Delta RV Third Grade Science
Revised-2009
Science Third Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
1. compare/contrast the
observable physical
properties of solids,
liquids, or gases (air)
(example—visible vs.
invisible, changes in
shape, changes in the
amount of space
occupied).
1.3
1.6
2.4
3.5
2. Identify everyday
objects/susbstances as
solid, liquid, or gas
(example—air, water).
1.3
1.8
4.1
Strategic Thinking/
Extended Thinking
Students will:
Reacall
D
Physical
changes in
the state of
matter
that result
from
thermal
changes
can be
explained
by the
Kinetic
Theory of
Matter
(matter
consists of
small
particles
in rapid
random
motion)
Assessment
1
After conducting an experiment
(Wonder Wise, 46-50) in small
groups on physical properties of
solids, liquids, and gases, use a
graphic organizer to
compare/contrast these observable
properties.
Wonder Wise, Windows on Science
Aims Education Foundation, Nov.
KSAM-Physical Science p. 97
Foss Kit-States of Matter. Les. 1-3
Working in small groups, identify
objects found in the classroom that
are solid, liquid and gas.
Wonder Wise
Windows on Science, Vol. III
Working
independently, use
page 51 in Wonder
Wise to
compare/contrast the
physicals properties of
the three forms of
matter.
Independently identify
a given list of
substances as either a
solid, liquid or gas.
Science Third Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
3. explain how water
evaporates (liquid water
changes into a gas as it
moves into the air).
4. measure and compare
the temperature of water
when it exists as a solid
to its temperature when it
exists as a liquid.
1.3
3.5
1.3
3.5
Skill/Concept
Physical
changes in
the state of
matter
that result
from
thermal
changes
can be
explained
by the
Kinetic
Theory of
Matter
(matter
consists of
small
particles
in rapid
random
motion)
Students will:
Strategic Thinking
D
Assessment
2
After observing a teacher
demonstration, explain how water
evaporates into the air, and use a
graphic organizer to help the
children understand the concept.
After observing several
demonstrations, give
an oral example of a
situation where water
evaporates into a gas.
Working in small groups, use
thermometers to measure and
compare the temperature of water as
a solid (ice) and its temperature
when it exists as a liquid.
By observation assess
the student’s ability to
measure and compare
the temperature of
water when it exists as
a solid to its
temperature when it
exists as a liquid.
Students will also need
to record the varying
information.
Science Third Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
5. discover that water
can change from a liquid
to a solid (freeze), and
back again to a liquid
(melt), as the result of
temperature changes.
4. describe the changes
in the physical properties
of water (example—
shape, volume) when
frozen or melted.
1.2
1.4
1.6
2.3
3.5
1.3
3.5
Strategic Thinking
Physical
changes in
the state of
matter
that result
from
thermal
changes
can be
explained
by the
Kinetic
Theory of
Matter
(matter
consists of
small
particles
in rapid
random
motion).
Students will:
Recall
D
Assessment
3
Read in the text in small groups how
water can change from a liquid to a
solid and back again to a liquid
resulting by temperature change—
teacher will also demonstrate
After observing the
demonstrations, give
an oral example of a
situation where water
becomes a solid.
The students will observe the
physical changes of water by
freezing water in different shaped
containers and then observe the
shape and volume.
Using the Houghton
Mifflin DISCOVERY
WORKS assessment—
assess the students’
ability to describe the
changes in the physical
properties of water.
Science Third Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 1: Changes in properties and states of matter provide evidence of the atomic theory of matter
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Students will:
7. predict and
investigate the effect of
heat energy (example—
change in temperature,
melting, evaporation) on
objects and materials.
1.3
3.5
Recall
D
Physical
changes in
the state of
matter
that result
from
thermal
changes
can be
explained
by the
Kinetic
Theory
(matter
consists of
small
particles
in rapid
random
motion)
4
By using the experiment in
DISCOVERY WORKS, students
will perform an experiment and
investigate the effects of heat energy
on objects.
