CCSU Comprehensive Curriculum for Science Grade Level 3 Introduction: The competency and proficiency expectations for this grade level have been organized into a suggested unit structure. Using “Backwards Design”, sample units have been drafted and are available at each school. The only portions of these units that are required for implementation are Stages I and II. Teachers are encouraged to design Stage III learning experiences that have the best integrated fit for a year‐long learning experience in science. Teachers are further encouraged to use curriculum mapping strategies that create learning experiences in science that have thematic or topical connections to learning intentions in other content areas. Suggested Units: Unit 1: Matter Matters! Unit 2: Flutter and Flash Unit 3: Plants on the Grow Unit 4: Let’s Rock! CCSU Comprehensive Curriculum for Science, Revised 12/2/2008 VERSION 1.0 1 CCSU Comprehensive Curriculum for Science Grade Level 3, Unit 1: Matter Matters! Science Domains: Inquiry; Physical Science Science Content: Properties of Matter, Physical Change Overarching Enduring Understanding: All living things and non‐living things are composed of matter having characteristic properties that distinguish one substance from another. A transfer of energy can result in the physical change of state of a substance Concepts to Emphasize: states of matter CCSU Comprehensive Curriculum for Science, Revised 12/2/2008 VERSION 1.0 2 Grade Level 3, Unit 1: Matter Matters!
Science Domains: Inquiry; Physical Science Science Content: Properties of Matter, Physical Change Concepts to Emphasize: states of matter CCSU Power Standards Power Standard #1 – Scientific Inquiry: Students demonstrate the ability to apply inquiry skills to explore and understand the world around them. (Aligns with Vermont Standard 7.1) Power Standard #2 ‐ Physical Science: Students describe the relationship between energy and matter. (Aligns with Vermont Standard 7.12) Aligns with Vermont Grade Cluster Expectations CCSU Power Indicators Vermont Essential Questions and Science Concepts Competency Focus Proficiency Focus Standards 7.1, 7.2, S3‐4:9 – Properties of Matter • What is matter? 7.12 Students demonstrate their understanding of the • How are the properties of solids, liquids, and gases Properties of Matter by… (states of matter) alike and different (i.e.: mass and • Investigating and measuring how the total weight of volume)? the parts of a substance, no matter how they are • How can we measure matter? combined, remains the same (e.g., water and gravel mixture, or a Lego car system, or the weight of sugar plus the weight of water equals the total weight of the a) All matter has weight that can be measured. Predict and measure sugar solution). the weight of matter. b) The weight of the whole is the same as the sum of (2a) the parts. c) Most objects/substances are made of smaller parts. CCSU Comprehensive Curriculum for Science, Revised 12/2/2008 VERSION 1.0 3 7.1, 7.2, 7.12 7.1, 7.2, 7.12 S3‐4:12 – Properties of Matter d) Solids, liquids and gases are states of matter that can Students demonstrate their understanding of the be observed, described, and measured. States of Matter by… • Identifying, describing and comparing the properties e) Gases take up as much space as you give them. of selected solids, liquids and gases. f) Gas is a state of matter that takes up space. S3‐4:13 – Properties of Matter Students demonstrate their understanding of the Properties of a Gas by… •
7.1, 7.2, 7.12 Experimenting with gas in a closed container (such as a balloon or a bag) and describing how pressure on the container changes when the volume of the gas changes. S3‐4:14 – Physical Change Students demonstrate their understanding of Physical Change by… •
Compare the properties of solids, liquids and gases. (2b) •
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Investigating and explaining what happens to liquids in open containers. CCSU Comprehensive Curriculum for Science, Revised 12/2/2008 VERSION 1.0 What is physical change? How does heat cause a physical change of state of matter to occur? a) Adding heat can change a substance from a solid, to a liquid, to a gas. Observe and explain how heat can change a substance from a solid to a liquid to a gas. (2d) 4 CCSU Comprehensive Curriculum for Science Grade Level 3, Unit 2: Flutter and Flash Domains: Inquiry, Physical Science Science Content: Energy Overarching Enduring Understandings: Energy is necessary for change to occur. Energy is the ability to bring about change in matter. • There are many forms of energy. • The total energy in the universe is constant. • Energy can be transformed and transferred, but not destroyed (conservation of energy). • Energy transfers and transformation exhibit characteristics of systems with inputs, processes, and outputs as well as connections to other systems. Concepts to Emphasize: sound‐vibration, light (reflection and absorption), forms of energy CCSU Comprehensive Curriculum for Science, Revised 12/2/2008 VERSION 1.0 5 Grade Level 3, Unit 2: Flutter and Flash
Domains: Inquiry, Physical Science Science Content: Energy Concepts to Emphasize: sound‐vibration, light (reflection and absorption), forms of energy CCSU Power Standards Power Standard #1 – Scientific Inquiry: Students demonstrate the ability to apply inquiry skills to explore and understand the world around them. (Aligns with Vermont Standard 7.1) Power Standard #2 ‐ Physical Science: Students describe the relationship between energy and matter. (Aligns with Vermont Standard 7.12) Aligns with Vermont Standards 7.1, 7.2, 7.12 Vermont Grade Cluster Expectations Competency Focus S3‐4:28 – Energy Students demonstrate their understanding of Light Energy by… •
Investigating with flashlights and other light sources and describing how light rays reflect off of objects. AND • Explaining what occurs when light rays are blocked (e.g., shadows). 7.1, 7.2, 7.12 Essential Questions and Science Concepts •
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In what ways can energy be transferred? In what ways can energy be transformed? a) Light maintains direction of motion until it interacts with another object. b) Light can be reflected or absorbed. S1‐2:29 – Energy Students demonstrate their understanding of Sound Energy by… •
