Science - 3rd Grade
Verbs / Bloom's
Taxonomy Level
Content
Vocabulary
*Assess
Skills Needed & Sequencing Of Skills
Learning Targets I can…
Resources
Assessment
Science Processes
S.IP.E.1
Develop an understanding that scientific
inquiry and reasoning involves observing,
questioning, investigating, recording, and
developing solutions to problems.
BCS Assessments
Inquiry involves generating questions,
conducting investigations, and developing
solutions to problems through reasoning and
observation.
S.IP.00.11
S.IP.00.12
S.IP.00.13
S.IP.03.14
S.IP.03.15
S.IP.03.16
Make purposeful observation of the natural
world using the appropriate senses.
Generate questions based on observations.
Plan and conduct simple investigations.
Make - To cause to
happen/Comprehension
Generate - To
create/Synthesis
Plan - Set up/Synthesis
Conduct - To
guide/Synthesis
observation
natural world
senses
Make accurate measurements with
appropriate units (centimeters, meters,
Celsius, grams, seconds, minutes) for the
measurement tool.
measurements
units
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
1. I can understand sequencing.
2. I can develop a sequenced plan.
3. I can conduct an investigation knowing the
question I am trying to answer.
BCS Assessments
H
1. Understand sequencing.
2. Develop a sequenced plan.
3. Conduct an investigation knowing the
question you are trying to answer.
1. Demonstrate how to use simple tools.
2. Use simple tools for observation.
1. I can demonstrate how to use simple tools.
2. I can use simple tools for observation.
BCS Assessments
1. Demonstrate how to use measurement
tools accurately.
2. Understand the unit associated with
each measurement tool.
3. Make accurate measurements with
measurement tools.
1. I can demonstrate how to use measurement
tools accurately.
2. I can understand the unit associated with
each measurement tool.
3. I can make accurate measurements with
measurement tools.
BCS Assessments
1. Recognize charts and graphs.
2. Summarize the data on charts and
graphs.
3. Create charts and graphs.
4. Construct a chart or graph using data
relevant to the observation.
1. I can recognize charts and graphs.
2. I can summarize the data on charts and
graphs.
3. I can create charts and graphs.
4. I can construct a chart or graph using data
relevant to the observation.
BCS Assessments
investigations
tools
observation
data collection
Construct simple charts and graphs from data Construct - To
and observations.
create/Synthesis
1. I can form a question.
2. I can demonstrate the process of observing.
3. I can generate questions based on the item
observed.
BCS Assessments
H
1. Form a question.
2. Demonstrate the process of observing.
3. Generate questions based on the item
observed.
observations
Manipulate simple tools that aid observation Manipulate - To use with
and data collection (for example: hand lens, your hands/Application
balance, ruler, meter stick, measuring cup,
thermometer, spring scale, stop watch/timer).
Make - To cause to
happen/Application
1. I can understand the five senses.
2. I can demonstrate the process of observing.
3. I can use my senses to make observations
of the world.
BCS Assessments
H
1. Understand the five senses.
2. Demonstrate the process of observing.
3. Use senses to make observations of the
world.
H
H
charts
graphs
data
observations
H
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Science - 3rd Grade
Verbs / Bloom's
Taxonomy Level
Content
Vocabulary
*Assess
Skills Needed & Sequencing Of Skills
Learning Targets I can…
Resources
Assessment
Inquiry Analysis & Communication
S.IA.E.1
Develop an understanding that scientific
inquiry and investigations require analysis
and communication of findings, using
appropriate technology.
BCS Assessments
Inquiry includes an analysis and presentation
of findings that lead to future questions,
research, and investigations.
S.IA.03.11
S.IA.03.12
S.IA.03.13
S.IA.03.14
S.IA.03.15
Summarize information from charts and
graphs to answer scientific questions.
Summarize - To tell the
main ideas/
Comprehension
charts
graphs
Share ideas about science through
purposeful conversation in collaborative
groups.
Share - To tell/
Comprehension
Communicate and present findings of
observations and investigations.
