grade 3 science - lynchburg city schools · pdf filegrade 3 science lynchburg city schools...

Grade 3 Science Lynchburg City Schools Pacing, Alignment & Resource Guide

1 VDOE Curriculum Framework Grade 3

VDOE SOL Instructional Materials

2014-2015

GRADING PERIOD: 1st Nine Weeks

SOL Enabling Objectives

3.1 Scientific Investigations & Community Building

a) Develop questions for experiments that will be performed. b) Develop hypotheses from simple experiments (if...then statements). c) Make and communicate observations. d) Demonstrate that observations should be repeated to ensure accuracy. e) Differentiate between observations and inferences. f) Make predictions about what will take place during an experiment. g) Sequence natural events chronologically (examples: plant and animal life cycles, phases of the moon, the water cycle, and tidal changes) h) Compare characteristics of various objects and classify them into at least two sets and subsets based on similar characteristics. i) Gather and organize data using charts, tables, and graphs (picture, bar, line plots). j) Analyze data and identify any unexpected or unusual quantitative data. k) Draw conclusions and make inferences about an experiment. l) Use a metric ruler to measure the length of an object to the nearest centimeter. m) Use a balance to measure the mass of an object to the nearest gram. n) Use a beaker to measure liquid volume, and a graduated

cylinder to measure liquid volume to the nearest millimeter.




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3.1 Scientific Investigations continued

o) Use a thermometer to measure temperature in degrees Celsius. p) Use a clock, stopwatch, or timer to measure time to the nearest minute. q) Design and build a model to show experimental results.

3.2 Simple Machines Prior Knowledge 1.2: Differentiate between a push and a pull. Predict the movement of an object based on its size, shape, and force exerted. 3.2 b) Define the term force an identify examples. 3.2 Simple machines: Purpose and Function a) Define the term work and how it relates to simple machines. c) Identify tasks made easier using simple machines (pushing things apart, lifting a heavy object, moving something heavy over a distance, holding things together).




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3.2 Types of Simple Machines d) Differentiate between the six simple machines. e) Identify the load (object to be moved and where the effort (force) is applies to use each simple machine. g) Describe the function of each simple machine and explain how each makes work seem easier. 3.2 Compound Machines h) Differentiate between simple and compound machines. i) Identify simple machines found in compound machines (examples: scissors, wheelbarrows, bicycles). 3.2 Examples of simple and compound machines found in The school, home, and work environments. f) Name specific examples of simple machines that are used in school, home and work. j) Design and construct an apparatus that contains a simple machine.




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3.3: Matter Prior Knowledge K.4: Physical properties of objects K.5: Water occurs in different phases; some objects float; others sink. 1:3: Some objects dissolve in water; some do not. 2.3: Changes in phases of matter with the addition or removal of heat 3.3 c) Define the terms property, matter, mass, and volume. 3.3 d) Recognize that every object is made of matter and has Both mass and volume. 3.3 f) Identify the three states of matter and give specific Examples of objects that would fit into each category. 3.3: Objects are made of one or more materials. a) Explain that physical properties are observable characteristics that enable us to differentiate objects. b) Describe the physical properties of an object (color, size, shape, etc.) e) Explain that all objects are made of one or more materials.




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3.3: Visible physical changes are identified. g) Define the term physical change and identify examples. h) Perform a physical change on an object.

Science Assessment / Enrichment




2014-2015

GRADING PERIOD: 2nd Nine Weeks


3.4: Adaptations Prior Knowledge

K.6: Describe basic characteristics of living things (growth, movement, response to environment, having offspring, and the need for food, air, and water). K.7: Basic needs for plants and animals. 1.7: Animals adapt to seasonal changes (color change, fur...) 2.7: Animals that migrate, hibernate, camouflage, and change to adapt to seasons.

3.4 b) Describe how various animals find shelter and explain why a certain shelter is appropriate.

3.4 f) Define the terms hibernation and migration. 3.4 i) Define the term camouflage. 3.4: Behavioral Adaptations

g) Describe specific animals that hibernate (ground hogs, black bears) including reasons for, preparation for, and bodily changes accompanying hibernation. h) Describe specific animals that migrate (geese, Monarch butterflies, swans), including reasons for and environmental conditions which trigger migration. j) Describe specific animals that use camouflage, and explain why using camouflage is effective in a specific

habitat.




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3.4: Behavioral Adaptations (continued)

k) Define the term mimicry. l) Describe specific animals that use mimicry, including their behaviors and reasons for using mimicry. m) Define the term instinct. n) Describe instinctive behaviors exhibited by animals (i.e., ants gathering food, spider spinning webs, beavers building a dam.) o) Define the term learned behavior. p) Describe specific examples of learned behavior exhibited by animals (i.e., dog fetching bone, dolphins performing tricks, bear cub learning to hunt). q) Compare and contrast instinct and learned behaviors.

