A Correlation of
to the
Palm Beach County
Elementary Curriculum Guidelines for Science
(Sunshine State Standards)
Grade Three
T/S-45_G3
Introduction
This document demonstrates how Scott Foresman
Science meets the Palm Beach County Elementary
Curriculum Guidelines for Science (Sunshine State
Standards). Page references are to the Teacher’s
Edition or to the ancillary. Scott Foresman Reading
selections that support the Palm Beach County
guidelines are also cited.
Pearson Scott Foresman is proud to introduce our all
new Scott Foresman Science, Kindergarten through
Grade Six. Extensive research and analysis is the
foundation for Scott Foresman Science and guides the
instructional design.
Scaffolded Inquiry
Scott Foresman Science is built on three levels of
inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry.
All three levels engage students in activities that build a
strong science foundation and help them develop a full
understanding of the inquiry process.
How to Read Science
Powerful connections between reading skills and science
process skills in every chapter advance science literacy
for all students.
Differentiated Instruction
Leveled Readers for every Student Edition chapter teach
the same science concepts, vocabulary, and reading
skills — at each student’s reading level.
Time-Saving Strategies
Time-saving strategies are built right into the Teacher’s
Edition that will save the teacher hours of time in lesson
preparation.
 Quick Teaching Plans cover the standards even
when class time is short.
 Everything needed for each activity comes in its
own chapter bag. With the Activity Placemat and
Tray, activity setup takes only 30 seconds.
 Premade Bilingual Bulletin Board Kits save time by
creating attractive bulletin boards quickly and
easily.
Technology
Scott Foresman Science brings teaching and learning
together in one convenient spot—the computer. From
sfsuccessnet.com to educational CDs and DVDs, this
program provides a variety of interactive tools to help
support, extend, and enrich classroom instruction.
The Online Teacher’s Edition provides access to the
same printed content, so the teacher can plan lessons
with the customizable Lesson Planner from home or
school computers. The Online Student Edition allows
students, teachers, and parents to access the content of
the textbook from computers at school or at home.
Scott Foresman Science
to the
Palm Beach County Elementary Curriculum Guidelines for Science (Sunshine State Standards)
Grade Three
STRAND A: THE NATURE OF MATTER
GRADE 3: STANDARD 1. The student understands that all matter has observable, measurable properties.
REPORT CARD S1. Understands that all matter has observable, measurable properties.
BENCHMARK SC.A.1.2.1 The student determines that the properties of materials can be compared and measured. (AA: MC)
ESSENTIAL QUESTIONS
? What are some physical properties that can be measured? Physical properties that can be measured are length, width, height, mass,
volume, and temperature.
? How are rulers, balance scales, graduated cylinders, and thermometers used to measure the physical properties of matter? Metric
rulers and meter sticks measure length, balance scales with gram weights measure mass, graduated cylinders or metric measuring cups measure
volume, and thermometers measure temperature.
? When can the physical properties of one material be compared to another material? The physical properties of one material can be
compared to another material only when they are measured in like units, such as comparing meters to meters, grams to grams, etc. Like units are
used to compare and order or classify (group) matter.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student determines the physical
properties of matter using metric measurements and
tools such as rulers, graduated cylinders, balance
scales, and thermometers.
1. Student measures length, width, and height of regularshaped, solid objects in meters (m) and centimeters
(cm).
2. Student measures liquid volume in liters (L) and
milliliters (mL) with a graduated cylinder or metric
measuring cups.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Science
xxix
Tools
Scott Foresman
Science
Assessments
Examview 273C,
273H, 294
Chapter 10
Lesson 2
284-289
Chapter 10
Review &
Test Prep
295
FCAT Science
Test Prep
Ancillary 32, 68,
97
1
Scott Foresman Resources
SF Science
Activity Flip
Chart 273E
Leveled
Readers 273A
Every Student
Learns 285
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
3. Student measures their body mass in kilograms (kg)
and other smaller objects masses in grams (g) and
kilograms (kg) using a scale and balance.
4. Student measures temperature in degrees Celsius (oC)
using a thermometer or temperature probe.
Scott Foresman
Science
Assessments
Assessment
Book Chapter 10
Test, 65-68; Unit
C Test, 85-88
Scott Foresman Resources
SF Science
Quick Study
Ancillary 68, 69
Take It to the
Net 273
Quick Activity
Transparencies
284
FCAT
Benchmark
Mini-Lesson
Ancillary 34
2
SF Reading
STRAND A: THE NATURE OF MATTER
GRADE 3: STANDARD 1. The student understands that all matter has observable, measurable properties.
REPORT CARD S1. Understands that all matter has observable, measurable properties.
BENCHMARK SC.A.1.2.2 The student knows that common materials can be changed from one state to another by heating and cooling. (CS:
MC)
ESSENTIAL QUESTIONS
? How does heating change matter? Solids eventually melt into liquids and liquids eventually vaporize into gases.
? How does cooling change matter? Gases usually change into liquids and liquids eventually change into solids (Note: There are some
exceptions, for example, dry ice (frozen carbon dioxide) changes from a solid to a gas (or sublimates) skipping the liquid stage when heated.
Teach to the norm, not the exception.)
? How do solids, liquids and gases differ? Solids have a measurable shape, and volume (they keep their shape to take up the same amount of
space). Liquids change shape (take the shape of their containers), and have a measurable volume. Gases take the shape of their containers, but
do not have a definite volume (they will escape from their container once the lid is removed). The volume of a gas can be measured, but changes
with any increase or decrease of temperature or pressure.
? What is evaporation? Evaporation is the change of matter from a liquid state to a gaseous state at a temperature below its boiling point. (The
change from liquid to gas at or above the boiling point is called vaporization. Many liquids evaporate naturally letting molecules escape from their
surface below their boiling point, e.g. water.)
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands that a change of
state (or phase) is caused when heat energy is added
or taken away.
1. Student observes a physical change from solid to
liquid to gas and records temperature changes in
degrees Celsius.
2. Student contrasts solids, liquids, and gases in terms
of shape and volume.
3. Student identifies evaporation as a change of state
from a liquid to a gas (vapor) by heating.
4. Student investigates how water changes in state from
solid to liquid.
5. Student investigates how water evaporates.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 11
297
Chapter 11
Lesson 1
304-305
Chapter 11
Review &
Test Prep
318-319
Scott Foresman
Science
Assessments
Examview 297C,
297H, 318
FCAT Science
Test Prep
Ancillary 33, 61,
73, 98, 101, 102
Assessment
Book Chapter 11
Test, 69-72;
Chapter 13 Test,
77-80; Unit C
Test, 85-88
3
Scott Foresman Resources
SF Science
Leveled
Readers 297A
Every Student
Learns 304
Quick Study
Ancillary 70, 71
Take It to the
Net 297
FCAT
Benchmark
Mini-Lesson
Ancillary 35
SF Reading
STRAND A: THE NATURE OF MATTER
GRADE 3: STANDARD 1. The student understands that all matter has observable, measurable properties.
REPORT CARD S1. Understands that all matter has observable, measurable properties.
BENCHMARK SC.A.1.2.3 The student knows that the weight (mass) of an object always equals the sum of its parts. (CS: MC)
ESSENTIAL QUESTIONS
? Will the weight of an object equal the sum of all its disassembled parts? The weight of an object will equal the sum of all its disassembled
parts only when all the parts are weighed together and no parts are missing.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows that the mass of an object
is equal to the sum of all its disassembled parts.
1. Student compares the mass in grams of a whole object
with all the pieces of the same object disassembled to
show that the physical change of taking the whole
object apart does not change the total amount of
matter.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 10
284-287
Lesson 2
Chapter 10
Guided
Inquiry
290-291
Chapter 10
Math in
Science
292-293
Chapter 10
Review &
Test Prep
294-295
Chapter 11
Math in
Science
316-317
Scott Foresman
Science
Assessments
Examview 273C,
273H, 294
Scott Foresman Resources
SF Science
Leveled
Readers 273A
Every Student
Learns 285
Quick Study
Ancillary 68, 69
Take It to the
Net 273
Quick Activity
Transparencies
284
4
SF Reading
STRAND A: THE NATURE OF MATTER
GRADE 3: STANDARD 2. The student understands the basic principles of the atomic theory.
REPORT CARD S2. Understands the basic properties of atomic theory.
BENCHMARK SC.A.2.2.1 The student knows that materials may be made of parts too small to be seen without magnification. (CS: MC)
ESSENTIAL QUESTIONS
? What are atoms? Atoms are the smallest unit of a chemical element that can still retain the properties of that element.
? What tool can scientists use to observe the minute details of objects or organisms other than a hand lens? A scientist would use a
compound microscope. Compound means two or more lenses, an eyepiece lens and objective lens. Light is used to illuminate the object, so
very small thin pieces of matter are best.
? How does a hand lens or a microscope help us see more detail? A hand lens or microscope lenses magnify a virtual image of the object
making it look much bigger.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows matter is made of particles
too small to be seen.
Nature of Matter
1. Student identifies the atom as the smallest part of
matter and too small to be seen even using a
microscope.
GLE 2 - The student uses scientific tools (hand lens
and/or microscope) to observe and study minute
details of objects.
Life Science (Organic Matter)
1. Student knows how to use a hand lens and
microscope.
2. Student observes pond water for organisms using a
microscope.
3. Student compares and contrasts observations using
different magnifications.
Scott Foresman Science
Teacher Edition
Lessons
Pages
193D
Chapter 7
Directed
Inquiry
Chapter 7
Guided
Inquiry
210-211
Chapter 10
Lesson 1
282-283
Chapter 10
Lesson 2
288-289
Chapter 10
Review &
Test Prep
294-295
Scott Foresman
Science
Assessments
Examview 193C,
193H, 214, 273C,
273H, 294
FCAT Science
Test Prep
Ancillary 67, 69,
71, 102
Assessment
Book Chapter 10
Test, 65-68; Unit
C Test, 85-88
Scott Foresman Resources
SF Science
Lab Zone
Science 193D,
210
Leveled
Readers 193A,
273A
Every Student
Learns 281, 285
Quick Study
Ancillary 66, 67,
68, 69
Take It to the
Net 210, 273
Quick Activity
Transparencies
206
5
SF Reading
3.1 What Are
Viruses? 108109n
STRAND B: ENERGY
GRADE 3: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.1.2.2 The student recognizes various forms of energy. (AA: MC Assesses SC.B.1.2.4) [Link instruction with SC.B.1.2.4.]
ESSENTIAL QUESTIONS
? What is thermal energy? Thermal energy is the energy that we feel as heat. It moves the tiny particles in matter. The hotter something is, the
faster its tiny particles of matter move.
? What is heat and how does it move? Heat is the movement of ‘thermal energy’ from one place to another. Heat always moves from a hot
place to a cold place. It never moves from a cold place to a hot place. (Association heat-thermal energy-thermometer)
? What is light? Light is a form of radiant energy and part of the electromagnetic spectrum we can see (produced by the vibration of electrically –
charged particles of matter).
? How does light behave? Light normally travels in straight lines (rays) until it comes into contact with matter when it can be absorbed, reflected,
refracted, or separated into colors.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows that heat is the thermal
energy humans can feel.
1. Student identifies heat as a type of thermal energy.
2. Student conducts an investigation that shows how
heat moves.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 13
353
Chapter 13
Lesson 3
366-369
Chapter 13
Guided
Inquiry
378-379
Chapter 13
Math in
Science
380-381
Chapter 13
Review &
Test Prep
382-383
Scott Foresman
Science
Assessments
Examview 353C,
353H, 382
Scott Foresman Resources
SF Science
Lab Zone
Science 353D,
378-379
FCAT Science
Test Prep
Ancillary 85, 87,
88
Leveled
Readers 353A
Assessment
Book Chapter 13
Test, 77-80; Unit
C Test, 85-88
Quick Study
Ancillary 86, 87
Every Student
Learns 369
Take It to the
Net 353
Quick Activity
Transparencies
366
6
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
Scott Foresman
Science
Assessments
Chapter 13
353
Examview 353C,
353H, 382
Chapter 13
Lesson 4
370-373
Chapter 13
Review &
Test Prep
382-383
(continued)
GLE 2 – The student knows light is the radiant energy
humans can see.
