter.

5. Compare/contrast matter in different states and different properties.

6. List and explain the five forms of energy and their purpose.

7. Keep neat, current and accurate scientific information and data for Physical Science in a scientific

notebook.


Inquiry Based Science One of the biggest differences between this Graded Course of Study (GCS) and previous Science Graded

Courses of Study (GCS) is the focus on inquiry based learning. Inquiry based learning is based on the philosophy of

constructivist learning. That is the idea that students must be able to create their own understanding of concepts.

There are several levels to inquiry based learning. These range from no inquiry to open inquiry.

When there is no inquiry, teachers tell the students the facts and expected to repeat these facts to prove their

knowledge. In open inquiry, students are given the materials to learn. The students are expected to create their

own knowledge. This will lead them to a greater understanding and long-term retention of the material.

Think of a time when you learned something new or wanted to understand something in greater depth. It

is rare that the learning process is a linear one. Often, you will be intrigued by something you see. Imagine trying to

figure out why ice melts in the sun. In trying to understand this, you make judgments based on both previous

knowledge and personal experiences. You begin to inquire about why does this happen. You explore and this

becomes less of a mystery. Through this process, you know that the sun and melting ice fit together, but you are

not exactly sure how that happens. Sometimes, it does not fit together nicely and old ideas must be broken down

and reconstructed. (The ice still melted at night; why?) It is through these experiences that understandings are

extended. An idea is tested and if it does not work, we go back and retest it. If we go back to the ice example, you

realize that the ice will melt on a warm night just as it will during a warm day. You realize that it is not the sun by

itself that melts the ice. Instead, it is the heat that causes ice to melt.

Though this entire process, you have gained much more knowledge than heat causes matter to change

form. You have learned how to take your previous knowledge and apply it in a specific situation. You have made

observations, tested your ideas, reflected on what did not work, and gathered additional information. Learning is

not a linear process. Learning is a continuous and individual process. As a student, you facilitated your own

learning. This is exactly what inquiry based learning is. It is taking old skills and knowledge and applying them in

new situations. It is learning by doing.

No Inquiry

•The teacher lectures to the class about electricity and circuits.

Direct Inquiry

•The teacher has the students follow a step- by-step lab to create a circuit and light a bulb.

Guided Inquiry

•The teacher gives the students wire, batteries, and a light bulb. The students are told to create a circuit to light the bulb.

Open Inquiry

•The teacher gives the students wire, batteries, and a light bulb. The students are left to create something on their own.


The teacher still has a very important role in all of this. While students are naturally curious about the world

around them, it is still important for the teacher to lay the groundwork for the class. A question or a problem can

get the students engaged in the instructional task. If we think about marketing, a company needs your attention

before you will buy their product. It does not matter if it is the best product in the world. If you do not know it

exists, you will not purchase it.

When students explore, they are directly involved with the material. This is where they develop the

experiences to build their knowledge. The classroom teacher is necessary at this point to provide the materials

and guided focus.

After the students have completed their explorations, it is time for them to explain what they have

learned. During the explanation process, teachers have a vital role of correcting misconceptions or introducing

formal vocabulary. A student who learned that a ball will continue rolling until friction and gravity act upon it will

have something concrete to think of when Newton’s First Law of Motion is mentioned.

The teacher is also essential in elaboration of the topic. The teacher can raise questions that were not

brought up in the exploration stage. If the students were working with the laws of motion, they can be asked

about which balls will go further on a given surface. It is not possible to explore every situation, but the knowledge

the students gained during the exploration stage will help them in these areas.

Finally, there is the assessment piece. This should be an on-going piece throughout this entire process.

This will allow the teacher to determine whether the student understands the material. Some tools to help you

with this are rubrics, observations, checklists, interviews, and portfolios. Assessment must guide future lesson

planning and may even be cause for modification in the future. For example, if you notice there is a misconception

with many students, you can revisit the concept. If you notice great student interest in a specific area, the class

can be refocused to take advantage of this high level of interest.


Archdiocese of Cincinnati Catholic School’s Office Philosophy of Assessment

Based on educational research, the following is a set of grading practices organized into guidelines. These

guidelines should provide a framework of effective grading practices. The goal is to support student learning

and encourage student success.