3.4: Physical Adaptations

a) Describe specific methods used by various animals to gather and store food. c) Describe how various animals defend themselves (i.e., biting, playing dead, hiding, camouflage, using odors) d) Describe how various animals rear their young (i.e., laying eggs or having live babies, and whether they take care of their young or leave them to fend for themselves) .




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3.4: Comparing Adaptations

e) Define adaptation and distinguish between physical and behavioral adaptations. r) Design and construct a model of a habitat for an animal with a specific adaptation.

3.5: Food Chains

Prior Knowledge

2.5: Living organisms are interdependent with their living and nonliving surroundings. An animal's habitat includes adequate food, water, shelter, and space. 2.8: Plants provide oxygen, food, and homes for many animals.

3.5: Relationships among organisms in food chains

a) Define the term food chain, and explain its hierarchical nature. b) Recognize that organisms in a food chain are interdependent; if one part of the chain to affected, all parts are affected. c) Diagram examples of aquatic and terrestrial food chains using specific organisms.

d) Read and interpret a model of a food chain.




2014-2015 GRADING PERIOD: 2nd Nine Weeks


3.5: Producer, consumer, decomposer

e) Define the term producer, and describe the role of producers in a food chain. f) Give examples and describe characteristics of producers. g) Define the term consumer, and describe the role of consumers in a food chain. h) Give examples and describe characteristics of consumers. i) Define the term decomposer, and describe the role of decomposers in a food chain. j) Give examples of decomposers.

3.5: Herbivore, Carnivore, Omnivore

k) Recognize that all food chains are composed of producers, consumers, and decomposers.

l) Define the term herbivore; give examples and characteristics m) Define the term carnivore; give examples and characteristics. n) Define the term omnivore; give examples and characteristics. o) Define predator give examples and describe characteristics. p) Define prey, give examples and describe characteristics.




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3.6: Ecosystems

Prior Knowledge

1.8: Understand the concept of natural resources and the importance of conserving them. 2.5: Define the term habitat; Describe forest, grasslands, rivers and streams; Identify factors which can change habitats over time (fire, flood, humans).

3.6: Aquatic Habitats

a) Describe the characteristics of water-related ecosystems (ponds, marshes, swamps, streams, rivers and oceans) b) Compare and contrast characteristics of water-related ecosystems. c) Identify specific animals and plants that live in each water-related ecosystems.

3.9: Water Resources

3.9: Water: There are many sources of water on Earth

h) Identify and describe major water resources for a community (rivers, reservoirs, wells)




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3.6: Terrestrial Ecosystems

d) Describe the characteristics of dry-land ecosystems (deserts, grasslands, rainforests, and forests). e) Compare and contrast characteristics of dry-land ecosystems. f) Identify specific animals and plants that live in each dry- land ecosystem. g) Compare and contrast water-related and dry-land ecosystems.

3.6: Populations and Communities

h) Define population and give examples. i) Define community and give examples. j) Give examples of resources used by organisms in an ecosystem (food, water, light, space), and explain how the limited amount of these resources affects communities. k) Distinguish between a population and a community. l) Predict what would occur if a population in a specific ecosystem was to die.




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m) Analyze models/diagrams of different ecosystems in order to describe communities of organisms and how they use resources in that ecosystem. Science Assessment / Enrichment Activities




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GRADING PERIOD: 3rd Nine Weeks


3.1: Scientific Investigations 3.8: Cycles, Patterns, and Change Prior Knowledge K.9: Describe animals and plants as they grow and change. Recognize parents and their offspring. K.10: Recognize that change occurs over time (seasons..) 1:4: Plant parts and cycles. 1.5: Animal characteristics and cycles 1.6: The position of the sun in the sky during morning, noon, and afternoon. 2.4: Plant and animal life cycles (butterfly, deer, frog, crickets) 3.8 a) Define the term cycle and give examples.. 3.8 o) Define the term life cycle, and recognize that plants and animals have life cycles.. 3.8 p) Identify the parts of the plant, and tell why each part is Important to the life of the plant. 3.8 q) Recognize that plants grow and reproduce in predictable patterns; life cycle of plants 3.8 r) Explain the life cycle of a butterfly and frog. 3.8 s) Recognize that some animals are born resembling parents; while others go through stages.




2014-2015 GRADING PERIOD: 3rd Nine Weeks


3.8: Patterns of natural events: day / night b) Define and demonstrate the term rotation. c) Define axis, and describe how Earth's rotation causes day and night. d) Use a globe to demonstrate day and night. 3.8: Patterns of natural events: seasonal changes e) Define and demonstrate the terms revolve and orbit. f) Give examples of seasons, and explain that seasonal changes occur in a sequence. g) Use a globe to show how sun's rays strike Earth causing seasons. h) Define the term gravity and explain that Earth is held in orbit by the sun's gravity 3.8: Patterns of natural events: simple moon phases i) Define phase as it relates to the moon. j) Explain that the moon changes occur in a predictable sequence. k) Observe, chart, and illustrate the moon phases. l) Explain that the moon is not really changing shape during phase changes. m) Explain/demonstrate the changing pattern of the moon as it revolves around Earth.