1. Student identifies light as a type of radiant energy and
constructs a diagram showing how light travels away
from its source.
2. Student observes, describes and diagrams the
behaviors of light, reflection, refraction, and color.
FCAT Science
Test Prep
Ancillary 85, 87,
88
Assessment
Book Chapter 13
Test, 77-80; Unit
C Test, 85-88
Scott Foresman Resources
SF Science
FCAT
Benchmark
Mini-Lesson
Ancillary 33
Activity Flip
Chart 353E
Leveled
Readers 353A
Every Student
Learns 373
Quick Study
Ancillary 88, 89
Take It to the
Net 353
Quick Activity
Transparencies
370
FCAT
Benchmark
Mini-Lesson
Ancillary 34
7
SF Reading
STRAND B: ENERGY
GRADE 3: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.1.2.3 The student knows most things that emit light also emit heat. (CS: MC)
ESSENTIAL QUESTIONS
? What object gives off heat and light energy? Fire, the sun, a light bulb (incandescent only, florescent give off light but low heat), a TV, and an
overhead projector give off heat and light energy. Light and heat are both forms of thermal (electromagnetic) energy and usually occur
together.
? What type of energy does the Earth get from the sun? The Earth gets both light (radiant energy) and heat (thermal energy) from the sun.
Light can travel through the vacuum (emptiness) of space to our planet Earth, and when it enters the atmosphere begins to increase the
motion of all the particles of matter it comes into contact with transforming into heat. The more light that is absorbed, the hotter the
temperature.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows that the sun provides
energy for the Earth in the form of heat and light.
1. Student identifies the sources of energy that emit both
light and heat in a system. (light bulb, campfire,
candle, sun, etc.).
2. Student describes light as radiation that travels through
empty space to Earth in rays.
3. Student identifies two types of energy Earth gets from
the sun (light and heat).
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 3
70-75
Lesson 1
Chapter 13
Lesson 1
358-361
Chapter 13
Lesson 4
370-373
Chapter 13
Review &
Test Prep
383
Chapter 15
Lesson 1
422-427
8
Scott Foresman
Science
Assessments
Examview 65C,
65H, 94, 353C,
353H, 382, 417C,
417H, 444
FCAT Science
Test Prep
Ancillary 85, 87
Assessment
Book Chapter f13
Test, 77-80; Unit
C Test, 85-88;
Chapter 15 Test,
99-102; Unit D
Test, 111-114
Scott Foresman Resources
SF Science
Lab Zone
Science 353D,
356
Leveled
Readers 65A,
353A, 417A
Every Student
Learns 72, 360,
373, 424
Quick Study
Ancillary 20, 21,
82, 83, 88, 89,
96, 97
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Take It to the
Net 356
Quick Activity
Transparencies
70, 358, 370,
422
9
SF Reading
STRAND B: ENERGY
GRADE 3: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.1.2.4 The student knows the many ways in which energy can be transformed from one type to another. (Assessed as
SC.B.1.2.2.) [Link instruction with SC.B.1.2.2.]
ESSENTIAL QUESTIONS
? How can energy be transformed (changed) from one form to another? Friction can change into heat (rubbing hands), electricity into light
and heat (light bulb), mechanical (machine) energy to heat (from friction), mechanical energy into electricity (by a generator), chemical energy
into light (glow stick), etc.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows that heat can be produced
by chemical reactions, electrical machines, and
friction.
1. Student illustrates several ways friction is transformed
into heat energy.
2. Given a light bulb, battery, and wire, the student makes
the bulb light.
3. Student observes ways a chemical reaction produces
heat and/or light (match, candle, glow sticks, etc.).
4. Student maps ways machines transform energy from
one form to another using a flowchart (Toaster =
Electricity Heat  Light)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 12
333-335
Lesson 2
Chapter 12
Review &
Test Prep
348-349
Chapter 13
Lesson 3
366-369
Scott Foresman
Science
Assessments
Examview 321C,
321H, 348, 353C,
353H, 382
FCAT Science
Test Prep
Ancillary 79, 83,
85, 86, 90, 100,
119, 120
Assessment
Book Chapter 12
Test, 73-76;
Chapter 13 Test,
77-80; Unit C
Test, 85-88
Scott Foresman Resources
SF Science
Activity Flip
Chart 321E
Leveled
Readers 321A,
353A
Quick Study
Ancillary 78, 79,
86, 87
Take It to the
Net 321, 353
Quick Activity
Transparencies
366
FCAT
Benchmark
Mini-Lesson
Ancillary 29, 43
10
SF Reading
STRAND B: ENERGY
GRADE 3: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.1.2.5 The student knows that various forms of energy (e.g. thermal) can be measured in ways that make it possible to
determine the amount of energy transformed. (CS: MC Assesses B.1.2.6.) [Link instruction with SC.B.1.2.6.]
ESSENTIAL QUESTIONS
? What is a thermometer? A thermometer is a tool used to measure temperature, how hot or cold a substance is.
? How does a thermometer measure temperature? A thermometer measures the gain or loss in heat by placing it in or on a substance and
recording the change in the red fluid’s position by numbered degrees up or down. The higher the number (integer), the more heat.
(Temperature is actually a measure of the average (kinetic) energy of the moving particles in a substance. The faster the particles are
moving, the more energy the substance has and the hotter it gets.)
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student uses a variety of tools to
measure the gain or loss of energy.
1. Student selects a Celsius thermometer and measures
the change in temperature of a substance.
2. Student records the temperature of a substance in
degrees Celsius (oC) over a period of time to
determine the gain or loss of heat.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 13
353D
Directed
Inquiry
Chapter 13
Guided
Inquiry
378-379
Scott Foresman
Science
Assessments
Examview 353C,
353H, 382
Assessment
Book Chapter 13
Test, 77-80; Unit
C Test, 85-88
Scott Foresman Resources
SF Science
Activity Flip
Chart 353E
Lab Zone
Science 353D,
378
Leveled
Readers 353A
Every Student
Learns 376
Quick Study
Ancillary 90, 91
Take It to the
Net 353, 378
11
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
12
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
374
SF Reading
STRAND B: ENERGY
GRADE 3: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.1.2.6 The student knows ways that heat can move from one object to another. ( Assessed as B.1.2.5.) [Link instruction with
SC.B.1.2.5.]
ESSENTIAL QUESTIONS
? What is conduction? Conduction is when heat moves from a warmer material to a colder material it is touching.
? What is the difference between a conductor and an insulator? A conductor is a material that heat can easily move through. An insulator is a
material that heat can’t easily move through.
? How does conduction move heat from one object to another? When two substances come into contact, their particles touch and the energy
of the faster moving particles is transferred to the slower moving particles until the particles in both substances are moving at the same speed
(their temperature is equalized).
? What is radiation and how is it different from conduction? Radiation is the movement of heat from one place to another without touching,
like feeling warm when standing in the sunlight but not touching the sun, or like the Earth being warmed by the sun without touching the sun.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows that when a warmer
object comes into contact with a cooler object, the
warmer object loses heat and the cool one gains it
until they both are the same temperature.
1. Student identifies ‘conductors’ and ‘insulators’ of heat in
terms of how thermal energy moves through
materials.
2. Student conducts an investigation to determine which
materials conduct heat better.
3. Student explains heat conduction in terms of particle
movements in solids, liquids and gases.
4. Student illustrates the radiation of light and heat from
the sun to the Earth.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 13
366-369
Lesson 3
Scott Foresman
Science
Assessments
Examview 353C,
353H, 382
Chapter 13
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 87, 88,
98, 136
Every Student
Learns 369
Assessment
Book Chapter 13
Test, 77-80; Unit
C Test, 85-88
Take It to the
Net 353
13
382-383
Scott Foresman Resources
SF Science
Leveled
Readers 353A
Quick Study
Ancillary 86, 87
Quick Activity
Transparencies
366
SF Reading
3.5 Brave Irene,
198a-223n
STRAND B: ENERGY
GRADE 3: STANDARD 2. The student understands the interaction of matter and energy.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.2.2.1 The student knows that some source of energy (e.g. sunlight) is needed for organisms to stay alive and grow. (CS:
MC) [Also see SC.G.1.2.3.]
ESSENTIAL QUESTIONS
? What do plants need to carry out photosynthesis? Plants need carbon dioxide, water, light, and chlorophyll in their leaves to carry out
photosynthesis.
? What do plants make during photosynthesis? Plants make sugar (glucose) and oxygen in their leaves during photosynthesis.
? What do plants give off into their surroundings during photosynthesis? Plants give off oxygen into the air during photosynthesis.
? What source of energy do plants need to stay alive and grow? Plants need sunlight (radiant energy) to stay alive and grow.
? What evidence supports the idea that plants use sunlight to make food? Plants don’t eat, but they do live and grow so they must make
their own food.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows that some source of
energy is needed for organisms to stay alive and
grow.
1. Student knows photosynthesis is a chemical process
that takes place in plants.
2. Student knows plants need carbon dioxide and water to
carry out photosynthesis.
3. Student knows the sun provides light energy and
chlorophyll in plants and helps trap light converting
carbon dioxide and water into a simple sugar
(carbohydrate called glucose).
4. Student knows during photosynthesis plants also
make oxygen and give it off into the air through their
leaves.
5. Student knows that plants break down the sugar they
make for energy to live and grow.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 3
70-75
Lesson 1
Chapter 3
Guided
Inquiry
90-91
Chapter 4
Lesson 2
106-109
Scott Foresman
Science
Assessments
Examview 65C,
65H, 94, 97C,
97H, 132
Assessment
Book Chapter 3
Test, 9-12;
Chapter 4 Test,
13-16; Unit A
Test, 17-20
Scott Foresman Resources
SF Science
Activity Flip
Chart 65E
Lab Zone
Science 65D,
90
Leveled
Readers 65A,
97A
Every Student
Learns 72, 107
Quick Study
Ancillary 20, 21,
30, 31
14
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Take It to the
Net 90
Quick Activity
Transparencies
70, 106
15
SF Reading
STRAND B: ENERGY
GRADE 3: STANDARD 2. The student understands the interaction of matter and energy.
REPORT CARD S3. Understands the interaction of matter and energy.
BENCHMARK SC.B.2.2.2 The student recognizes the cost and risks to society and the environment posed by the use of nonrenewable energy.
(Assessed as SC.G..2.2.1.) [Link instruction with SC.G..2.2.1.]
ESSENTIAL QUESTIONS
? What is a natural resource? A natural resource is any material found in nature that man or other living things use.
? Where do our natural resources come from? Natural resources come from within the Earth, on the Earth, and above the Earth.
? Why are natural resources important to man? Natural resources are important to man because they give us food, shelter, and energy.
? How can resources be grouped? Resources are classified (grouped) as ‘renewable’ meaning they can be replaced in a human lifetime, or
‘nonrenewable’ meaning they can’t be replaced once they are used up. Some resources are considered ‘inexhaustible’ because they are
naturally recycled over and over again (e.g. water, and air).
? What is the difference between renewable and nonrenewable resources? Nonrenewable resources can’t be replaced once they are used
up ( oil, coal, natural gas, and minerals). Renewable resources can be replaced by nature, ( food crops, lumber, fresh water (renewed by the
rain cycle), solar energy, and wind).
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows ways natural resources
are important.