It is important to be aware that the qualities of any grading guidelines are directly dependent on the quality of

diagnostic, formative, and summative assessments used in the classroom. They are not meant to be so specific

when a teacher is not afforded flexibility in the classroom. Instead, these are suggestions and explanations of

grading techniques that have been proven to increase the level of student achievement.

Relate grades to the achievement based on the standards.

The Ohio New Learning Science Standards are aligned to the Archdiocesan Graded Course of Study. Standards are

the basis of determining grades. Specific learning targets should be used to figure grades.

Use performance standards as reference points when determining grades.

Whether symbols, letters, or numbers are used, the students’ scores should reflect whether or not the students

have mastered the standard.

Separate achievement from other non-academic items such as effort, behavior, and

participation.

Grades should only indicate what a student knows, understands, and can do. Effort, behavior, participation should

be reported separately from achievement. Individual achievement, not group achievement should be the basis for

the grade.

Sample student performance. Don’t score everything, and don’t include all scores in grades.

Everything does not need to be scored and include in a grade. Formative assessments are tools to guide future

instruction. You can assess these with rubrics, checklists, scoring guides and a variety of other methods. Scores at

the end of the grading period, after the learning has taken place, should be the determining factor when figuring

grades.

Use quality assessments and accurately record evidence of achievement.

Assessments should match what the student is expected to learn, this is called relevant learning. There are many

tools (e.g. portfolios, rubrics, interviews) other than the standard paper and pencil tests to assess a student’s

understanding of the material.


Discuss and involve students in the assessment and grading processes throughout the

learning cycle.

One method that has continued to increase student achievement is involving them in the assessment process.

Students should be involved in all steps of this process. At the most basic level, students can simply understand

how their grades will be determined. As assessment becomes more student- centered, the students can develop

rubrics, maintain their own assessment records, self- assess, and communicate their achievement to others

(student-led conferences).


Reading Standards for 3rd Grade Science Key Ideas and Details: 1. Ask and answer questions to demonstrate understanding of text. 2. Describe the relationship between scientific ideas or concepts, i.e. steps in technical procedures. Craft and Structure: 3. Determine the meaning of general academic and domain-specific words in a text relevant to grade 3

science. 4. Use text features and search tools to locate information relevant to science topics. Integration of Knowledge and Ideas: 5. Use information gained from illustrations, tables, and words to demonstrate understanding. 6. Compare and contrast important points and details presented on a science topic. Range of Reading and Level of Text Complexity: 7. By the end of third grade year, read and comprehend science at the high end of text complexity band

independently and proficiently.

Writing Standard for 3rd Grade Science Text Types and Purposes: 1. Write a scientific opinion of pieces and create an organizational structure. 2. Provide reasons to support your opinion. 3. Write a science informative/explanatory piece to convey ideas and information clearly. 4. Develop a scientific topic with facts, definitions and details. 5. Write narratives to develop real scientific experiences or events using clear event sequences. Production and Distribution of Writing 6. With guidance and adult support, produce and publish scientific writing to collaborate with others. Research to Build and Present Knowledge: 7. Conduct short scientific research projects that build knowledge about a third grade scientific topic. Range of Writing: 8. Write routinely (in scientific notebook) over extended time for a range of discipline-specific tasks or

purposes.


SCIENCE GRADE 3

STANDARD – SCIENCE INQUIRY AND APPLICATION

STANDARD STANDARD DESCRIPTION

SIA 3.1

Observe and ask questions about the natural environment.

SIA 3.1.1

Compare and contrast things you see in the natural environment.

SIA 3.1.2

Construct a visual of reported observations.


SIA 3.2

Plan and conduct simple investigations.

SIA 3.2.1

Make a chronological list of conducting a good scientific investigation.

SIA 3.2.2

Describe different ways to record and report investigations.


SIA 3.3

Employ simple equipment and tools to gather data and extend the senses in a

scientific investigation.

SIA 3.3.1

List and describe science tools for collecting and analyzing information.

SIA 3.3.2

Compare/contrast a scientific observation to a scientific investigation.

SIA 3.3.3

Explain the importance of being accurate when reporting data.


SIA 3.4

Use appropriate mathematics with data to construct reasonable explanations.

SIA 3.4.1

Explain the meaning of data.

SIA 3.4.2

Explain why gathering data is important.

SIA 3.4.3

Explain the importance of using correct mathematical methods when recording data.

SIA 3.4.4

Describe ways to display data for explanations.