Communicate -To explain/
Comprehension
Present - To tell an
audience/Comprehension
observations
investigations
Develop research strategies and skills for
information gathering and problem solving.
Develop - To show growth
in/Synthesis
research
strategies
skills
Compare and contrast sets of data from
multiple trials of a science investigation to
explain reasons for differences.
Compare-To note the
similarities and differences
between/Analysis
Contrast-To note the
differences between/
Analysis
data
trials
investigation
H
H
H
H
H
1. Understand how to summarize.
2. Analyze titles and cell information in
order to summarize a chart or graph.
1. Use content vocabulary word cards
and/or conversational prompts
(question/sentence stems) to elicit
conversation
1. Summarize the important points of the
observation
2. Understand basic presentation skills
1. I can summarize.
2. I can analyze titles and cell information in
order to summarize a chart or graph.
1. I can use vocabulary word cards or prompts
for a group conversation.
BCS Assessments
1. I can summarize the important points of the
observation.
2. I can understand basic presentation skills.
BCS Assessments
1. Identify research strategies appropriate
for a given investigation
2. Develop research strategies for use in a
given investigation
1. Explain compare and contrast
2. Analyze data gathered from multiple
trials
3. Compare and contrast data from trials
4. Explain the reasons for the differences
amongst trials
1. I can identify appropriate research strategies
for an investigation.
2. I can develop a research strategy for use in
an investigation.
1. I can explain compare and contrast.
2. I can analyze data gathered from multiple
trials.
3. I can compare and contrast data from trials.
4. I can explain the reasons for the differences
amongst trials.
BCS Assessments
BCS Assessments
BCS Assessments
Reflection and Social Implications
S.RS.E.1
Develop an understanding that claims and
evidence for their scientific merit should be
analyzed. Understand how scientists decide
what constitutes scientific knowledge.
Develop an understanding of the importance
of reflection on scientific knowledge
BCS Assessments
Reflecting on knowledge is the application of
scientific knowledge to new and different
situations. Reflecting on knowledge requires
careful analysis of evidence that guides
decision-making and the application of
science throughout history and within society.
S.RS.03.11
Demonstrate scientific concepts through
various illustrations, performances, models,
exhibits, and activities.
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
Demonstrate - To
show/Application
H
1. Show an understanding of scientific
concepts in a variety of ways
1. I can show that I understand scientific
concepts.
BCS Assessments
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Science - 3rd Grade
S.RS.03.14
S.RS.03.15
Use data/samples as evidence to separate
fact from opinion.
Verbs / Bloom's
Taxonomy Level
Use - Application
Content
Vocabulary
data
evidence
fact
opinion
Use evidence when communicating scientific Use - Application
ideas.
evidence
S.RS.03.16
Identify technology used in everyday life.
Identify - To
name/Knowledge
technology
S.RS.03.17
Identify current problems that may be solved
through the use of technology.
Identify - To give examples/ technology
Comprehension
*Assess
H
S.RS.03.19
Describe the effect humans and other
Describe - To explain/
organisms have on the balance of the natural Evaluation
world.
Describe how people have contributed to
science throughout history and across
cultures.
1. I can tell the difference between fact and
opinion.
2. I can use evidence to prove facts.
3. I can use data as evidence to present facts.
Resources
Assessment
BCS Assessments
BCS Assessments
1. I can describe cause and effect.
2. I can explain the effect humans have on the
world.
3. I can explain the effect organisms have on
the world.
BCS Assessments
H
1. Describe cause and effect
2. Explain the effect humans have on the
world
3. Explain the effect organisms have on
the world
1. I can identify people who have contributed to
science throughout the world.
2. I can explain how a person contributed to
science.
BCS Assessments
H
1. Identify people who have contributed to
science throughout the world
2. Explain how a person contributed to
science
H
organisms
balance
natural world
1. Distinguish fact from opinion
2. Equate evidence/proof to fact
3. Use data as evidence to present facts
Learning Targets I can…
1. Equate evidence to proof
1. I can understand the similarity between
2. Provide evidence to support a scientific evidence and proof.
idea
2. I can give evidence to support a scientific
idea.