1. Student identifies and describes natural resources in
terms of where they are found, how they are used,
and why they are important.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 9
245
Target Skill
Scott Foresman
Science
Assessments
Examview 241C,
241H, 262
Chapter 9
Lesson 1
246-249
FCAT Science
Test Prep
Ancillary 55
Chapter 9
Lesson 2
250-253
Assessment
Book Chapter 9
Test, 47-50; Unit
B Test, 51-54
16
Scott Foresman Resources
SF Science
Leveled
Readers 241A
Every Student
Learns 248, 251
Quick Study
Ancillary 60, 61,
62, 63
Quick Activity
Transparencies
246, 250
SF Reading
3.4 The Woman
Who Outshone
the Sun, 116a137n
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
Scott Foresman
Science
Assessments
Chapter 9
Directed
Inquiry
241D
Examview 241C,
241H, 262, 473C,
473H, 502
Chapter 9
Build
Background
242
Chapter 9
Directed
Inquiry
244
FCAT Science
Test Prep
Ancillary 39, 40,
55, 56, 57, 58,
59, 60, 63, 65,
116
(continued)
GLE 2 – The student classifies resources as
renewable or nonrenewable.
1. Student describes renewable resources as materials
that can be replaced in one human lifetime and gives
examples.
2. Students describes nonrenewable
resources as materials that cannot be replaced
once they are used up.
Chapter 9
Target Skill
245
Chapter 9
Lesson 1
246-249
Chapter 9
Review &
Test Prep
262-263
Assessment
Book Chapter 9
Test, 47-50; Unit
B Test, 51-54;
Chapter 17 Test,
107-110; Unit D
Test, 111-114
Scott Foresman Resources
SF Science
FCAT
Benchmark
Mini-Lesson
Ancillary 30
Lab Zone
Science 241D,
244
Leveled
Readers 241A
Every Student
Learns 248, 494
Quick Study
Ancillary 60, 61,
112, 113
Take It to the
Net 241, 244,
473
Quick Activity
Transparencies
246
FCAT
Benchmark
Mini-Lesson
Ancillary 30
17
SF Reading
STRAND C: FORCE AND MOTION
GRADE 3: STANDARD 1. The student understands that types of motion may be described, measured, and predicted.
REPORT CARD S4. Understands that motion may be described, measured, and predicted.
BENCHMARK SC.C.1.2.1 The student understands that the motion of an object can be described and measured. (CS: MC)
ESSENTIAL QUESTIONS
? What is a force? A force is either a push or a pull applied to an object.
? What causes motion? Motion is caused when unbalanced forces are applied to an object. Forces act in pairs opposite in direction to each
other. If the pair of forces are balanced (equal in strength), the object is ‘at rest’ (not moving). However, when one force becomes stronger
than the other (unbalancing the pair of forces), the object begins to move in the direction the stronger force is applied. The more force applied,
the faster the object will move.
? How can motion be measured? Motion can be measured by dividing the distance an object moves by the time it takes to move (speed
=distance/time). This calculation is called the object’s speed and describes the rate at which the object is moving.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student describes the motion of various
objects.
1. Student identifies a force as a push or pull that makes
objects move in the direction in which the force is
applied.
2. Student identifies ‘motion’ as a change in position,
speed or direction of an object caused by unbalanced
forces acting on the object.
3. Student identifies ‘rest’ as being caused by balanced
forces acting on an object.
4. Student describes ‘speed’ as the measure of how fast
an object is moving (determined by two factors
distance and time).
5. Student demonstrates that when more force is applied
to the same mass it moves faster.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 12
324
Directed
Inquiry
Chapter 12
Target Skill
325
Chapter 12
Lesson 1
326-331
Chapter 12
Review &
Test Prep
349
Chapter 14
Review &
Test Prep
406-407
18
Scott Foresman
Science
Assessments
Examview 321C,
321H, 348
FCAT Science
Test Prep
Ancillary 79, 82,
100, 101, 136
Assessment
Book Chapter 12
Test, 73-76; Unit
C Test, 85-88
Scott Foresman Resources
SF Science
Activity Flip
Chart 321E
Lab Zone
Science 321D,
324
Leveled
Readers 321A
Every Student
Learns 331
Quick Study
Ancillary 76, 77
Take It to the
Net 385
SF Reading
3.2 Tornado
Alert, 188a207n
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
19
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
326
SF Reading
STRAND C: FORCE AND MOTION
GRADE 3: STANDARD 2: The student understands that the types of force that act on an object and the effect of that force can be described,
measured, and predicted.
REPORT CARD S5. Understands the interaction of forces and motion.
BENCHMARK SC.C.2.2.1 The student recognizes that forces of gravity, magnetism, and electricity operate simple machines. (CS: MC)
ESSENTIAL QUESTIONS
? What is gravity? Gravity is the force of attraction (pulling force) between objects that have mass. The strength of gravity between objects
depends on two things: the mass of the objects and the distance between them.
? What is weight? Weight is the measure of the pulling force of gravity on an object. Weight can vary depending on mass (more massive objects
have more pulling force) or distance. (The further an object is from the center of gravity the less pulling force.)
? What are simple machines? Simple machines are tools people use to make work easier by changing the direction of the force applied and/or
the strength of force needed or both.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands that gravity is the
force of attraction between all objects that have mass.
1. Student demonstrates that Earth’s gravity is so strong
it causes objects near the Earth to fall towards Earth.
2. Student weighs objects to measure the force of gravity
on them.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 12
321
Chapter 12
Lesson 2
336-337
Chapter 12
Review &
Test Prep
348
Unit C
NASA
350-351
Scott Foresman
Science
Assessments
Examview 321C,
321H, 348
FCAT Science
Test Prep
Ancillary 84
Assessment
Book Chapter 12
Test, 73-76; Unit
C Test, 85-88
Scott Foresman Resources
SF Science
Activity Flip
Chart 321E
Leveled
Readers 321A
Every Student
Learns 335
Quick Study
Ancillary 78, 79
Take It to the
Net 321
20
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
Scott Foresman
Science
Assessments
(continued)
GLE 2 - The student knows there are six simple
machines: inclined plane, wedge, screw, lever, pulley,
and wheel and axle.
1. Student describes simple machines as tools people use
to make work easier.
2. Student identifies the six different simple machines by
name.
Chapter 12
Lesson 3
340-343
Examview 321C,
321H, 348
Chapter 12
Review &
Test Prep
349
FCAT Science
Test Prep
Ancillary 80, 81,
82, 83, 99
Assessment
Book Chapter 12
Test, 73-76; Unit
C Test, 85-88
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
332
FCAT
Benchmark
Mini-Lesson
Ancillary 29
Activity Flip
Chart 321E
Leveled
Readers 321A
Every Student
Learns 342
Quick Study
Ancillary 80, 81
Take It to the
Net 321
FCAT
Benchmark
Mini-Lesson
Ancillary 40
21
SF Reading
STRAND D: PROCESSES THAT SHAPE THE EARTH
GRADE 3: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.
REPORT CARD S6. Recognizes that processes interact to shape the Earth.
BENCHMARK SC.D.1.2.1 The student knows that larger rocks can be broken down into smaller rocks, which in turn can be broken down to
combine with organic materials to form soil. (Assessed as SC.D.1.2.4.)
ESSENTIAL QUESTIONS
? What is a mineral? A mineral is a naturally-formed solid substance that has never been alive or formed from a living thing.
? What are rocks? Rocks are solid earth materials made of minerals. Most rocks are a mixture of different minerals. Sedimentary rocks may also
contain the remains of living things.
? How do rocks change? Rocks change over time by many processes in the rock cycle. The three basic different types of rocks, ( sedimentary,
igneous, and metamorphic rock), are made and remade as heat, pressure, weathering, erosion, and deposition rearrange and combine their
minerals in new ways.
? What are fossils? Fossils are the remains, impressions, tracks, or other evidence of ancient organisms formed in layers of sedimentary rock.
? What can we learn from fossils? Fossils are evidence of what kinds of organisms lived in the past, how long ago they lived, and sometimes
even how they lived.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands the Earth’s crust is
made of rocks that change by weathering, erosion,
deposition, heat, and pressure in the rock cycle.
1. Student defines rocks as nonliving solids made up of
minerals.
2. Student labels the layers of the Earth.
3. Student identifies types of igneous, sedimentary, and
metamorphic rock and explains how they form.
4. Student investigates the role of heat and pressure in
the formation of rocks.
5. Student knows ways fossils are formed.
6. Student describes how fossils provide evidence life
has changed on Earth over time.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 1
22-25
Lesson 5
Chapter 1
Review &
Test Prep
30-31
Chapter 2
Lesson 4
54-57
Chapter 2
Guided
Inquiry
58-59
22
Scott Foresman
Science
Assessments
Examview 1C,
1H, 30, 33C,
33H, 62, 193C,
193H, 214, 217C,
217H, 238
FCAT Science
Test Prep
Ancillary 4, 12,
43, 44, 45, 46,
47, 61, 62, 65,
133, 134
Scott Foresman Resources
SF Science
Activity Flip
Chart 1E, 193E
Lab Zone
Science 33D,
58-59, 193D,
196
Leveled
Readers 1A,
33A, 193A,
217A
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
Scott Foresman
Science
Assessments
Scott Foresman Resources
Chapter 2
Review &
Test Prep
62-63
Chapter 7
193
Chapter 7
Directed
Inquiry
196
Chapter 7
Lesson 1
Assessment
Book Chapter 1
Test, 1-4;
Chapter 2 Test,
5-8; Unit A Test,
17-20; Chapter 7
Test, 39-42;
Chapter 8 Test,
43-46; Unit B
Test, 51-54
199-201
Chapter 7
Review &
Test Prep
214-215
Quick Activity
Transparencies
22, 54, 198, 230
Chapter 8
Lesson 3
230-233
Chapter 8
Review &
Test Prep
238-239
FCAT
Benchmark
Mini-Lesson
Ancillary 5, 9,
14, 26
SF Science
(continued)
23
Every Student
Learns 24, 56,
201, 232
Quick Study
Ancillary 10, 11,
18, 19, 48, 49,
58, 59, 78, 79
Take It to the
Net 1, 33, 193,
217
SF Reading
STRAND D: PROCESSES THAT SHAPE THE EARTH
GRADE 3: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.
REPORT CARD S6. Recognizes that processes interact to shape the Earth.
BENCHMARK SC.D.1.2.1 (continued) The student knows that larger rocks can be broken down into smaller rocks which in turn can be broken
down to combine with organic materials to form soil. (Assessed as SC.D.1.2.4.)
ESSENTIAL QUESTIONS
? What is soil? Soil is a mixture of rock, mineral particles, and organic matter. Soil is a combination of inorganic (nonliving) and organic (once
living ) matter.
? How do soils form? Weathering forms the rock and mineral particles of soils. Other inorganic parts of soil include water and air that fill the
spaces between soil particles. Most organic material in soil, called humus, comes from animal wastes and decaying animals and plants.
? Are all soils the same? Because soil is a mixture, there are many different types of soil. Some examples include top soil, clay, sandy soil, and
loam. Some soils hold more water than others. Soil with more humus can hold more water.
? How can people conserve soil? People can conserve soil by using better farming methods that prevent the soil from eroding or washing
away.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student knows the properties of different
types of soil.
1. Student investigates how decay enriches soil.
2. Student describes how soils form.
3. Student contrasts different types of soil.
4. Student identifies ways soil can be harmed.
5. Student investigates how plants can prevent soil
erosion.