Investigating different objects, observing and describing the vibrations of those objects and the sounds that are made. CCSU Comprehensive Curriculum for Science, Revised 12/2/2008 VERSION 1.0 c) Sound is caused by vibrating objects. CCSU Power Indicators Proficiency Focus Name three forms of energy (heat, light, sound). (2c) Observe and explain how light rays reflect off objects. (2e) Observe and explain how sound energy is caused by vibrating objects. (2f) 6 CCSU Comprehensive Curriculum for Science Grade Level 3, Unit 3: Plants on the Grow Science Domains: Inquiry; Life Science Science Content: Survival of Organisms, Life Cycles and Reproduction, Interdependence within Ecosystems, Classification of Living Things Overarching Enduring Understandings: All living organisms and their component cells have identifiable characteristics that allow for survival. Energy enters an ecosystem in the form of sunlight and flows through the system to each cell. Matter interacts, changes, and recycles in an ecosystem. Populations of organisms survive by maintaining interdependent relationships with one another, and by utilizing biotic and abiotic resources from the environment. All living things exhibit patterns of similarity in their structures, behaviors and biochemistry. Concepts to Emphasize: trees (habitats, life cycle, physical characteristics, and survival), plant structure CCSU Comprehensive Curriculum for Science, Revised 12/2/2008 VERSION 1.0 7 Grade Level 3, Unit 3: Plants on the Grow
Science Domains: Inquiry; Life Science Science Content: Survival of Organisms, Life Cycles and Reproduction, Interdependence within Ecosystems, Classification of Living Things Concepts to Emphasize: trees (habitats, life cycle, physical characteristics, and survival), plant structure CCSU Power Standards Power Standard #1 – Scientific Inquiry: Students demonstrate the ability to apply inquiry skills to explore and understand the world around them. (Aligns with Vermont Standard 7.1) Power Standard #4 ‐ Life Science and Human Body: Students observe and describe structures, characteristics, systems, life cycles, patterns of development, and interdependent relationships that allow organisms to survive and species to evolve. (Aligns with Vermont Standards 7.13, 7.14) Vermont Vermont Grade Cluster Expectations CCSU Power Indicators Essential Questions and Science Concepts Standards Competency Focus Proficiency Focus 7.1, 7.2, S3‐4:30 – Survival of Organisms • How can the characteristics of plants help them to 7.13 Students demonstrate their understanding of survive? Structure and Function–Survival Requirements • Where do new plants come from? by… • In what ways can a plant change throughout its life Identify the parts • Identifying how the physical structure/characteristic of (structure) of a tree. cycle? an organism allows it to survive and defend itself (e.g., (4a) The coloring of a fiddler crab allows it to camouflage a) Organisms have characteristics that help them find itself in the sand and grasses of its environment so what they need to survive in their environment and Explain how the that it will be protected from predators. A rose is structure of a tree protected by its thorns.) provide for their survival: allows it to survive. ƒ Defense (4b) ƒ Obtaining food ƒ Reproduction ƒ Eliminate waste CCSU Comprehensive Curriculum for Science, Revised 12/2/2008 VERSION 1.0 8 7.1, 7.2, 7.13 S3‐4:31 – Life Cycles and Reproduction Students demonstrate their understanding of Reproduction by… •
7.1, 7.2, 7.13 Investigating and describing a variety of plant and animal life cycles. S3‐4:34 –Interdependence within Ecosystems Students demonstrate their understanding of Energy Flow in an Ecosystem by… •
Identifying the source of energy for the survival of organisms. 7.1, 7.2, 7.13 S3‐4:35 – Interdependence within Ecosystems Students demonstrate their understanding of Food Webs in an Ecosystem by… •
Recognizing that, in a simple food chain, all animals’ food begins with plants. AND • Researching and designing a habitat and explaining how it meets the needs of the organisms that live there. 7.1, 7.2, 7.13 S3‐4:38 – Classification of Living Things Students demonstrate their understanding of Classification of Organisms by… •
Describing and sorting plants and animals into groups based on structural similarities and differences (e.g., All pine, spruce and evergreen trees have similar leaf structures; Spiders have eight legs, and insects have six). b) Although all organisms have common stages of development, details of a life cycle are different for different organisms. Describe the life cycle of a tree. (4d) How do plants meet their needs to survive? To what extent could we live without plants? a) Energy derived from food is needed for all organisms (plants and animals) to stay alive and grow. b) Food for animals can be traced back to plants. Design a habitat for a specific type of tree, c) Organisms can survive best only in habitats in which and explain how it their needs are met. meets the needs of trees that live there. (4c) •
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• How do scientists use characteristics to sort living things? a) The great variety of living things can be sorted into groups in many ways using various characteristics to decide which things belong to which group. CCSU Comprehensive Curriculum for Science, Revised 12/2/2008 VERSION 1.0 9 CCSU Comprehensive Curriculum for Science Grade Level 3, Unit 4: Let’s Rock! Science Domains: Inquiry; Universe, Earth, and Environment Science Content: Earth Materials and the Rock Cycle, Forces and Changes on the Earth’s Surface, Natural Resources Overarching Enduring Understandings: The universe, earth and all earth systems have undergone change in the past, continue to change in the present and predicted to continue changing in the future. Concepts to Emphasize: erosion, natural resources (living and non‐living), physical properties of rocks and soil, land forms CCSU Comprehensive Curriculum for Science, Revised 12/2/2008 VERSION 1.0 10 Grade Level 3, Unit 4: Let’s Rock!