1. Identify technology used in everyday
1. I can identify technology used in everyday
life.
life.
1. Identify current problems in the world
1. I can identify current problems in the world.
2. List technology related to the problem
2. I can list technology related to the problem.
3. Explain how the technology could solve 3. I can explain how the technology could solve
the problem
the problem.
H
H
S.RS.03.18
Skills Needed & Sequencing Of Skills
Describe - To tell/
Comprehension
BCS Assessments
BCS Assessments
Physical Science-Force and Motion
P.FM.E.2
Develop an understanding that the position
and/or motion of an object is relative to a
point of reference. Understand forces affect
the motion and speed of an object and that
the net force on an object is the total of all of
the forces acting on it.
BCS Assessments
Earth pulls down on all objects with a force
called gravity. With very few exceptions,
objects fall to the ground no matter where the
object is on the Earth.
P.FM.03.22
P.FM.E.3
Identify the force that pulls objects towards
the Earth.
A force is either a push or a pull. The motion
of objects can be changed by forces. The size
of the change is related to the size of the
force. The change is also related to the
weight (mass) of the object on which the force
is being exerted. When an object does not
move in response to a force, it is because
another force is being applied by the
environment.
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
Identify - To
name/Knowledge
force
H
1. Define force as a cause in motion
1. I can define force.
2. Explain that gravity is the force that pulls 2. I can explain gravity.
objects to the Earth
BCS Assessments
BCS Assessments
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Science - 3rd Grade
P.FM.03.35
P.FM.03.36
P.FM.03.37
P.FM.03.38
Describe how a push or a pull is a force.
Verbs / Bloom's
Taxonomy Level
Describe - To tell/
Comprehension
Content
Vocabulary
force
H
Relate a change in motion of an object to the Relate - To make a
force that caused the change of motion.
connection
between/Analysis
motion
force
Demonstrate how the change in motion of an Demonstrate - To
object is related to the strength of the force
show/Application
acting upon the object and to the mass of the
object.
motion
force
mass
Demonstrate when an object does not move
in response to a force, it is because another
force is acting on it.
force
Demonstrate - To
show/Application
*Assess
H
H
H
P.FM.E.4
An object is in motion when its position is
changing. The speed of an object is defined
by how far it travels in a standard amount of
time.
P.FM.03.41
Describe the motion of objects in terms of
direction.
P.FM.03.42
P.FM.03.43
Skills Needed & Sequencing Of Skills
Learning Targets I can…
Resources
Assessment
1. Define force as a cause in motion
2. Describe how a push or pull causes
motion
1. I can define force.
2. I can describe how a push or pull causes
motion.
BCS Assessments
1. Recognize a change in motion
2. Relate force to a change in motion
3. Identify the force that caused the
change in motion
1. I can recognize a change in motion.
2. I can understand how a force causes a
change in motion.
3. I can identify the force that caused the
change in motion.
BCS Assessments
1. Recognize a change in motion
2. Define force and mass
3. Describe the relationship between force
and the mass of a moving object
4. Explain the force that is needed to move
a given object
1. I can recognize a change in motion.
2. I can define force and mass.
3. I can describe the relationship between force
and the mass of a moving object.
4. I can explain the force that is needed to
move an object.
BCS Assessments
1. Recognize that forces are of varying
strengths
2. Recognize that an object does not
always move in response to a force
3. Show that an object does not move in
response to a force because another force
acting on it is greater.
1. I can understand that forces have different
strengths.
2. I can recognize that an object does not
always move in response to a force.
3. I can show that an object does not move in
response to a force because another force
acting on it is greater.
BCS Assessments
BCS Assessments
Describe - To tell/
Comprehension
motion
direction
Identify changes in motion (change direction, Identify - To give examples/ motion
speeding up, slowing down).