6. Student describes methods of conserving soil.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 7
193
Chapter 7
Lesson 3
206-209
Chapter 7
Guided
Inquiry
210-211
Chapter 7
Math in
Science
212-213
Chapter 7
Review &
Test Prep
214-215
24
Scott Foresman
Science
Assessments
Examview 193C,
193H, 214
FCAT Science
Test Prep
Ancillary 44, 45,
46, 58
Assessment
Book Chapter 7
Test, 39-42; Unit
B Test, 51-54
Scott Foresman Resources
SF Science
Activity Flip
Chart 193E,
241E
Lab Zone
Science 193D,
210-211
Leveled
Readers 193A,
241A
Every Student
Learns 209, 251
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit B
216
NASA
Chapter 9
Lesson 2
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Study
Ancillary 52, 53,
62, 63
251
Take It to the
Net 193
Quick Activity
Transparencies
206
FCAT
Benchmark
Mini-Lesson
Ancillary 16, 21
25
SF Reading
STRAND D: PROCESSES THAT SHAPE THE EARTH
GRADE 3: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.
REPORT CARD S6. Recognizes that processes interact to shape the Earth.
BENCHMARK SC.D.1.2.2 The student knows that 75 percent of the surface of the Earth is covered with water. (Assessed as SC.D.1.2.4.)
[Teach along with SC.D.1.2.3.]
ESSENTIAL QUESTIONS
? Why does the Earth look blue from outer space? The Earth appears blue from outer space because most of the planet’s surface is covered
with water.
? If Earth is a planet of water, why do people usually think the land is more important? Most people live, work, and spend most of their time
on the land. So the land is more important to them.
? Where is most of the Earth’s water found? Most of the water on Earth, about 97%, is salt water found in the oceans and seas. The remaining
3% is fresh water of which 2% is ice or snow found at the poles. This means only about 1% of the Earth’s fresh water is drinkable, and most of
it is dirty (polluted).
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows that 75 percent of the
surface of the Earth is covered by water.
1. Student estimates the amount (percent) of water on
Earth’s surface.
2. Student identifies where most of the water on Earth is
found.
3. Student identifies the types of water on the Earth, fresh
and salt, and describes where they are found.
4. Student discusses reasons why water is important.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 5
145
Chapter 5
Lesson 1
154-155
Chapter 5
Review &
Test Prep
166-167
Scott Foresman
Science
Assessments
Examview 145C,
145H, 166
FCAT Science
Test Prep
Ancillary 31, 34
Assessment
Book Chapter 5
Test, 31-34; Unit
B Test, 51-54
Scott Foresman Resources
SF Science
Leveled
Readers 145A
Quick Study
Ancillary 40, 41
Take It to the
Net 145
Quick Activity
Transparencies
151
FCAT
Benchmark
Mini-Lesson
Ancillary 20
26
SF Reading
3.4 The Woman
Who Outshone
the Sun, 116a137n
3.5 Water on
Earth, 221-223n
3.5 The
Physical World,
196-197n
STRAND D: PROCESSES THAT SHAPE THE EARTH
GRADE 3: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.
REPORT CARD S6. Recognizes that processes interact to shape the Earth.
BENCHMARK SC.D.1.2.3 The student knows that the water cycle is influenced by the temperature, pressure, and topography of the land. (CS:
MC)
ESSENTIAL QUESTIONS
? What is the atmosphere? The atmosphere is a mixture of gases that surrounds the Earth and extends from the Earth’s surface into space.
Scientists use temperature and air pressure to describe five layers in the atmosphere: troposphere, stratosphere, mesosphere, thermosphere,
and exosphere. The mixture of gasses in each layer is not the same and changes with altitude. The atmospheric layer that contains most of
the water vapor and clouds is the troposphere. Most of the Earth’s weather occurs in the troposphere.
? What is the water cycle? The water or “hydrologic” cycle is the path water takes as it circulates from the Earth’s surface into the atmosphere
and back again. The water cycle involves three different physical processes: evaporation, condensation, and precipitation.
? What causes the water cycle? Solar energy, sunlight, and heat cause water particles in the Earth’s surface, water, and plants to evaporate
more quickly.
? What is evaporation? Evaporation is the process of the water cycle in which liquid water changes into invisible water vapor. Heat from sunlight
makes evaporation happen.
? What is condensation? Condensation is the process of the water cycle in which water vapor changes back into liquid water droplets.
Condensation occurs in the atmosphere when water vapor cools. Clouds are evidence of condensation. Clouds are formed when water vapor
cools and condenses into tiny water droplets.
? What is precipitation? Precipitation is falling water from clouds in the form of rain, snow, or ice. Precipitation forms when water droplets in
clouds become too heavy to stay in the atmosphere. The air temperature determines the type of precipitation – rain, snow, or ice.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student understands the stages of the
water cycle.
1. Student identifies the atmosphere as layers of gases
that surround the Earth.
2. Student investigates the variables that affect the
speed of evaporation.
3. Student describes the evaporation and condensation
processes.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 5
145
Chapter 5
Lesson 2
158-161
Chapter 5
Review &
Test Prep
166-167
27
Scott Foresman
Science
Assessments
Examview 145C,
145H, 166
FCAT Science
Test Prep
Ancillary 31, 32,
36, 64, 131
Scott Foresman Resources
SF Science
Leveled
Readers 145A
Every Student
Learns 158
Quick Study
Ancillary 42, 43
SF Reading
3.4 Crash!
Flash, Leveled
Reader, LR16LR18
3.5 Brave Irene,
Water on Earth,
198a-223n
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
4. Student models the evaporation and condensation
processes.
5. Student predicts the effects different temperatures will
have on precipitation.
Scott Foresman
Science
Assessments
Assessment
Book Chapter 5
Test, 31-34; Unit
B Test, 51-54
Scott Foresman Resources
SF Science
Take It to the
Net 145
Quick Activity
Transparencies
156
FCAT
Benchmark
Mini-Lesson
Ancillary 21
28
SF Reading
STRAND D: PROCESSES THAT SHAPE THE EARTH
GRADE 3: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.
REPORT CARD S6. Recognizes that processes interact to shape the Earth.
BENCHMARK SC.D.1.2.4 The student knows that the surface of the Earth is in a continuous state of change as waves, weather, and shifts of the
land constantly change and produce many new features. (AA: MC, SR, ER. Also assesses SC.D1.2.1, D1.2.2, and SC.D.1.2.5.)
ESSENTIAL QUESTIONS
? What is weathering? Weathering is a process by which water, wind, and hot and cold temperatures break down rock into smaller rocks and
minerals.
? What is erosion? Erosion transports (moves) weathered rocks and soil from one place to another by moving water, ice (glaciers), and wind.
? How are weathering and erosion different? Weathering just breaks down the rocks; erosion moves them to a new place.
? How are weathering and erosion alike? Both weathering and erosion involve the wind, weather, and water cycle but in different ways.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student understands the processes of
weathering and erosion.
1. Student identifies the shapes and features of different
types of landforms.
2. Student identifies weathering as a natural process that
breaks down rock into soil, sand, or other materials.
3. Student describes erosion as transporting weathered
rock and soil by wind, water, or ice (glaciers).
4. Student compares and contrasts weathering and
erosion.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 8
217D
Directed
Inquiry
Chapter 8
Lesson 3
230-233
Chapter 8
Guided
Inquiry
234-235
Chapter 8
Review &
Test Prep
238-239
Scott Foresman
Science
Assessments
Examview 217C,
217H, 238
FCAT Science
Test Prep
Ancillary 46, 50,
51, 52, 59, 65,
131, 133, 134
Assessment
Book Chapter 8
Test, 43-46; Unit
B Test, 51-54
Scott Foresman Resources
SF Science
Activity Flip
Chart 217E
Lab Zone
Science 217D,
234
Leveled
Readers 217A
Every Student
Learns 232
Quick Study
Ancillary 58, 59
29
SF Reading
3.2 Danger –
Icebergs!,
Glacier Trek,
208a-225n
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Take It to the
Net 217, 234
Quick Activity
Transparencies
230
FCAT
Benchmark
Mini-Lesson
Ancillary 29
30
SF Reading
STRAND D: PROCESSES THAT SHAPE THE EARTH
GRADE 3: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.
REPORT CARD S6. Recognizes that processes interact to shape the Earth.
BENCHMARK SC.D.1.2.5. The student knows that some changes in the Earth’s surface are due to slow processes, and some changes are due to
rapid changes. (Assessed as SC.D.1.2.4.)
ESSENTIAL QUESTIONS
? How are landforms different? Highlands include mountains and plateaus; lowlands include valleys, plains, and canyons.
? What causes a glacier to form and how do they change the land? Glaciers form when snow and ice builds up in places where it is cold all
year and the snow and ice doesn’t melt. As a glacier moves downhill, it slowly scrapes rocks and soil digging huge holes. When the glacier
melts away, huge piles of rocks or glacial lakes are left behind.
? How are earthquakes and volcanoes different? An earthquake occurs when too much pressure builds up deep in the Earth’s crust along a
fault and is suddenly released, violently shaking the Earth. Volcanoes form when heat melts rock deep in the Earth’s mantle changing it into
molten magma. Pressure forces the magma up onto the surface where it becomes lava (magma on the surface). Both earthquakes and
volcanoes are caused by similar forces, heat and pressure, but have different outcomes.
? Which changes in the Earth’s surface are slow and which are rapid? Slow changes are weathering and erosion. Rapid changes are
earthquakes and volcanoes.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows that landforms change
over time.
1. Student identifies different landforms and groups them
as highlands or lowlands.
2. Student describes glaciers as huge sheets of ice that
change the land slowly.
3. Student identifies an earthquake as the shaking of the
ground caused by a sudden release of energy in
Earth’s crust.
4. Student models a volcano as vents or fissures in
Earth’s surface through which magma flows turning to
lava on Earth's surface.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 7
193
Chapter 7
Lesson 3
206-209
Chapter 7
Review &
Test Prep
214-215
Chapter 8
217
Chapter 8
Lesson 2
226-229
31
Scott Foresman
Science
Assessments
Examview 193C,
193H, 214
FCAT Science
Test Prep
Ancillary 43, 45,
47, 49, 50, 52,
53, 64, 131
Assessment
Book Chapter 7
Test, 39-42;
Chapter 8 Test,
43-46; Unit B
Test, 51-54
Scott Foresman Resources
SF Science
Activity Flip
Chart 193E,
217E
Leveled
Readers 193A,
217A
Every Student
Learns 209,
227, 232
Quick Study
Ancillary 52, 53,
56, 57, 58, 59
SF Reading
3.2 Glacier
Trek, 224-225n
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
5. Student compares and contrasts different events that
change the Earth’s surface in slow and rapid ways.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 8
230-233
Lesson 3
Chapter 8
Review &
Test Prep
238-239
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Take It to the
Net 193, 217
Quick Activity
Transparencies
206, 226, 230
FCAT
Benchmark
Mini-Lesson
Ancillary 27, 28
32
SF Reading
STRAND D: PROCESSES THAT SHAPE THE EARTH
GRADE 3: STANDARD 2. The student understands the need for protection of the natural systems on Earth.
REPORT CARD S6. Recognizes that processes interact to shape the Earth.
BENCHMARK SC.D.2.2.1 The student knows that reusing, recycling, and reducing the use of natural resources improves and protects the quality
of life. (Assessed as SC.G.2.2.3.)
ESSENTIAL QUESTIONS
? Why is it wise to recycle? Recycling saves expensive landfill space. It also saves energy because fewer products need to be manufactured
from raw materials. Manufacturing fewer products causes less pollution. Recycling wastes can also be profitable because remanufacturing
from scratch costs more money.
? What types of materials do people usually recycle? Everyone should recycle newspapers, magazines, corrugated cardboard, glass,
aluminum, and most plastics. Grass, leaves, and yard and garden clippings should also be recycled by composting. As resources become
more scarce, recycling becomes more profitable. Companies have started recycling industrial products like steel, copper, rubber tires, motor
and cooking oil, and even food scraps.