Assessment
The teacher will
observe the students’
ability to investigate
the effects of heat
energy on objects.
Science Third Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
1. discover sources of
thermal energy
(example—Sun, stove,
fire, body)that cause
solids to change to
Forms of liquids, and liquids to
energy change to gas.
have a
source, a
means of
transfer 2. identify sources of
(work
light energy (example—
and
Sun, bulbs, flames)
heat),
and a
receiver
1.2
1.4
1.6
4.1
3. demonstrate light can
be transferred from the
source to the receiver
(eye) through space.
1.2
1.4
3.5
4.1
Strategic Thinking
Students will:
Using several experiments in small
groups to discover sources of
thermal energy that cause solids to
change to liquids, and liquids to
change to gas.
1.2
1.4
1.6
4.1
Recall
DISCOVERY WORKS
Groups of students will perform
experiments and identify source of
light energy.
DISCOVERY WORKS—B-24
Strategic Thinking
A
5
Students will conduct experiments in
small groups to demonstrate that
light can be transferred from the
source to the receiver through space.
DISCOVERY WORKS
Use page B-25—
analyze and conclude
to assess understanding
of sources of light
energy
Science: Third Grade
Content Standard 1: Properties and Principles of Matter and Energy
GLE 2: Energy has a source, can be transferred, and can be transformed into various forms but is conserved between and within systems
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
4. differentiate the three
things (light source,
Forms of energy
have a source, a object, and surface)
means of transfer necessary to produce a
(work and heat), shadow (refer to
and a receiver
Standard, 6, GLE 2,
Concept A).
1.3
1.6
3.5
4.1
Recall
A
Students will work in groups to
perform--How Does the Earth Move
Each Day—to see shadow different
the three things necessary to produce
it.
Use analyze and
conclude on B35 to
assess student’s
understanding
Students will work in groups to
perform Big Star, Big Earth—text
page 24 to demonstrate the primary
source of light.
Students will
complete, analyze, and
conclude on text page
B 25 to assess
understanding.
Electromagnetic
energy from the
Sun (solar
radiation) is a
major source of
energy on Earth
1. demonstrate the Sun is
the primary source of
light and food energy on
Earth (see Standard 4,
GLE 2, Concept A).
Skill/Concept
C
1.8
2.2
3.5
6
A
Students will:
Organisms
have basic
needs for
survival
1. conduct research to
analyze and evaluate the
basic needs of most
plants (examples—air,
water, light, nutrients,
temperature).
1.2
1.3
1.6
2.3
3.5
1. explain and justify
how plants progress
through life cycles of
seed germination, growth
and development,
reproduction, and death.
1.3
1.6
1.8
2.4
Extended Thinking
Science: Third Grade
Content Standard 3: Characteristics and Interactions of Living Organisms
GLE 1: There is a fundamental unity underlying the diversity of all living organisms
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
Instructional Strategies/Student
Activities/Resources
Assessment
Students will plant seeds of different
kinds and place in different areas of
the room removing different
variables.
Students will analyze
data for several weeks
to assess
understanding.
With our ongoing plants, students
will be able to explain the life cycles
of germination, growth, and
development.
Students will create a
diagram and explain
and justify the
processes of the life
cycle of the plant. The
modeling chart will be
assesses by peers and
the teacher.
Organisms
progress
through life
cycles unique
to different
types of
organisms
Strategic Thinking
B
7
Science: Third Grade
Content Standard 3:Characteristics and Interactions of Living Organisms
GLE 1: There is a fundamental unity underlying the diversity of all living organisms
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
D
Plants and
animals have
different
structures
that serve
similar
functions
necessary for
the survival of
the organism
Students will:
2. illustrate in sequence
the stages in the life
cycle of a flowering
plant.