Comprehension
Relate the speed of an object to the distance Relate - To make a
it travels in a standard amount of time.
connection
between/Analysis
H
H
speed
distance
time
H
1. List direction terms
2. Use direction terms to describe motion
1. I can list direction words.
2. I can use direction words to describe motion.
BCS Assessments
1. List changes in motion
2. Identify changes in motion
1. I can list different changes in motion.
2. I can identify changes in motion.
BCS Assessments
1. Measure elapsed time (ie: stopwatch,
second hand) and distance.
2. Describe the relationship between
speed and distance over time.
3. Relate the speed of an object to the
distance it travels in a standard amount of
time.
1. I can measure elapsed time and distance.
2. I can describe the relationship between
speed and distance over time.
3. I can relate the speed of an object to the
distance it travels.
BCS Assessments
Energy
P.EN.E.1
Develop an understanding that there are
many forms of energy (such as heat, light,
sound, and electrical) and that energy is
transferable by convection, conduction, or
radiation. Understand energy can be in
motion, called kinetic; or it can be stored,
BCS Assessments
Heat, electricity, light, and sound are forms of
energy.
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
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Science - 3rd Grade
P.EN.03.11
Identify light and sound as forms of energy.
P.EN.E.2
Light travels in a straight path. Shadows
result from light not being able to pass
through an object. When light travels at an
angle from one substance to another (air and
water), it changes direction.
P.EN.03.21
Demonstrate that light travels in a straight
path and that shadows are made by placing
an object in a path of light.
P.EN.03.22
Vibrating objects produce sound. The pitch of
sound varies by changing the rate of
vibration.
P.EN.03.31
Relate sounds to their sources of vibrations
(for example: a musical note produced by a
vibrating guitar string, the sounds of a drum
made by the vibrating drum head).
Content
Vocabulary
light
sound
energy
*Assess
H
Skills Needed & Sequencing Of Skills
1. Define energy as a physical change
2. Prove through experiments that light
and sound convert to forms of energy
3. Identify light and sound as forms of
energy
Learning Targets I can…
1. I can define energy as a physical change.
2. I can prove with experiments that light and
sound change to forms of energy.
3. I can Identify light and sound as forms of
energy.
Resources
Assessment
BCS Assessments
BCS Assessments
Demonstrate - To
show/Application
Observe what happens to light when it travels Observe - To notice/
from air to water (a straw half in the water and Comprehension
half in the air looks bent).
P.EN.E.3
P.EN.03.32
Verbs / Bloom's
Taxonomy Level
Identify - To
name/Knowledge
Relate - To make a
connection
between/Analysis
Distinguish the effect of fast or slow vibrations Distinguish - To tell the
as pitch.
differences
between/Analysis
light
path
shadows
1. I can recognize the relationship between
light and shadows
2. I can show that light travels in a straight path
3. I can show that a shadow is created when an
object is put in the path of light
BCS Assessments
H
1. Recognize the relationship between
light and shadows
2. Show that light travels in a straight path
3. Show that a shadow is created when an
object is put in the path of light
1. I can explain that light travels in a straight
path
2. I can observe that light bends when it moves
from air to water
BCS Assessments
H
1. Explain that light travels in a straight
path
2. Observe that light bends when it moves
from air to water
1. I can define vibrations
2. I can describe the relationship between
sound and vibrations
3. I can locate the source of vibration for a
given sound
BCS Assessments
H
1. Define vibrations
2. Describe the relationship between
sound and vibrations
3. Locate the source of vibration for a
given sound
1. I can define cause and effect
2. I can define vibration and pitch
3. I can explain the effect of fast or slow
vibrations as a difference in pitch
BCS Assessments
H
1. Define cause and effect
2. Define vibration and pitch
3. Distinguish the effect of fast or slow
vibrations as pitch
light
sounds
sources
vibrations
effect
vibrations
pitch
BCS Assessments
Properties of Matter
P.PM.E.5
Develop an understanding that all matter has
observable attributes with physical and
chemical properties that are described,
measured, and compared. Understand that
states of matter exist as solid, liquid, or gas;
and have physical and chemical properties
BCS Assessments
Objects vary to the extent they absorb and
reflect light energy and conduct heat and
electricity.