? Why can’t some resources like coal, oil and gasoline be recycled? When coal, oil, and gasoline are burned for energy, they are completely
consumed. They are considered nonrenewable, because the geological conditions needed to restore them no longer exist or would take
longer than several human lifetimes to renew.
? What can be done to save coal and oil from being used up too quickly? Most coal and oil is used for the production of electrical power,
heating, air conditioning, manufacturing, and transportation. To conserve (save) coal and oil, we need to stop wasting electricity, buy energysaving appliances, and drive fuel-efficient cars.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows that reusing and recycling
products made from natural resources reduces waste
and improves and protects the quality of life.
1. Student describes recycling, and identifies ways
recycling saves resources and energy.
2. Student describes reusing and reducing as other ways
to conserve natural resources, and explains how
conserving resources makes them last longer.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 9
241
Chapter 9
Lesson 2
250-253
Chapter 9
Lesson 3
254-257
Chapter 9
Review &
Test Prep
262-263
33
Scott Foresman
Science
Assessments
Examview 241C,
241H, 262
FCAT Science
Test Prep
Ancillary 44, 55,
56, 57, 58, 59,
66, 132
Scott Foresman Resources
SF Science
Activity Flip
Chart 241E
Leveled
Readers 241A
Every Student
Learns 251, 255
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Assessment
Book Chapter 9
Test, 47-50; Unit
B Test, 51-54
Scott Foresman Resources
SF Science
Quick Study
Ancillary 62, 63,
64, 65
Take It to the
Net 241
Quick Activity
Transparencies
250, 254
FCAT
Benchmark
Mini-Lesson
Ancillary 31, 32
34
SF Reading
STRAND E: EARTH AND SPACE
GRADE 3: STANDARD 1. The student understands the interaction and organization in the solar system and the universe and how this affects life
on Earth.
REPORT CARD S7. Understands the interaction and organization of the universe, solar system, and life on Earth.
BENCHMARK SC.E.1.2.1 The student knows that the tilt of the Earth on its own axis as it rotates and revolves around the sun causes changes in
season, length of day, and available energy. (AA: MC, SR)
ESSENTIAL QUESTIONS
? What causes day and night on Earth? The rotation of Earth on its axis causes day and night. Every 24 hours the Earth turns completely
around once on its axis. From any one place on Earth, you spend about 12 hours turning into the sun’s light called “day” (daylight). The other
12 hours you are turning away from the sun’s light into the darkness called “night” (nighttime). The exact amount of daylight and nighttime
hours changes throughout the year (seasons) because the Earth is tilted on it axis and revolves around the sun.
? How long does it take Earth to make one orbit around the sun? The Earth revolves once around the sun every 365 1/4 days. To adjust for
the 1/4 day on the calendar, every four years we add one extra day to the month of February. The year we add that day is called a “leap year.”
(If you were born on February 29, you would only have a ‘birthday’ every four years. Unfortunately, you will still be four years older.)
? What causes the seasons? The seasons are actually caused by the tilt of the Earth and how that affects the amount of available sunlight
energy in different places north and south of the equator. As the Earth revolves around the sun, the angle at which sunlight strikes the Earth
changes. When sunlight strikes the Earth more directly, temperatures are warmer causing the spring and summer seasons. When sunlight
strikes the Earth indirectly, temperatures are cooler causing the fall and winter seasons. The closer you are to the equator, the less change in
the angle of sunlight striking the Earth and so the change of seasons is less noticeable.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 –The student knows changes in day, night, and
seasons are caused by a combination of factors
including Earth’s rotation, revolution, and tilt on its
own axis.
1. Student knows the Earth rotates on it axis and one
rotation takes 24 hours (one day) causing day and
night.
2. Student compares Earth and moon rotation times.
3. Student knows the Earth orbits around the sun, and
one revolution takes 365¼ days (one year).
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 15
428-431
Lesson 2
Scott Foresman
Science
Assessments
Examview 417C,
417H, 444
Chapter 15
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 103,
104, 105, 122,
123, 139, 140,
142
445
Scott Foresman Resources
SF Science
Activity Flip
Chart 417E
Leveled
Readers 417A
Every Student
Learns 430
Quick Study
Ancillary 98, 99
35
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
4. Student knows that the tilt of the Earth on its axis
changes the way sunlight hits the Earth at different
times of the year causing changes in seasons
(seasonal temperature changes).
Scott Foresman
Science
Assessments
Assessment
Book Chapter 15
Test, 99-102;
Unit D Test, 111114
Scott Foresman Resources
SF Science
Take It to the
Net 417
Quick Activity
Transparencies
428
FCAT
Benchmark
Mini-Lesson
Ancillary 48, 49
36
SF Reading
STRAND E: EARTH AND SPACE
GRADE 3: STANDARD 1. The student understands the interaction and organization in the solar system and the universe and how this affects life
on Earth.
REPORT CARD S7. Understands the interaction and organization of the universe, solar system, and life on Earth.
BENCHMARK SC.E.1.2.1 (continued) The student knows that the tilt of the Earth on its own axis as it rotates and revolves around the sun
causes changes in season, length of day, and available energy. (AA: MC, SR)
ESSENTIAL QUESTIONS
? How does the change of seasons affect the patterns of average temperature throughout the year? Because the Earth is tilted (23.5o) on
its axis, its northern hemisphere tilts toward the sun during summer. This results in longer periods of daylight, more available energy
absorption, and hotter temperatures. In the winter, the reverse is true. If Earth did not have a tilted axis, night and day would always have
equal lengths of about 12 hours each all year long. In areas near the equator, the length of day and night are pretty close all year, and
average temperatures are warmer. Near the poles, the length of day and night changes from 0-24 hours, resulting in very wide range of
temperature changes. (Note: Earth’s elliptical orbit has little or no effect on the change of seasonal temperatures. If Earth were not tilted but
still had an elliptical orbit, there would be very little annual temperature changes or seasons.)
? How do weather maps confirm the changes in average temperature in different seasons? Observing temperature data in different
northern states on a U.S. map over different months of the year will show a drop in average temperature during the months leading to winter
and a rise in temperature in the months leading to summer.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 – The student knows the patterns of average
temperature throughout the year.
1. Student identifies how temperature is measured and
uses numbers to compare temperatures.
2. Student describes how temperature changes.
3. Student identifies symbols used on a weather map.
4. Student explains how temperatures change in the
Northern and Southern Hemispheres of North
America during different seasons of the year.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 15
428-431
Lesson 2
Scott Foresman
Science
Assessments
Examview 417C,
417H, 444
Chapter 15
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 103,
104, 105, 122,
123, 139, 140,
142
445
Assessment
Book Chapter 15
Test, 99-102;
Unit D Test, 111114
37
Scott Foresman Resources
SF Science
Activity Flip
Chart 417E
Leveled
Readers 417A
Every Student
Learns 430
Quick Study
Ancillary 98, 99
Take It to the
Net 417
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
428
FCAT
Benchmark
Mini-Lesson
Ancillary 48, 49
38
SF Reading
STRAND E: EARTH AND SPACE
GRADE 3: STANDARD 1. The student understands the interaction and organization in the solar system and the universe and how this affects life
on Earth.
REPORT CARD S7. Understands the interaction and organization of the universe, solar system, and life on Earth.
BENCHMARK SC.E.1.2.2 The student knows that the combination of Earth’s movement and the moon’s own orbit around the Earth results in the
appearance of cyclical phases of the moon. (CS: MC)
ESSENTIAL QUESTIONS
? Why is the moon visible at night? The moon is lit by sunlight that bounces off of it. The light reaches Earth as reflected moonlight.
? Why does the moon’s shape appear to change over the days for one month? These different shapes are called the moon’s phases. The
moon goes through eight phases as it revolves around Earth every 27.3 days. The phase that you see depends on how much of the sunlit
moon you can see. The lit part you see depends on the positions of Earth, moon and sun.
? What are the moon’s phases called and how do they appear from Earth? The phases are new moon (the dark half of the moon you don’t
see), waxing crescent (sliver or crescent lit right), first quarter (right half lit), waxing gibbous (almost fully lit right, except left edge), full moon
(fully lit), waning gibbous (almost fully lit left, except right edge), last quarter (left half lit), and waning crescent (sliver or crescent lit left).
? How are a lunar eclipse and solar eclipse different? An eclipse occurs when one object in space casts a shadow on another. If the moon
casts a shadow on Earth, it is called a solar eclipse. A solar eclipse can only occur during the new moon phase. If the Earth casts a shadow on
the moon, it is called a lunar eclipse. A lunar eclipse can only occur when the moon is full.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows the frequency of the lunar
cycle is approximately 28 days.
1. Student knows that the moon does not produce its own
light but reflects sunlight.
2. Student knows that the moon’s light appears
differently on different nights of the month.
3. Student identifies the phases of the moon and how
they appear in the night sky.
4. Student compares and contrasts lunar and solar
eclipses.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 15
417
Chapter 15
Lesson 3
434-435
Chapter 15
Review &
Test Prep
444-445
Scott Foresman
Science
Assessments
Examview 417C,
417H, 444
FCAT Science
Test Prep
Ancillary 103,
105, 106, 108,
124, 126
Assessment
Book Chapter 15
Test, 99-102;
Unit D Test, 111114
39
Scott Foresman Resources
SF Science
Leveled
Readers 417A
Quick Study
Ancillary 100,
101
Take It to the
Net 417
Quick Activity
Transparencies
432
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
(continued)
FCAT
Benchmark
Mini-Lesson
Ancillary 50
40
SF Reading
STRAND E: EARTH AND SPACE
GRADE 3: STANDARD 1. The student understands the interaction and organization in the solar system and the universe and how this affects life
on Earth.
REPORT CARD S7. Understands the interaction and organization of the universe, solar system, and life on Earth.
BENCHMARK SC.E.1.2.3 The student knows that the sun is a star and that its energy can be captured or concentrated to generate heat and light
for work on Earth. (CS: MC) [Teach along with SC.E.1.2.4.]
ESSENTIAL QUESTIONS
? What is the sun? The sun is a star, a very hot ball of glowing hydrogen gas. Its surface temperature is 10,000 oF, and increases to 27,000,000
o
F in its core. It looks different than other stars because it is so close to the Earth. (The sun is only 150,000,000 km away or 93,000,000 miles;
the next nearest star, Proxima Centauri, is 40,000,000,000 km away or 267 times further away.)
? What object is at the center of our solar system? The sun is at the center of the solar system. It is also the largest object in the solar system
(330,000 times the mass of Earth or 1.8 octillion tons), and its gravity holds all the other objects in the solar system in orbit. The sun provides
almost all the energy for life on Earth. The word “solar system” means sun-system.
? What types of energy does the Earth get from the sun? The sun provides the Earth with both light (radiant energy) and heat (thermal
energy). Light waves can travel through the vacuum (emptiness) of space to all the planets. When sunlight enters the Earth’s atmosphere, it
begins to increase the motion of all the particles of matter, solids, liquids, and gases it comes into contact with making them warmer. The more
light absorbed by an object, the hotter its temperature.
? What processes depend on the sun’s light and heat energy? The water cycle, winds, weather, photosynthesis, food chains, food webs, and
energy pyramids are all processes you will study that depend on light energy from the sun.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows the sun is a star that is
much nearer to the Earth than other stars.
1. The student knows the sun is a star.
2. The student knows the sun is at the center of our solar
system.
3. The student knows Earth gets light and heat energy
from the sun.