1.compare/contrast the
major organs (roots,
stems, flowers, leaves)
and their functions in
vascular plants
(examples—absorption,
transport, reproduction)
1.3
1.6
1.8
2.4
1.3
1.7
1.8
3.5
8
Extended Thinking
Organisms
progress
through life
cycles unique
to different
types of
organisms
Assessment
Working with a partner, students
will illustrate the life cycle of the
plant
Students will use the
computer to choose
graphics to show the
stages of the plant life
cycle.
Extended Thinking
B
Instructional Strategies/Student
Activities/Resources
In groups of four to fives students,
the children will make a graphic
organizer to compare/contrast the
structures of the various plants.
Using a Venn diagram,
each student will
compare/contrast
functions of major
organs.
Science: Third Grade
Content Standard 3: Characteristics and Interactions of Living Organisms
GLE 2: Living organisms carry out life processes in order to survive
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
Assessment
Students will:
Recall
C
Complex
multicellular
Organisms
have systems
that interact o
carry out life
processes
through
physical and
chemical
means
Instructional Strategies/Student
Activities/Resources
1. illustrate and trace the
path of water and
nutrients as they move
through the transport
system of a plant.
1.3
1,8
3.5
In small groups students will do the
experiment taking in water to
illustrate and trace the path water
and nutrients as they move through
the plant.
Teacher Created Resources—page
28
9
Students will be given
a diagram and need to
illustrate the path
water and nutrients
take through the plant.
D
Students will:
There is
heritable
variation
within every
species
of organism
1. compare and contrast
plants with their
offspring (example—
seedlings).
Recall
Science: Third Grade
Content Standard 3: Characteristics and Interactions of Living Organisms
GLE 3: There is a genetic basis for the transfer of biological characteristics from one generation to the next through reproductive processes
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
1.2
1.3
1.8
3.5
10
After completing an activity that
compares and contrast plants with
their offspring, students will choose
to use a graphic organizer.
Students will be given
a Venn diagram to
compare/contrast
plants with their
offspring.
Science Third Grade
Content Standard 4: Changes in Ecosystems and interactions of Organisms with their Environments
GLE 2: Matter and energy flow through an ecosystem
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
1. identify and explain
sunlight as the primary
source of energy plants
use to produce their own
food.
2. classify populations of
organisms as producers
or consumers by the role
they serve in the
ecosystem.
1.2
1.3
1.6
3.5
1.2
1.3
1.8
2.4
3.5
Extended Thinking
As energy
flows
through the
ecosystem,
all
organisms
capture a
portion of
that energy
and
transform it
to a form
they can use
Students will:
Students will work with a partner to
plant flowers and conduct
experiments to identify and explain
sunlight as the primary source of
energy plants use.
Assessment of journal
responses
Conduct investigations, classifying
populations of organism as
producers or consumers by the role
they serve in the ecosystem.
Teacher observation
Recall
A
Assessment
11
Science Third Grade
Content Standard 4: Changes in Ecosystems and Interactions of Organisms with their Environments
GLE 2: Matter and energy flow through an ecosystem
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
As energy
flows
through the
ecosystem,
all
organisms
capture a
portion of
that energy
and
transform it
to a form
they can use
3. sequence the flow of
energy through a food
chain beginning with the
Sun and write a
conclusion.
1.2
1.3
1.8
2.1
3.5
4. evaluate the possible
effects of removing an
organism from a food
chain.
1.2
1.3
3.5
Recall
Students will:
Skill/Concept
A
Assessment
12
In groups of two or three students,
Students will illustrate
the children will design a food chain, their own food chain.
sequencing the flow of energy using
the computer to generate pictures.
After a study of food chains, using
visuals of food chains, have students
evaluate the possible effects of
removing an organism from a food
chain.
Given an example of a
food chain, assess
orally or written the
student’s ability to
evaluate the possible
effects of removing an
organism from a food
chain.
Science Third Grade
Content Standard 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 1: Earth’s systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
1. explain how liquid
water can change into a
The
atmosphere gas (vapor) in the air
(refer to Standard 1).
(air) is
composed of
a mixture of
gases,
including
water vapor,
and minute
particles
2. describe how clouds
and fog are made of tiny
droplets of water and
support your explanation
(refer to Standard 1).