P.PM.03.51
P.PM.03.52
Demonstrate how some materials are heated Demonstrate - To
more than others by light that shines on them. show/Application
Explain how we need light to see objects:
light from a source reflects off objects and
enters our eyes.
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
Explain - To tell/
Comprehension
materials
heated
light
light
source reflects
1. I can explain how light interacts with different
materials
2. I can demonstrate how materials are heated
by light
BCS Assessments
H
1. Explain how light interacts with different
materials
2. Demonstrate how materials are heated
by light
1. I can understand that objects cannot be
seen in the dark.
2. I can demonstrate that the eye can begin to
see objects with a small amount of light.
BCS Assessments
H
1. Understand that objects cannot be seen
in the dark.
2. Demonstrate that the eye can begin to
see objects with a minimal amount of light.
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Science - 3rd Grade
Verbs / Bloom's
Taxonomy Level
Content
Vocabulary
*Assess
Skills Needed & Sequencing Of Skills
Learning Targets I can…
Resources
Assessment
Life Science - Organization of Living Things
L.OL.E.3
Develop an understanding that plants and
animals (including humans) have basic
requirements for maintaining life which
include the need for air, water and a source of
energy. Understand that all life forms can be
classified as producers, consumers
BCS Assessments
Structures and Functions - Organisms have
different structures that serve different
functions in growth, survival, and
reproduction.
L.OL.03.31
L.OL.03.32
Describe the function of the following plant
parts: flower, stem, root, and leaf.
Identify and compare structures in animals
used for controlling body temperature,
support, movement, food-getting, and
protection (for example: fur, wings, teeth,
scales).
Describe - To tell/
Comprehension
Identify - To
name/Knowledge
Compare-To note the
similarities and differences
between/Analysis
function
flower
stem
root
leaf
structures
body temperature
support
movement
food-getting
protection
L.OL.E.4
Classification - Organisms can be classified
on the basis of observable characteristics.
L.OL.03.41
Classify plants on the basis of observable
Classify - To group/
physical characteristics (roots, leaves, stems, Comprehension
and flowers).
observable
physical
characteristics
Classify animals on the basis of observable
physical characteristics (backbone, body
coverings, limbs).
observable
physical
characteristics
L.OL.03.42
M
M
1. Identify the parts of a plant.
1. I can identify the parts of a plant.
2. Describe the function of each plant part. 2. I can describe the function of each plant
part.
BCS Assessments
1. Identify characteristics that animals
have to help them survive in their
environment.
2. Compare characteristics that animals
have to help them survive in their
environment.
BCS Assessments
BCS Assessments
Classify - To group/
Comprehension
M
M
1. Identify the characteristics of a plant.
2. Classify plants by similar
characteristics.
1. Identify the characteristics of an animal.
2. Classify animals by similar
characteristics.
Evolution
L.EV.E.1
1. I can identify characteristics that animals
have to help them survive in their environment.
2. I can compare characteristics that animals
have to help them survive in their environment.
1. I can identify the characteristics of a plant.
2. I can classify plants by similar
characteristics.
1. I can identify the characteristics of an
animal.
2. I can classify animals by similar
characteristics.
Develop an understanding that plants and
animals have observable parts and
characteristics that help them survive and
flourish in their environments. Understand
that fossils provide evidence that life forms
have changed over time and were influenced
BCS Assessments
BCS Assessments
BCS Assessments
Different kinds of organisms have
characteristics that help them to live in
different environments.
L.EV.03.11
Relate characteristics and functions of
observable parts in a variety of plants that
allow them to live in their environment (leaf
shape, thorns, odor, color).
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
Relate - To make a
connection
between/Analysis
characteristics
functions
environment
M
1. Identify characteristics and functions
that plants have to help them survive in
their environment.
1. I can identify characteristics and functions
that plants have to help them survive in their
environment.