4. The student understands that without the sun many
processes on Earth would not work.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 16
449
Chapter 16
Target Skill
453
Chapter 16
Lesson 1
454-457
Chapter 16
Review &
Test Prep
470-471
41
Scott Foresman
Science
Assessments
Examview 449C,
449H, 470
FCAT Science
Test Prep
Ancillary 109
Scott Foresman Resources
SF Science
Activity Flip
Chart 449E
Leveled
Readers 449A
Every Student
Learns 456
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Assessment
Book Chapter 15
Test, 99-102;
Chapter 16 Test,
103-106; Unit D
Test, 111-114
Scott Foresman Resources
SF Science
Quick Study
Ancillary 104,
105
Take It to the
Net 449
Quick Activity
Transparencies
454
42
SF Reading
STRAND E: EARTH AND SPACE
GRADE 3: STANDARD 1. The student understands the interaction and organization in the solar system and the universe and how this affects life
on Earth.
REPORT CARD S7. Understands the interaction and organization of the universe, solar system, and life on Earth.
BENCHMARK SC.E.1.2.4 The student knows that the planets differ in size, characteristics, and composition, and that they orbit the sun in our
solar system. (CS: MC. Also assesses SC.E.1.2.5.) [Link instruction with SC.E.1.2.5.]
ESSENTIAL QUESTIONS
? What are the inner planets? The four planets closest to the sun are Mercury, Venus, Earth, and Mars. They are solid with rocky surfaces.
They are warmer and smaller than most of the outer planets. None of the inner planets have more than two moons. The inner planets include
the hottest planet, Mercury, and Earth, the only planet with surface water and atmosphere which can support plant and animal life.
? What are the outer planets? The five planets farthest from the sun are Jupiter, Saturn, Uranus, Neptune, and Pluto. With the exception of
Pluto, which has not been classified yet, all the outer planets are frozen “gas giants” much colder than the inner planets. They have many
moons, and several have ring systems made of dust and ice around them. The outer planets include the smallest planet, Pluto, and the largest
planet, Jupiter.
? Do all planets have the same length of day? No. The length of a day is determined by the rotation of a planet on its axis. Some planets rotate
very fast while others rotate slower. The only planet with a length of day similar to Earth is Mars which takes 25 Earth hours to rotate once on
its axis.
? Do all planets have the same length of year? No. The length of a year is determined by the revolution of a planet around the sun. The further
a planet is from the sun, the longer it takes for it to revolve around the sun. The length of a year on other planets in the solar system ranges
from 59 Earth days on Mercury to 248 Earth years on Pluto.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows characteristics of the
inner and outer planets.
1. Student classifies the planets by size, characteristics
and composition into two groups of inner and outer
planets.
2. Student compares and contrasts the characteristics of
each planet with the other planets included in its
group.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 16
449
Chapter 16
Directed
Inquiry
452
Chapter 16
Lesson 1
456-457
43
Scott Foresman
Science
Assessments
Examview 449C,
449H, 470
FCAT Science
Test Prep
Ancillary 109,
110, 111, 112,
113, 114, 123,
124, 125
Scott Foresman Resources
SF Science
Activity Flip
Chart 449E
Lab Zone
Science 449D,
452, 466-467
Leveled
Readers 449A
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 16
458-465
Lesson 2
Chapter 16
Guided
Inquiry
466-467
Chapter 16
Math in
Science
468-469
Chapter 16
Review &
Test Prep
470-471
Scott Foresman
Science
Assessments
Assessment
Book Chapter 16
Test, 103-106;
Unit D Test, 111114
Scott Foresman Resources
SF Science
Every Student
Learns 456, 465
Quick Study
Ancillary 104,
105, 106, 107
Take It to the
Net 449
Quick Activity
Transparencies
458
FCAT
Benchmark
Mini-Lesson
Ancillary 52, 53
44
SF Reading
STRAND E: EARTH AND SPACE
GRADE 3: STANDARD 1. The student understands the interaction and organization in the solar system and the universe and how this affects life
on Earth.
REPORT CARD S7. Understands the interaction and organization of the universe, solar system, and life on Earth.
BENCHMARK SC.E.1.2.5 The student understands the arrangement of planets in our solar system. (Assessed as SC.E.1.2.4.)
ESSENTIAL QUESTIONS
? How can you remember the order of the planets from the sun? By using this or other mnemonic devices it is easier to remember the order
of the planets. My (Mercury) very (Venus) educated (Earth) mother (Mars) just (Jupiter) sent (Saturn) us (Uranus) nine (Neptune) pizzas
(Pluto).
? What objects physically separate the inner planets from the outer planets? A large number of asteroids in orbit around the sun are located
between Mars and Jupiter separating the inner and outer planets. Some are as small as golf balls, others are larger than the state of Texas.
Astronomers call this area in space the asteroid belt.
? What is an asteroid? An asteroid is a solid chunk of rock or metal that orbits the sun. There are thousands of asteroids in the asteroid belt.
Sometimes their orbit changes sending them past other planets.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows the names of all the
planets in the solar system.
1. Student identifies the inner planets of our solar
system by name.
2. Student identifies the outer planets of our solar
system by name.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 16
449
Chapter 16
Directed
Inquiry
452
Chapter 16
Lesson 1
456-457
Chapter 16
Lesson 2
458-465
Chapter 16
Guided
Inquiry
466-467
45
Scott Foresman
Science
Assessments
Examview 449C,
449H, 470
Scott Foresman Resources
SF Science
Activity Flip
Chart 449E
FCAT Science
Test Prep
Ancillary 109,
110, 111, 112,
113, 114, 123,
124, 125
Lab Zone
Science 449D,
452, 466-467
Assessment
Book Chapter 16
Test, 103-106;
Unit D Test, 111114
Every Student
Learns 456, 465
Leveled
Readers 449A
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 16
468-469
Math in
Science
Chapter 16
Review &
Test Prep
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Study
Ancillary 104,
105, 106, 107
Take It to the
Net 449
470-471
Quick Activity
Transparencies
458
FCAT
Benchmark
Mini-Lesson
Ancillary 52, 53
GLE 2 – The student knows the position of all the
planets relative to the sun.
Chapter 16
Lesson 1
456-457
Examview 449C,
449H, 470
Activity Flip
Chart 449E
1. Student knows the order of the planets starting with the
closest to the sun to the furthest from the sun.
Chapter 16
Review &
Test Prep
471
FCAT Science
Test Prep
Ancillary 109,
111, 125
Leveled
Readers 449A
Assessment
Book Chapter 16
Test, 103-106;
Unit D Test, 111114
Quick Study
Ancillary 104,
105
Every Student
Learns 456
Take It to the
Net 449
Quick Activity
Transparencies
455
46
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
47
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
FCAT
Benchmark
Mini-Lesson
Ancillary 52, 53
SF Reading
STRAND E: EARTH AND SPACE
GRADE 3: STANDARD 2. The student recognizes the vastness of the universe and Earth’s place in it.
REPORT CARD S7. Understands the interaction and organization in the universe, solar system, and life on Earth.
BENCHMARK SC.E.2.2.1 The student knows that, in addition to the sun, there are many other stars that are far away. (CS: MC)
ESSENTIAL QUESTIONS
? What is the name of the star closest to Earth? The sun is the closest star to the Earth.
? What is a constellation? A constellation is a very large group of stars that form a pattern in the night sky.
? How did people of ancient civilizations use the constellations? The people of ancient times watched the night sky like we watch television
today. They told stories and matched them to constellations in the night sky honoring their gods and fallen heroes. As the seasons changed,
so did the constellations they could see at night. These changes reminded them when to plant and harvest their crops. Sailors also used the
stars to navigate their ships at sea. Today people are unaware of the changes that occur in the night sky because they cannot see most of the
constellations due to bright street lighting which limits their view of the night sky.
? How did the invention of the telescope change the way we see the stars? Telescopes make the stars look closer, clearer, and many more
stars can be seen.
? What is the Big Dipper? The Big Dipper, or Ursa Major, is a constellation that circles the North Star, or Polaris, which is in the Little Dipper just
above the Earth’s axis at the North Pole. The Big Dipper looks like a large ladle in the night sky. Two stars in the front of the Big Dipper’s bowl
or cup point to the North Star. When you stand facing Polaris, you are looking due north. Polaris is above the North Pole in the night sky and
is called the North Celestial Pole by astronomers.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows that in addition to the sun
there are many other stars in the universe and they
are vast distances apart.
1. Student knows other stars in the universe are very far
away.
2. Student knows ancient people grouped stars and made
up stories to explain the patterns.
3. Student knows that as Earth revolves around the sun,
we see different constellations in different parts of
space, and the constellations change with the
seasons.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 16
453
Target Skill
Scott Foresman
Science
Assessments
Examview 449C,
449H, 470
Chapter 16
Lesson 1
454-457
Chapter 16
Review &
Test Prep
471
FCAT Science
Test Prep
Ancillary 104,
107, 112, 121,
141
48
Scott Foresman Resources
SF Science
Leveled
Readers 449A
Every Student
Learns 456
Quick Study
Ancillary 104,
105
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
4. Student knows that a telescope is a tool that makes
things far away look closer.
Scott Foresman
Science
Assessments
Assessment
Book Chapter 16
Test, 103-106;
Unit D Test, 111114
Scott Foresman Resources
SF Science
Take It to the
Net 449
Quick Activity
Transparencies
454
FCAT
Benchmark
Mini-Lesson
Ancillary 51
49
SF Reading
STRAND F: PROCESSES OF LIFE
GRADE 3: STANDARD 1. The student describes patterns of structure and function in living things.
REPORT CARD S8. Understands patterns of structure and function in living things.
BENCHMARK SC.F.1.2.2 The student knows how all animals depend on plants. (CS: MC) [Teach along with SC.G.2.2.1.]
ESSENTIAL QUESTIONS
? How do animals get the food they need? Animals get food from eating plants or other animals. Animals that eat plants are called herbivores.
Animals that eat other animals are called carnivores. Both herbivores and carnivores spend most of their day finding enough food to stay
alive.
? How does the way animals get their food differ from the way plants meet their food needs? Animals get their food from eating plants or
other animals. Plants make their own food through photosynthesis. All animals depend on plants either directly or indirectly for food. Without
plants there would be no animal life on Earth.
? Why do animals need shelter? Animals need shelter to protect them from other animals (predators) and the weather (rain, cold, etc.). Many
animals make their shelters with plants, for example, shelter materials may include hollow trees or logs, grass, twigs, and thick bushes.
? How do animals get oxygen? Land animals, mammals, birds, reptiles, and adult amphibians breathe air ((i.e., a mixture of gases which is 78%
nitrogen, 21% oxygen, and 1% trace gases) in order to get oxygen through organs that are called lungs. Insects get oxygen through tiny holes
(spiracles) in their bodies. Animals that live in the water, fish, young amphibians, and aquatic invertebrates get oxygen from the water
(dissolved oxygen) through organs called gills. Aquatic mammals breathe air at the water’s surface. Oxygen in the air and water is recycled
by green plants during photosynthesis.
? What are four needs of all animals? All animals need food, oxygen, water, and shelter.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student identifies various ways animals
use plants for survival.
1. Student knows some animals, herbivores, eat plants
(e.g. grass, leaves, fruit, seeds, etc.).and other
animals, carnivores, eat other animals to survive.
2. Student knows many animals use plants for shelter.
3. Student knows plants make oxygen (during
photosynthesis, see SC.G.1.2.3) that animals need
to breathe.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 3
72-75
Lesson 1
Chapter 4
Lesson 1
104-105
Chapter 5
Directed
Inquiry
145D
Scott Foresman
Science
Assessments
Examview 64C,
64H, 94, 97C,
97H, 132
FCAT Science
Test Prep
Ancillary 11, 23
Scott Foresman Resources
SF Science
Activity Flip
Chart 65E
Lab Zone
Science 145D,
148
Leveled
Readers 65A,
97A
50
SF Reading
3.1 American
Black Beans,
66-67n
3.3 Tops and
Bottoms, Food
from Plants,
284a-309n
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
4. Student recognizes that all animals have similar needs:
food, water, oxygen, and living space.