1.2
1.3
3.5
1.2
1.3
3.5
Recall
Students will:
Skill/ Concept/ Recall
C
Assessment
13
Students will work in groups
performing and conducting
experiments and recording
observation which explain how
water can change into a gas in the
air.
Students will use their
records to write an
informative paragraph.
Using “Clouds”—the experiment in
weather—page 17—students will
see how clouds and fog are made of
tiny droplets of water.
Students will be
assessed by writing a
paper explaining how
clouds and fog are
made from tiny
droplets of water. The
children will refer to
the experiment.
Science Third Grade
Content Standard 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 1: Earth’s systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
The
atmosphere
(air) is
composed of a
mixture of
gases,
including
water vapor,
and minute
particles
Students will:
3. identify air as a
substance that surrounds
us, takes up space, and
moves around us as wind
(refer to Standard 1).
1.5
2.3
Recall
C
Assessment
14
Using the experiment in “Weather”
page 15 students will identify air as
a substance that takes up space, and
moves around up as wind.
Teacher observation—
to assess the student’s
ability to identify and
explain that air is a
substance that
surrounds us, takes up
space, and moves
around up as wind.
Science Third Grade
Content Standard 5: Processes and Interactions of the Earth’s Systems (Geosphere, Atmosphere, and Hydrosphere)
GLE 2: Earth’s systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
1. illustrate and describe
clouds and precipitation
as forms of water.
1.2
1.6
3.5
Skill/Concept
E
Changes in
the form of
water as it
moves
through
Earth’s
systems are
described as
the water
cycle
15
Students will work in groups of two
to three and work outside observing
clouds. The children will illustrate
and describe clouds and the
precipitation as forms of water.
Students will be given
a set of clouds and will
choose those clouds
that provide
precipitation.
Science Third Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It
GLE 1: The universe has observable properties and structure
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
1. describe out sun as a
star because it provides
light energy to the solar
system (refer to Standard
1 and 4).
1.8
2.2
3.5
2. identify the moon as a
reflector of light.
1.3
1.8
Strategic Thinking
The Earth,
sun and
moon are
part of a
larger
system that
includes
other
planets and
smaller
celestial
bodies
Students will:
Strategic Thinking
A
Assessment
16
Students will work together with
trade books forming a paragraph to
describe out sun as a star.
Rubric for paragraphs
Students will work in small groups
and will perform an experiment with
a tennis ball and flashlight to
identify the moon as a reflector of
light.
Using the record of the
experiment, students
will illustrate what
they observed in the
experiment.
A
Students will:
The apparent
position of the
Sun and other
stars, as seen
from Earth,
change in
observable
patterns
1. illustrate and describe
how the Sun appears to
move slowly across the
sky from east to west
during the day.
1.2
1.6
3.5
1. illustrate and describe
how the moon appears to
move slowly across the
sky from east to west
during the day and/or
night.
1.2
1.6
3.5
Recall
Science: Third Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It
GLE 2: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
In small groups, us a globe and a
flashlight to demonstrate that the
Sun appears to move slowly across
the sky from east to west during the
day.
Use journals from
experiment to assess
After completing an activity with
simple models of the moon and Sun,
illustrate and describe how the moon
appears to move slowly across the
sky from east to west during the day
and/or night.
Peer assessment of the
illustrations
The apparent
position of the
moon, as seen
from Earth, and
its actual position
relative to Earth
change in
observable
patterns
Skill/Concept
B
17
B
Students will:
The apparent
position of the
moon, as seen
from Earth,
and its actual
position
relative to
Earth change
in observable
patterns
2. observe and analyze
the change in the moon’s
appearance relative to
time of day and month
over several months and
note the pattern in this
change.
1.2
1.6
1.8
1.10
3.5
Strategic Thinking
Science Third Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within In
GLE 2: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
18
Students will work in groups to
perform the experiment “How Does
the Moon Move?” DISCOVERY
WORKS—page B50 to observe and
analyze the change in the moon’s
appearance relative to the time of
day and month over several months
and notice the patterns.