BCS Assessments
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Science - 3rd Grade
L.EV.03.12
Verbs / Bloom's
Taxonomy Level
Relate characteristics and functions of
Relate - To make a
observable body parts to the ability of animals connection
to live in their environment (sharp teeth,
between/Analysis
claws, color, body coverings).
Content
Vocabulary
characteristics
functions
environment
*Assess
M
Skills Needed & Sequencing Of Skills
1. Identify characteristics and functions
that animals have to help them survive in
their environment.
Learning Targets I can…
1. I can identify characteristics and functions
that animals have to help them survive in their
environment.
Resources
Assessment
BCS Assessments
Earth Science - Earth Systems
E.ES.E.4
Develop an understanding of the warming of
the Earth by the sun as the major source of
energy for phenomenon on Earth and how
the sun's warming relates to weather, climate,
seasons, and the water cycle. Understand
how human interaction and use of natural
BCS Assessments
The supply of many natural resources is
limited. Humans have devised methods for
extending their use of natural resources
through recycling, reuse, and renewal.
E.ES.03.41
E.ES.03.42
E.ES.03.43
ES.03.44
Identify natural resources (metals, fuels, fresh Identify - To name/
water, fertile soil, and forests).
Knowledge
natural resources
Classify renewable (fresh water, fertile soil,
forests) and non-renewable (fuels, metals)
resources.
Classify - To group/
Comprehension
renewable
non-renewable
Describe ways humans are protecting,
extending, and restoring resources (recycle,
reuse, reduce, renewal).
Describe - To give
examples/
Comprehension
Recognize that paper, metal, glass, and
some plastics can be recycled.
Recognize - To know/
Knowledge
E.ES.E.5
Humans depend on their natural and
constructed environment. Humans change
environments in ways that are helpful or
harmful for themselves and other organisms.
E.ES.03.51
Describe ways humans are dependent on the Describe - To
natural environment (forests, water, clean air, explain/Evaluation
earth materials) and constructed
environments (homes, neighborhoods,
shopping malls, factories, and industry).
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
resources
recycle
reuse
reduce
renewal
recycled
1. I can define natural resource.
2. I can give examples and non-examples of
natural resources.
BCS Assessments
H
1. Define natural resource.
2. Give examples and non-examples of
natural resources.
1. I can define natural resource.
2. I can define renewable and non-renewable
resources.
3. I can give examples & non-examples of
renewable and non-renewable resources.
BCS Assessments
H
1. Define natural resource.
2. Define renewable and non-renewable
resources.
3. Give examples & non-examples of
renewable and non-renewable resources.
BCS Assessments
H
1. Define recycle, reuse, reduce, renewal. 1. I can define recycle, reuse, reduce, renewal.
2. Relate how the four Rs (above) protect, 2. I can make a connection between how the
extend, and restore resources.
four Rs (above) protect, extend, and restore
resources.
BCS Assessments
H
1. Relate paper, metal, glass, & plastics to
the natural resource from which they are
produced.
2. Recognize that we must preserve
Earth's natural resources.
3. Recognize that paper, metal, glass, &
some plastics can be recycled.
1. I can make a connection between paper,
metal, glass, & plastics and the natural
resource from which they are made.
2. I can explain why we must preserve Earth's
natural resources.
3. I can recognize that paper, metal, glass, &
some plastics can be recycled.
BCS Assessments
natural environment
constructed
environments
H
1. Identify human needs: food, water,
shelter, air, clothing
2. Relate human needs to natural
resources.
3. Describe ways humans are dependent
on the natural environment & constructed
environments.
1. I can identify human needs: food, water,
shelter, air, clothing
2. I can make a connection between human
needs and natural resources.
3. I can describe ways humans need the
natural environment & man-made
environments.
BCS Assessments
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Science - 3rd Grade
E.ES.03.52
Verbs / Bloom's
Taxonomy Level
Describe helpful or harmful effects of humans Describe - To explain/
on the environment (garbage, habitat
Evaluation
destruction, land management, renewable
and non-renewable resources).