Scott Foresman
Science
Assessments
Assessment
Book Chapter 3
Test, 9-12;
Chapter 4 Test,
13-16; Unit A
Test, 17-20
Scott Foresman Resources
SF Science
Every Student
Learns 72, 105
Quick Study
Ancillary 20, 21,
28, 29
Take It to the
Net 148
Quick Activity
Transparencies
71, 104
51
SF Reading
STRAND F: PROCESSES OF LIFE
GRADE 3: STANDARD 1. The student describes patterns of structure and function in living things.
REPORT CARD S8. Understands patterns of structure and function in living things.
BENCHMARK SC.F.1.2.3 The student knows that living things are different but share similar structures. (AA: MC, SR)
ESSENTIAL QUESTIONS
? What four things do all plants need to live? All plants need water from the rain, light from the sun, carbon dioxide from the air, and minerals
and nutrients from the soil.
? What structures do plants have to keep them alive? Plants have roots to anchor them in the soil and absorb water and minerals. They also
have stems that connect to the roots supporting the plant and transporting water to their leaves. Plants also have leaves that grow out of the
stems, collect carbon dioxide and water, and chemically change them into sugar (glucose) which the plant uses for food. At the same time,
the plant gives off oxygen into the air. A plant’s roots, stems, and leaves work together to keep the plant alive.
? What structures do plants need to survive? In order to survive, a plant must produce seeds. Seeds are the structures that produce more
plants. There are many different kinds of seeds. Seeds need water and warm temperatures to grow into young plants, or seedlings. Seedlings
then form roots, stems and leaves to stay alive
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands the similarities and
differences among plants.
1. Student knows plants get light from the sun, water
from the rain, minerals from the soil, and carbon
dioxide from the air to survive.
2. Student knows basic plant structures (parts) and their
different functions (jobs).
3. Student investigates how changes in light, water,
temperature, and soil conditions affect a plant’s
growth.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 1
1D
Directed
Inquiry
Chapter 1
Directed
Inquiry
4
Chapter 1
Lesson 3
14-17
Chapter 1
Guided
Inquiry
26-27
52
Scott Foresman
Science
Assessments
Examview 1C,
1H, 30
FCAT Science
Test Prep
Ancillary 1, 2, 4,
5, 25
Assessment
Book Chapter 1
Test, 1-4;
Chapter 2 Test,
5-8; Unit A Test,
17-20
Scott Foresman Resources
SF Science
Activity Flip
Chart 1E
Lab Zone
Science 1D, 4,
26
Leveled
Readers 1A
Every Student
Learns 17
Quick Study
Ancillary 6, 7
SF Reading
3.2 Seed
Surprises,
Leveled
Reader, LR4LR6
3.2 Anne’s
Plants, Leveled
Reader, LR7LR9
3.3 Tops and
Bottoms, 244a309n
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
GLE 2 - The student knows that plants reproduce from
seeds.
1. Student investigates what seeds need to sprout.
2. Student knows that new plants form when seeds
germinate.
3. Student knows ways seeds spread.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 1
30-31
Review &
Test Prep
Chapter 1
1
Chapter 1
Lesson 3
15-17
Chapter 1
Lesson 4
18-21
Chapter 1
Guided
Inquiry
26-27
Chapter 1
Math in
Science
28-29
Chapter 1
Review &
Test Prep
30-31
Scott Foresman
Science
Assessments
Examview 1C,
1H, 30
FCAT Science
Test Prep
Ancillary 1, 2, 3
Assessment
Book Chapter 1
Test, 1-4; Unit A
Test, 17-20
Scott Foresman Resources
SF Science
Take It to the
Net 4, 26
Quick Activity
Transparencies
14
Lab Zone
Science 1D, 2627
Leveled
Readers 1A
Every Student
Learns 17, 19
Quick Study
Ancillary 6, 7, 8,
9
Take It to the
Net 1
Quick Activity
Transparencies
18
FCAT
Benchmark
Mini-Lesson
Ancillary 3, 4
53
SF Reading
3.2 Seed
Surprises,
Leveled
Reader, LR4LR6
STRAND F: PROCESSES OF LIFE
GRADE 3: STANDARD 1. The student describes patterns of structure and function in living things.
REPORT CARD S8. Understands patterns of structure and function in living things.
BENCHMARK SC.F.1.2.3 (continued) The student knows that living things are different but share similar structures. (AA: MC, SR)
ESSENTIAL QUESTIONS
? What are vertebrates? Animals are divided into two large groups or phylum: vertebrates, those with backbones, and invertebrates, those
without backbones. Vertebrates take their name from the bones called vertebrae that make up their backbone. These bones which have a
space at their center surround and protect the spinal cord. Mammals, fish, amphibians, reptiles, and birds are all vertebrates. In addition to a
backbone, these animals also have other bones (skeletal system) that help support their bodies and protect important organs.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 3 – The student knows the common,
distinguishable characteristics of the vertebrate
animal groups.
1. Student knows mammals are vertebrates covered with
fur or hair, breathe with lungs, and usually give birth to
live-young that are fed with milk from the mother’s
body.
2. Student knows birds are vertebrates covered with
feathers and scales, have two legs, and two wings
which most use to fly. Birds breathe with lungs, hatch
from hard-shelled eggs, and care for their young.
3. Student knows amphibians are vertebrates that live
both on land and in the water and undergo
metamorphosis during their life cycles.
4. Student knows fish are vertebrates that live in the
water, most are covered with scales, have fins,
breathe with gills, and hatch from soft eggs laid in the
water.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 2
33D
Directed
Inquiry
Scott Foresman
Science
Assessments
Examview 33C,
33H, 62
FCAT Science
Test Prep
Ancillary 8, 10,
11, 26, 129
Scott Foresman Resources
SF Science
Lab Zone
Science 33D,
36
Leveled
Readers 33A
Chapter 2
Build
Background
34
Chapter 2
Directed
Inquiry
36
Chapter 2
Lesson 1
40-43
Take It to the
Net 36
Chapter 2
Review &
Test Prep
62-63
Quick Activity
Transparencies
38
54
Assessment
Book Unit A Test,
17-20
Every Student
Learns 40
Quick Study
Ancillary 12, 13
SF Reading
3.1 People and
Horses, 87-89n
3.2 Nights of
the Pufflings,
Spoonbill!,
226a-247n
3.3 Brave as a
Mountain Lion,
328a-351n
3.4 Raising
Chickens,
Leveled
Reader, LR22LR24
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
5. Student knows reptiles are vertebrates with dry, scaly
skin, plates, or shells, breathe with lungs, and hatch
from soft-shelled eggs laid on the land.
55
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
FCAT
Benchmark
Mini-Lesson
Ancillary 6, 7
SF Reading
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 3: STANDARD 1. The student understands the competitive, interdependent, cyclic nature of living things in the environment.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.1.2.2 The student knows that living things compete in a climatic region with other living things and that structural adaptations
make them fit for an environment. (AA: MC, SR)
ESSENTIAL QUESTIONS
? What determines the climate in an ecosystem? Climate is the general pattern of weather in a particular part of the world over a long period of
time. Two factors determine the climate of most ecosystems: air temperature and rainfall.
? What is adaptation? An adaptation is a characteristic structure, behavior, or other trait (genetic variation) in an organism that helps it ‘to
survive’ in its environment. Adaptation occurs over long periods of time and can only arise when there is variety within a large population. In
the process of “natural selection,” organisms lacking the characteristics or traits necessary to respond to changes in their environment will die.
However, those organisms with traits better suited to changes in their environment are more likely to survive, reproduce, and pass their traits
on to the next generation. Charles Darwin defined natural selection after observing 13 different species of finches living throughout the
Galapagos Islands off the coast of Ecuador.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student understands what causes
adaptations in an organism.
1. Student compares and contrasts types of forests,
deciduous, rain, coastal, and conifer by climate
(temperature and rainfall).
2. Student identifies organisms that live in different
ecosystems and describes ways they have adapted
(structurally or behaviorally) to their habitats.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 3
72-73
Lesson 1
Scott Foresman
Science
Assessments
Examview 65C,
65H, 94
Chapter 3
Lesson 3
82-85
Chapter 3
Review &
Test Prep
94-95
FCAT Science
Test Prep
Ancillary 14, 18,
20
Chapter 4
Lesson 4
116-119
Assessment
Book Chapter 3
Test, 9-12; Unit A
Test, 17-20
Scott Foresman Resources
SF Science
Activity Flip
Chart 65E, 97E
Leveled
Readers 65A
Every Student
Learns 83, 115
Quick Study
Ancillary 24, 25,
34, 35
Take It to the
Net 65
56
SF Reading
3.1 American
Black Beans,
66-67n
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
Scott Foresman
Science
Assessments
(continued)
GLE 2 – The student knows adaptations help
organisms survive.
Chapter 3
Lesson 2
78-79
Examview 65C,
65H, 94
1. Student identifies climatic conditions in a desert
environment.
2. Student describes how plants and animals have
adapted to survive in the desert.
Chapter 3
Review &
Test Prep
94-95
FCAT Science
Test Prep
Ancillary 13
Chapter 6
Lesson 2
181
Assessment
Book Chapter 3
Test, 9-12; Unit A
Test, 17-20
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
82
FCAT
Benchmark
Mini-Lesson
Ancillary 12
Activity Flip
Chart 65E
Leveled
Readers 65A
Every Student
Learns 79
Quick Study
Ancillary 22, 23
Take It to the
Net 65
FCAT
Benchmark
Mini-Lesson
Ancillary 11
57
SF Reading
3.2 Fly Traps!,
Plants That Bite
Back, 144a167n
3.4 Iguana,
136-137n
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 3: STANDARD 1. The student understands the competitive, interdependent, cyclic nature of living things in the environment.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.1.2.2 The student knows that living things compete in a climatic region with other living things and that structural adaptations
make them fit for an environment. (AA: MC, SR)
ESSENTIAL QUESTIONS
? What factors change the climatic regions within water environments? Like land environments (terrestrial), water environments (aquatic)
have different climatic conditions. Two factors, water depth and saltiness, cause the different climatic regions. More sunlight penetrates
shallow water, creating warmer temperatures, allowing more plants to grow and providing more food for animals. In deep water, temperatures
are much colder; there are no plants and few animals. The amount of salt also changes in water environments. Fresh water has very little salt
Ocean water is much saltier. However, the ocean is less salty at the surface and in shallow water, and it is more salty off shore and in deeper
water.
? How is the ocean able to support such a wide variety of life? The oceans are the Earth’s largest and oldest ecosystems. They have
experienced less change over a longer period of time than any other ecosystems on Earth. Their immense volume has the capacity to dilute
toxins that would dramatically change other environments.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 (continued) - The student understands the
causes and benefits of adaptations in an organism.
1. Student compares and contrasts types of water
ecosystems: oceans, seas, marshes, lakes, rivers,
ponds and streams by their amount of salt.
2. Student identifies organisms that live in different water
ecosystems and describes ways they have adapted
(structurally or behaviorally) to their habitats.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 3
86-89
Lesson 4
Scott Foresman
Science
Assessments
Examview 65C,
65H, 94
Chapter 3
Review &
Test Prep
94-95
FCAT Science
Test Prep
Ancillary 17, 18,
21, 29
Chapter 4
Lesson 4
114-115
Assessment
Book Chapter 3
Test, 9-12; Unit A
Test, 17-20
Scott Foresman Resources
SF Science
Activity Flip
Chart 65E, 97E
SF Reading
3.2 Spoonbill!,
244-247n
Leveled
Readers 65A
3.4 The Fox
and the Stork,
34-37n
Every Student
Learns 88, 115
Quick Study
Ancillary 26, 27
Take It to the
Net 65
58
3.5 Chibi: A
True Story from
Japan, 172a197n
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
Scott Foresman
Science
Assessments
(continued)
GLE 2 (continued) - The student knows adaptations
help organisms survive.