Using data from
experiments, teacher
will assess their ability
by observation.
The
regular
and
predictable
motions of
the Earth
and Moon
relative to
the Sun
explain
natural
phenomena
on Earth,
such as
day,
month,
year,
shadows,
moon
phases,
eclipses,
tides, and
seasons
1. demonstrate that there
is a day/night cycle
every 24 hours.
1.2
1.8
2.1
1.10
2. discover the changes
in length and position
(direction) of shadows
from morning to midday
to afternoon.
1.2
1.3
1.10
3.5
3. discover how the
Sun’s position in the sky
changes the length and
position of shadows.
1.2
1.3
1.6
3.5
4.1
Skill/Concept
Students will:
Skill/Concept
C
Skill/Concept
Science Third Grade
Content Standard 6: Composition and Structure of the Universe and the Motion of the Objects Within It
GLE 2: Regular and predictable motions of objects in the universe can be described and explained as the result of gravitational forces
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
19
In small groups, use a globe or
Styrofoam ball and a flashlight
and/or sundial to demonstrate that
there are 24 hours in a day/night
cycle.
Students will
demonstrate their
understanding of
day/night cycle by
illustrating a shadow’s
path over 24 hours by
using a graphic
organizer.
Given illustrations of
objects with the Sun in
Use a sundial or create a shadow
different positions in
stick figure and observe it over time the sky, assess the
to discover the changes in length and student’s ability to
position of the shadow from
draw the appropriate
morning to midday to afternoon.
shadow ad discovered
through investigation.
Discover through outdoors
experimentation how the Sun’s
position in the sky changes the
length and position
of shadows
Teacher observation
Science Third Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use if science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Extended
Thinking
2. plan and conduct a
fair test to answer
questions.
1.1
1.2
1.3
4.1
Extended
Thinking
1. make qualitative
observations using the
five senses.
1.2
2. make observations using
simple tools and equipment
(examples—hand lenses,
magnets, thermometers, metric
rulers, balances, graduated
cylinders).
3. measure length to the
nearest centimeter, mass
using grams, temperature
using Celsius, volume
using liters.
Skill/Concept
B
Scientific
inquiry
relies upon
gathering
evidence
from
qualitative
and
quantitative
observations
1.1, 1.2, 1.6
1.7, 1.10
1.4
1.6
1.8
20
Students will use, analyze, and
conclude to pose questions about
objects.
In all experiments students will
plan and conduct a fair test to
answer questions.
Teacher and peer
observation
Teacher and peer
observation
Students will consistently make
qualitative observations using all
five senses.
Teacher and peer
observation
Skill/Concept
Scientific inquiry
includes the ability
of students to
formulate a
testable question,
and explanation,
and select
appropriate
investigative
methods to obtain
evidence relevant
to the explanation
Students will:
1. pose questions about
objects, material,
organisms and events.
Students will make observations
using science equipment during
science experiments.
Teacher and peer
observation
Skill/Concept
A
Using a ruler, scales, and
thermometer, the students will
perform experiments.
Teacher and peer
observation
Science Third Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use if science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
4. compare
amounts/measurements.
1.4
1.8
Extended
Thinking
5. judge whether
measurements and
computation of
quantities are
reasonable.
1.10
3.5
Extended
Thinking
1. use quantitative and
qualitative data as
support for reasonable
explanations.
1.8
1.10
Extended
Thinking
B
Scientific
inquiry
relies upon
gathering
evidence
from
qualitative
and
quantitative
observations
2. use data as support for
observed patterns and
relationships, and to make
predictions to be tested.
3.1
In the experiment where is the water
vapor—students will compare amounts
and judge whether measurements and
comparison of quantities are
reasonable
Teacher and peer
observation
Teacher and peer
observation
Evidence is
used to
formulate
explanations
Extended
Thinking
C
21
In the experiment where does
water vapor came from—students
will use quantitative and
quantitative data to support
explanations.