SIA 3.5

Communicate about observations, investigations and explanations.

SIA 3.5.1

Explain different ways to conduct observations, investigations and explanations and

why it is important for accurate results.

SIA 3.5.2

Explain why Scientists like to focus on the natural world.


SIA 3.6

Review and ask questions about the observations and explanation of others.

SIA 3.6.1

Explain how you can draw conclusions using others observations and explanations.

SIA 3.6.2

Explain empirical evidence.

SIA 3.6.3

Explain how empirical evidence can be used to show a supported hypothesis.


SCIENCE GRADE 3

STANDARD – EARTH AND SPACE SCIENCE

STANDARD

STANDARD DESCRIPTION

ESS 3.1

Earth’s nonliving resources have specific properties.

ESS 3.1.1

List some nonliving resources.

ESS 3.1.2

Describe the term properties when referring to nonliving resources.

ESS 3.1.3

Describe the formation of different rocks.

ESS 3.1.4

Compare/contrast soil to dirt.

STANDARD

STANDARD DESCRIPTION

ESS 3.2

Earth’s resources can be used for energy.

ESS 3.2.1

List and explain some natural resources.

ESS 3.2.2

List and describe some non-renewable resources.

ESS 3.2.3

Describe some sources of energy from the earth.


ESS 3.3

Some of Earth’s resources are limited.

ESS 3.3.1

List some limited resources.

ESS 3.3.2

Explain why some resources are limited.

ESS 3.3.3

Explain the reason to conserve energy and the effects of not conserving energy.


SCIENCE GRADE 3

STANDARD – LIFE SCIENCE


LS 3.1

Offspring resemble their parents and each other.

LS 3.1.1

Explain inherited traits.

LS 3.1.2

Explain and give examples of some inherited traits.

LS 3.1.3

Describe instinctive behavior.


LS 3.2

Individuals of the same kind differ in their traits and sometimes the differences

give individuals an advantage in surviving and reproducing.

LS 3.2.1

Describe and explain adaptation.

LS 3.2.2

Explain how camouflage can help animals survive.


LS 3.3

Plants and animals have life cycles that are part of their adaptations for survival in

their natural environment.

LS 3.3.1

List some life cycles of plants.

LS 3.3.2

Explain how an animal can blend in to its natural environment.


SCIENCE GRADE 3

STANDARD – PHYSICAL SCIENCE STANDARD STANDARD DESCRIPTION

PS 3.1

All objects and substance in the natural world are composed of matter.


PS 3.2

Matter exists in different states, each of which has different properties.

PS 3.2.1

Describe three states of matter and give examples of each state.

PS 3.2.2

Compare/contrast: solid, liquid, and gas.


PS 3.3

Heat, electrical energy, light, sound and magnetic energy are forms of energy.

PS 3.3.1

Define energy.

PS 3.3.2

Compare/contrast potential and kinetic energy.

PS 3.3.3

Explain the many forms of energy and give an example of each.


Science Comparative Analysis

Content that is new to 3rd

Grade Content that is still included at 3rd Grade, but may be modified at a greater depth

Content that is no longer a focus at 3rd Grade

Earth and Space Sciences:

Renewable and

nonrenewable resources

(formerly in 5th grade)

Life Science: Life cycles of

plants (formerly in 4th

grade)

Life Science: Traits and

structures of plants,

relationship between

individual and the

environment (formerly in

4th grade)

Physical Science: Objects

and substances are made

of matter; matter exists in

different states with

different properties

(formerly in 4th grade).

Physical Science: Energy

can cause change

(including phase changes)

and has different forms

(formerly in 1st and 4th

grades).

Earth and Space Sciences: Earth’s non-living resources (soil, water, air, rocks).

Life Science: Life cycles of animals.

Life Science: Traits and

structures of animals, relationship between individual and the environment.

Life Science: Offspring resemble parents and each other.

Life Science: Fossils, classification, and flow of energy (now in 4th grade).

Physical Science: The

position of an object can be described by locating it relative to other objects (now in 1st grade).

Physical Science: The

motion of an object can be described by tracing and measuring its position over time (now in 6th grade).

Physical Science: Forces

can affect the motion of objects (now in 2nd grade).

grade 3 science - archdiocese of · pdf filegrade 3 science - 2016, the archdiocese of...

Documents