Science Domains: Inquiry; Universe, Earth, and Environment Science Content: (Earth Materials and the Rock Cycle, Forces and Changes on the Earth’s Surface, Natural Resources) Concepts to Emphasize: erosion, natural resources (living and non‐living), physical properties of rocks and soil, land forms CCSU Power Standards Power Standard #1 – Scientific Inquiry: Students demonstrate the ability to apply inquiry skills to explore and understand the world around them. (Aligns with Vermont Standard 7.1) Power Standard #5 ‐ Universe, Earth, and Environment: Students observe, describe, explain, and predict continual changes in the universe and in Earth’s features and atmosphere and consider their impact on managing natural resources and agricultural systems. (Aligns with Vermont Standards 7.15, 7.16) Vermont Standards 7.1, 7.2, 7.15, 7.16 Vermont Grade Cluster Expectations Competency Focus CCSU Power Indicators Proficiency Focus S1‐2:46 – Earth Materials and the Rock Cycle • What are the basic earth materials? Students demonstrate their understanding of • How can we describe the characteristics of soils & Processes and Change over Time within Systems rocks? of the Universe by… • In what ways do features of earth’s surface change? • Observing, describing and comparing color and texture • What are natural resources? of different types of rocks and soils. • To what extent is food a natural resource? AND • Conducting tests on how different types of soils retain • What characteristics make some earth materials useful as a natural resource? water. a) Earth materials are solid rocks and soils. b) Soils and rocks have properties of color and texture; Compare the physical properties of two soil in addition, some soils retain different amounts of types. (5a) water. CCSU Comprehensive Curriculum for Science, Revised 12/2/2008 VERSION 1.0 Essential Questions and Science Concepts 11 S3‐4:46 – Earth Materials and the Rock Cycle Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… c)
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Observing and identifying components of soils and rocks. AND • Recognizing and identifying the four basic materials of the earth (i.e., rocks, soil, water and gases). AND • Observing and describing the properties of rocks. e)
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7.1, 7.2, 7.15 S3‐4:47 – Forces and Changes on the Earth’s Surface Students demonstrate their understanding of Processes and Change over Time within Earth Systems by… i)
Soil is made partly from rock, partly from plant remains and also contains many living organisms. Earth materials are solid rocks, soils, water and the gases of the atmosphere. Rock is composed of different combinations of minerals. Large rocks can be broken down into small rocks. Rocks have properties of color, texture and hardness. Rocks can be classified by their physical properties. Waves, wind, water and ice shape and reshape the earth’s land surface by eroding rock and soil in some areas and depositing them in other areas. Compare the physical properties of two rocks. (5c) Sketch a landform and explain how erosion causes change over time. (5d) •
Building models that simulate deposits of sediments (e.g., a stream table. AND • Investigating local land forms and comparing them with models created in the classroom. CCSU Comprehensive Curriculum for Science, Revised 12/2/2008 VERSION 1.0 12 7.1, 7.2, 7.15, 7.16 S3‐4:49 – Natural Resources Students demonstrate their understanding of Processes and Change within Natural Resources by… •
Observing and describing properties of living and nonliving resources. AND • Explaining how the properties of living and n on‐living resources make them suitable for use by humans. Note: Cross reference with History & Social Studies 3‐4:12 j) The varied earth materials have different physical and chemical properties, which make them useful in different ways, for example, as building materials, as sources of fuel, for growing the plants we use as food, or supporting animal life. Earth materials provide many of the resources that humans use. k) Earth materials have chemical and physical properties that make them useful as building materials, or for growing plants or for fuel. Identify rocks, minerals, and soil as natural resources. (5b) CCSU Comprehensive Curriculum for Science, Revised 12/2/2008 VERSION 1.0 13