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3.8: Patterns of natural events: tides n) Collect and analyze data from simple tide tables to determine a pattern of high and low tides. 3.9: The Water Cycle

a) Define the term water cycle. b) Describe the processes of evaporation, condensation, precipitation as they relate to the water cycle. c) Draw a picture of the water cycle and label the three steps that are involved (precipitation, evaporation, condensation). d) Define the term precipitation, and give examples of types of precipitation (rain, snow, sleet, and hail). e) Explain that energy from the sun drives the water cycle. f) Define the term water vapor. i) Recognize that Earth’s water supply is limited, it is recycled by the water cycle, but no new water is added to the system.




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3.7: Soil and Plant Life Cycles Prior Knowledge

K.11: Describe the concept of conserving resources. 1.8: Soil is a natural resource and should be conserved. 2.7: Weathering and Erosion of land surfaces 3.7a) Identify soil as a natural resource that provides the Support and nutrients necessary for plant growth.

Review: Plant parts and Life Cycles SOL 2.4

3.7: Soil provides nutrients necessary for plant growth

e) Identify the type of soil in which specific plants grow best. h) Design an investigation to compare how different types of soil affect plant growth using tables and graphs.

3.7: Topsoil is a natural product of subsoil and bedrock

b) Define the term soil and explain how soil is formed. d) Define topsoil, subsoil, bedrock, humus, and nutrients, and explain the importance of each. g) Interpret a diagram showing major soil layers (bedrock, subsoil, topsoil).




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3.7: Rock, clay, silt, sand, and humus are components of soil

c) Describe the different components of soil (rock fragments, clay, sand, silt, and humus). f) Compare and contrast the three main types of soil (clay, silt, and sand).

Science Assessment / Enrichment




2014-2015 GRADING PERIOD: 4th Nine Weeks


3.7: Soil is a natural resource which should be conserved.

i) Describe how soil can be conserved. j) Explain the importance of soil conservation to life on Earth. k) Explain the importance of soil to humans.

3.10: Resources and conservation

Prior Knowledge 1.8: Factors which affect air and water quality. 2.8: List ways animals and humans use plants.

3.10: Interdependency of plants and animals

a) Give examples showing how plants and animals depend on each other.

3.9 Water: Water is essential for living things g) Identify the different ways that organisms get water from the environment. j) Explain why water is essential to people and other living organisms.




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GRADING PERIOD: 4th Nine Weeks


3.10: Effects of human activity on the quality of air, water, and habitat

b) Describe ways that human activity can impact habitats, and the plants and animals that live in therm. c) Define pollution, and give examples of water, air, and land pollution. d) Give examples of the effects of pollution on plant and animal life. e) Define the term endangered species.

3.9 Water Pollution l) Define water pollution and describe human activities which cause it (fertilizer from lawns & fields, oil from parking lots, eroding soil, animal waste). m) Describe ways water pollution can be prevented. 3.10: Effects of human activity on the quality of air, water and habitat continued

f) Describe how changing an environment can cause a species to become endangered. g) Give examples of species that have become endangered and explain why.

3.10: Effects of fire, flood, disease, and erosion on organisms

h) Describe how natural events (fire, flood, disease, erosion) affect animal and plant life




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3.10: Conservation and resource renewal i) Explain the terms: conservation and resource renewal j) Describe how conservation practices can affect the survival of a species.

3.9: Water: Water on Earth is limited and needs to be Conserved.

k) Describe ways to conserve water at home and school.

3.6: The human role in conserving limited resources

n) List ways that humans can help conserve limited resources.

3.11: Energy Sources Prior Knowledge 1.6: The sun is the source of energy and light. 3.11 c) Explain that light energy can change to heat energy when it is absorbed by objects.




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3.11: Energy from the Sun a) Explain that the sun is the major source of energy for Earth. b) Describe how light and heat energy from the sun affect our daily lives; recognize without the sun life on Earth could not exist. 3.11: Sources of renewable energy

d) Identify natural forms of energy (sun, water, wind) e) Describe how solar energy, wind, and moving water can be used to produce energy. f) Analyze the advantages/disadvantages of using different naturally occurring energy sources. k) Explain how trees can be used as a fuel.




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3.11: Sources of nonrenewable energy g) Define the term fossil fuel and give examples. h) Describe the origin of fossil fuels and where they are located. i) Describe ways people use fossil fuels as an energy source. j) Explain that fossil fuels take millions of years to form. 3.11: Comparing Energy Sources

l) Define and provide examples of renewable and nonrenewable energy sources. m)Compare and contrast renewable and nonrenewable energy sources.

3.1 Scientific Investigations 3.1 a - 3.1 q

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