Content
Vocabulary
effects
environment
*Assess
Skills Needed & Sequencing Of Skills
H
1. Define vocabulary words listed in GLCE.
2. Explain the concept of cause & effect.
3. Describe helpful or harmful effects of
humans on the environment.
Learning Targets I can…
1. I can define garbage, habitat destruction,
land management, renewable and nonrenewable resources.
2. I can explain the concept of cause & effect.
3. I can describe helpful or harmful effects of
humans on the environment.
Resources
Assessment
BCS Assessments
Solid Earth
E.SE.E.1
Develop an understanding of the properties of
earth materials and how those properties
make materials useful. Understand gradual
and rapid changes in earth materials and
features of the surface of Earth. Understand
magnetic properties of Earth.
BCS Assessments
Earth materials that occur in nature include
rocks, minerals, soils, water, and the gases of
the atmosphere. Some Earth materials have
properties which sustain plant and animal life.
E.SE.03.13
Recognize and describe different types of
Earth materials (mineral, rock, clay, boulder,
gravel, sand, soil, water, and air).
Recognize - To
know/Knowledge
earth materials
H
Describe - To tell the
properties
of/Comprehension
E.SE.03.14
Recognize that rocks are made up of
minerals.
E.SE.E.2
The surface of Earth changes. Some changes
are due to slow processes, such as erosion
and weathering, and some changes are due
to rapid processes, such as landslides,
volcanic eruptions, and earthquakes.
E.SE.03.22
Identify and describe natural causes of
change in the Earth's surface (erosion,
glaciers, volcanoes, landslides, and
earthquakes).
E.SE.E.3
Some Earth materials have properties that
make them useful either in their present form
or designed and modified to solve human
problems. They can enhance the quality of
life as in the case of materials used for
building or fuels used for heating and
transportation.
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
Recognize - To
know/Knowledge
Identify -To give examples/
Comprehension
Describe - To give details
about/Comprehension
rocks
minerals
H
natural causes
surface
H
1. Define Earth material.
1. I can define Earth material.
2. Recognize and describe different types 2. I can recognize and describe different types
of Earth materials.
of Earth materials.
BCS Assessments
1. Define mineral.
2. Identify a variety of minerals within a
rock.
3. Recognize that rocks are a mixture of
minerals.
1. I can define mineral.
2. I can identify a variety of minerals within a
rock.
3. I can recognize that rocks are a mixture of
minerals.
BCS Assessments
1. Explain the concept of cause & effect.
2. Define erosion, glaciers, volcanoes,
landslides, and earthquakes as natural
phenomenons.
3. Describe natural causes of change in
the Earth's surface.
1. I can explain the concept of cause & effect.
2. I can define erosion, glaciers, volcanoes,
landslides, and earthquakes.
3. I can describe natural causes of change in
the Earth's surface.
BCS Assessments
BCS Assessments
BCS Assessments
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8
Science - 3rd Grade
E.SE.03.31
E.SE.03.32
Identify Earth materials used to construct
some common objects (bricks, buildings,
roads, glass).
Describe how materials taken from the Earth
can be used as fuels for heating and
transportation.
*High Matrix Representation (H)
Moderate Matrix Representation (M)
Low Matrix Representation (L)
Verbs / Bloom's
Taxonomy Level
Identify -To give examples/
Comprehension
Describe - To give details
about/Comprehension
Content
Vocabulary
earth materials
construct
materials
fuels
transportation
*Assess
H
H
Skills Needed & Sequencing Of Skills
Learning Targets I can…
Resources
Assessment
1. Define Earth materials.
2. Identify Earth materials used to
construct some common objects.
1. I can define Earth materials.
2. I can identify Earth materials used to
construct some common objects.
BCS Assessments
1. Sort Earth materials for those used as
fuels.
2. Describe how materials taken from the
Earth can be used as fuels for heating and
transportation.
1. I can sort Earth materials for those used as
fuels.
2. I can describe how materials taken from the
Earth can be used as fuels for heating and
transportation.
BCS Assessments
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