Teacher and peer
observation
Along with support in observing
patterns and making relationships,
the students will make predictions
to be tested later.
Teacher and peer
observation
Science Third Grade
Content Standard 7: Scientific Inquiry
GLE 1: Science understanding is developed through the use if science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
E
The nature of
science relies
upon
communication
of results and
justification of
explanations
Students will:
1. evaluate the
reasonableness of an
explanation.
2. analyze whether
evidence supports
proposed
explanations.
1. communicate simple
procedures and results
of investigations and
explanations through:
oral presentations,
drawings and maps,
data tables, graphs (bar,
single line, pictograph)
and writings.
Extended
Thinking
1.10
Extended
Thinking
1.8
3.3
Extended Thinking
D
Scientific inquiry
includes
evaluations
(hypotheses, laws,
theories) in light
of scientific
principles
(understandings)
1.8
2.1
22
Using the magic of static
experiments, students will
evaluate the reasonableness of
an explanation.
Students will analyze whether
evidence supports explanations.
After performing an experiment
students will be in groups to give
oral presentations while others
draw maps, tables, graphs, and
writings
Teacher and peer
observation
Teacher and peer
observation
Teacher and peer
observation
Rubric for writing
Oral presentation
rubric
Science Third Grade
Content Standard 8: Impact of Science, Technology and Human Activity
GLE 1: The nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
1. interpret how some objects or
materials (examples—Sun, fire,
ice, snow) occur in nature (natural
objects; others (examples—stoves,
refrigerators, bulbs, candles,
lanterns) have been designed and
made by people to solve human
problems and enhance the quality
of life (manmade objects).
B
Advances in
technology
often result
in improved
data
collection
and an
increase in
scientific
knowledge
1. describe how new
technologies have
helped scientists make
better observations and
measurements for
investigations
(examples—telescopes,
computers, magnifiers,
balances, microscopes
stethoscopes,
thermometers).
Strategic
Thinking
1.2
1.10
2.3
2.4
Extended Thinking
A
Designed objects
are used to do
things better or
more easily and to
do some things
that could not
otherwise by done
at all
1.4
1.6
23
After discussion, groups will
brainstorm about how different
objects have been designed and
made by people to solve human
problems to enhance life.
Brainstorm list
Students will get into groups and
discuss how new technologies have
helped scientists make better
observations.
Teacher and peer
observation
Science Third Grade
Content Standard 8: Impact of Science, Technology and Human Activity
GLE 2: Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science
knowledge and technology evolve over time
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
1. research
biographical
information about
various scientists and
inventors from different
gender and ethnic
backgrounds, and
describe how their work
contributed to science
and technology (assess
locally).
1.9
2.3
2.4
3.4
3.6
Extended Thinking
A
People of
different
gender and
ethnicity
have
contributed
to scientific
discoveries
and the
invention of
technological
innovations
24
Students will research an inventor
using web and describe how their
work contributed to science and
technology
Individually students
will write a report on
their chosen inventor
to show their
contributions
Rubrics
Science Third Grade
Content Standard 8: Impact of Science, Technology and Human Activity
GLE 3: Science and technology affect, and are affected by, society
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
A
People, alone or in
groups, are always
making
discoveries about
nature and
inventing new
ways to solve
problems and get
work done
Instructional Strategies/Student
Activities/Resources
Assessment
Students will:
1. identify a question that was
asked, or could be asked, or a
problem that needed to be solved
when given a brief scenario
(fiction or nonfiction of people
working alone or in groups
solving everyday problems or
learning through discovery).
2. work with a group
to solve a problem,
giving due credit to the
ideas and
contributions of each
member (assess
locally).
Recall
Notice Rationale
Teacher and peer
observation
Notice Rationale
Teacher and peer
observation
Strategic
Thinking
1.1
3.1
Strategic
Thinking
2.3
3.6
4.4
4.6
25