Chapter 3
Lesson 1
70
Examview 65C,
65H, 94
1. Student recognizes different conditions (sunlight and
saltiness) exist at different depths (zones) of the
ocean which determine what organisms can survive
in each zone.
2. Student describes ways organisms adapt to survive in
the ocean.
Chapter 3
Lesson 4
88-89
FCAT Science
Test Prep
Ancillary 16
Chapter 3
Review &
Test Prep
94-95
Assessment
Book Chapter 3
Test, 9-12; Unit A
Test, 17-20
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
114
FCAT
Benchmark
Mini-Lesson
Ancillary 13
Activity Flip
Chart 65E
Leveled
Readers 65A
Every Student
Learns 88
Quick Study
Ancillary 26, 27
Take It to the
Net 65
FCAT
Benchmark
Mini-Lesson
Ancillary 13
59
SF Reading
3.5 Gone,
Leveled
Reader, LR7LR9
3.3 Super
Senses, 281283n
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 3: STANDARD 1. The student understands the competitive, interdependent, cyclic nature of living things in the environment.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.1.2.3 The student knows that green plants use carbon dioxide, water, and sunlight energy to turn minerals, and nutrients into
food for growth, maintenance, and reproduction. (AA: MC, SR)
ESSENTIAL QUESTIONS
? How are green plants different from all other living organisms on Earth? Plants can make the food they need to survive in a process called
photosynthesis.
? What is photosynthesis? Photo (light) - synthesis (put together) is a chemical process in which “green plants” recombine water (H 2 0) and
carbon dioxide (C0 2 ) into sugar (C 6 H 12 0 6 ) and oxygen (O 2 ). Photosynthesis only takes place in plants with a “green” pigment molecule called
chlorophyll. Chlorophyll helps the plant absorb the sunlight energy needed for photosynthesis to take place. Green plants are essential in the
chemical process of photosynthesis. Without green plants, most life on Earth
would not exist.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student identifies and describes the
processes and importance of photosynthesis.
1. Student knows photosynthesis is a sugar-making
process in plants.
2. Student also knows plants make oxygen in the same
photosynthetic process.
3. Student knows ways plants use the sugar they make
(growth, maintenance, reproduction).
4. Student knows where plants store the sugar they make
(roots, fruits, and vegetables).
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 1
8-9
Lesson 1
Scott Foresman
Science
Assessments
Examview 1C,
1H, 30
Chapter 1
Lesson 2
12-13
Chapter 1
Review &
Test Prep
30-31
Assessment
Book Chapter 1
Test, 1-4; Unit A
Test, 17-20
Scott Foresman Resources
SF Science
Leveled
Readers 1A
Every Student
Learns 9
Quick Study
Ancillary 6, 7
Take It to the
Net 1
Quick Activity
Transparencies
6
60
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 - The student knows plants reproduce by
forming seeds.
1. Student understands a seed consists of a young plant
and a food supply enclosed in a protective seed coat.
2. Student recognizes seeds need certain conditions to
sprout.
3. Student knows new plants reproduce from seeds.
4. Student knows ways seeds are dispersed.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 1
1
Chapter 1
Lesson 3
15-17
Chapter 1
Lesson 4
18-21
Chapter 1
Guided
Inquiry
26-27
Chapter 1
Math in
Science
28-29
Chapter 1
Review &
Test Prep
30-31
Scott Foresman
Science
Assessments
Examview 1C,
1H, 30
FCAT Science
Test Prep
Ancillary 1, 2, 3
Assessment
Book Chapter 1
Test, 1-4; Unit A
Test, 17-20
Scott Foresman Resources
SF Science
Lab Zone
Science 1D, 2627
Leveled
Readers 1A
Every Student
Learns 17, 19
Quick Study
Ancillary 6, 7, 8,
9
Take It to the
Net 1
Quick Activity
Transparencies
18
FCAT
Benchmark
Mini-Lesson
Ancillary 3, 4
61
SF Reading
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 3: STANDARD 1. The student understands the competitive, interdependent, cyclic nature of living things in the environment.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.1.2.4 The student knows that some organisms decompose dead plants and animals into simple minerals and nutrients for
use by living things and thereby recycle matter. (Assessed as SC.G.1.2.5.) [Teach along with SC.G.1.2.5.]
ESSENTIAL QUESTIONS
? What are decomposers? Decomposers are any organisms that feed on the dead remains or wastes of other organisms. Decomposers usually
are simple organisms such as bacteria or fungus.
? Where are decomposers found in a food chain? Decomposers are usually placed after the higher-order consumers in the food chain. For
example, in this food chain: leaves → deer → wolf → vulture → bacteria, the bacteria is the decomposer because it breaks down the
remains of the deer (a primary consumer) eaten by a wolf and scavenged by the vulture (both secondary consumers) returning the deer’s
dead remains back to the soil (environment) as organic nutrients.
? How do decomposers recycle matter? Decomposers don't absorb all the dead matter they feed on, but they do break it all down into simpler
minerals or nutrients which remain in the environment.
? How do decomposers help the environment? Decomposers recycle dead plants, animals, and wastes returning important nutrients to the
environment.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows decomposers break down
dead matter into simpler substances.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 4
114-119
Lesson 4
1. Student knows decomposers break down dead plants
and animals.
2. Student identifies common decomposers by name in
selected food chains.
3. Student recognizes ways decomposers are helpful in
the environment.
Scott Foresman
Science
Assessments
Examview 97C,
97H, 132
FCAT Science
Test Prep
Ancillary 29, 45,
46
Assessment
Book Unit A Test,
17-20
62
Scott Foresman Resources
SF Science
Leveled
Readers 97A
Every Student
Learns 115
Quick Study
Ancillary 48, 49
Quick Activity
Transparencies
114
SF Reading
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 3: STANDARD 1. The student understands the competitive, interdependent, cyclic nature of living things in the environment.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.1.2.5 The student knows that animals eat plants or other animals to acquire the energy they need for survival. (CS: MC)
ESSENTIAL QUESTIONS
? What are producers? Producers are organisms that make their own food using the energy from the sun and water and carbon dioxide from the
environment. Different producers include all photosynthetic plants, algae, protists, and blue-green bacteria.
? What are consumers? Consumers are organisms that eat other organisms for food. Consumers are classified (grouped) based on what they
eat. Herbivores are animals that only eat plants. Herbivores feed directly on producers and are the lowest level of consumers. Carnivores
are animals that only eat meat (the flesh of animals) and feed on either herbivores or other carnivores. Carnivores are the animals that make
up the higher levels of consumers. Scavengers feed on dead or decaying organisms. Omnivores are animals that feed on both plants and
animals (e.g. raccoons, skunks, bears, man).
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows the roles of organisms in a
food chain.
1. Student investigates animal structures used to eat food.
2. Student knows plants are producers.
3. Student knows animals are consumers.
4. Student differentiates herbivores, carnivores, and
omnivores by what they eat.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 4
106-109
Lesson 2
Scott Foresman
Science
Assessments
Examview 97C,
97H, 132
Chapter 4
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 19, 28,
128
133
Assessment
Book Chapter 4
Test, 13-16; Unit
A Test, 17-20
63
Scott Foresman Resources
SF Science
Leveled
Readers 97A
Every Student
Learns 107
Quick Study
Ancillary 30, 31
Quick Activity
Transparencies
106
SF Reading
3.2 Fly Traps!,
Plants That
Bite, 144a-167n
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 3: STANDARD 1. The student understands the competitive, interdependent, cyclic nature of living things in the environment.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.1.2.5 (continued) The student knows that animals eat plants or other animals to acquire the energy they need for survival.
(CS: MC)
ESSENTIAL QUESTIONS
? What is a food chain? A food chain is a diagram that traces the transfer of food energy from one consumer to the next (like links in a chain) by
what they eat and by what eats them.
? What is an energy pyramid? An energy pyramid is a pyramid-shaped diagram that shows the amount of energy available at each level in the
feeding order of a food chain. Food energy is either used by an organism, or stored in its body. As energy passes from one organism to the
next in the food chain, some energy is used and some energy is lost. Scientists show the energy loss from one feeding level to the next
(producers through consumers) in a pyramid or triangle-shape diagram with more energy available at the base than at the top. They estimate
only about 10% of the energy present at one feeding level is passed to the next as you move up the energy pyramid.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 – The student understands that energy is
transferred to living organisms through the food they
eat.
1. Student illustrates how energy flows from the sun to
animals in a food chain.
2. Student illustrates how the amount of energy available
changes each consumer level in a food pyramid.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 4
106-109
Lesson 2
Scott Foresman
Science
Assessments
Examview 97C,
97H, 132
Chapter 4
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 19, 28,
128
133
Assessment
Book Chapter 4
Test, 13-16; Unit
A Test, 17-20
64
Scott Foresman Resources
SF Science
Leveled
Readers 97A
Every Student
Learns 107
Quick Study
Ancillary 30, 31
Quick Activity
Transparencies
106
SF Reading
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 3: STANDARD 1. The student understands the competitive, interdependent, cyclic nature of living things in the environment.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.1.2.5 (continued) The student knows that animals eat plants or other animals to acquire the energy they need for survival.
(CS: MC)
ESSENTIAL QUESTIONS
? How is a food chain different from a food web? A food chain only shows one energy path, but most organisms are part of more than one
food chain. A food web is a system of overlapping food chains. A food web diagrams the interdependence one organism has on many others
for survival.
? What is a predator-prey relationship? Predation is a type of feeding relationship in which one animal captures and eats another animal for
food. The animal that is eaten is prey. The animal eating the prey is the predator. Predator-prey relationships help keep an ecosystem in
balance by preventing any one population from getting too large.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 (continued) – The student understands that
energy is transferred to living organisms through the
food they eat.
3. Student illustrates the interdependence organisms
have on each other for survival in a food web.
4. Student understands the predator-prey relationship
between animals.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 4
106-109
Lesson 2
Scott Foresman
Science
Assessments
Examview 97C,
97H, 132
Chapter 4
Review &
Test Prep
FCAT Science
Test Prep
Ancillary 19, 28,
128
133
Assessment
Book Chapter 4
Test, 13-16; Unit
A Test, 17-20
65
Scott Foresman Resources
SF Science
Leveled
Readers 97A
Every Student
Learns 107
Quick Study
Ancillary 30, 31
Quick Activity
Transparencies
106
SF Reading
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 3: STANDARD 2. The student understands the consequences of using limited natural resources.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.2.2.1 The student knows that all living things must compete for Earth’s limited resources; organisms best adapted to
compete for the available resources will be successful and pass the adaptations (traits) to their offspring. (AA: MC, SR) [Reviews benchmark
SC.F.1.2.2.]
ESSENTIAL QUESTIONS
? What resources do all animals need? All animals need three things to survive: food, water, and shelter. It is also important that animals have
enough living space, especially high-order consumers that need to cover a large range of territory to find food. Animals also need clean air
(oxygen) to breathe, just like people.
? How do animals compete with other animals? Animals constantly compete for food and water. Because both are limited resources in every
ecosystem, all animals spend their entire day searching for enough food to survive. Some animals eat other animals for food, making looking
for food a matter of life or death in the wild. Animals that are healthy and well-camouflaged with a varied diet tend to survive best. However,
for any animal that becomes the prey of a stronger more aggressive predator, staying alive is a heart-pounding challenge.
? How does nature measure an animal’s success? Only animals that survive to adulthood and reproduce successfully will pass their traits
(genetic variations) onto a new generation of offspring. These young animals inherit their structural and behavioral characteristics from their
parents. In this way nature selects only the fittest animals to parent the next generation in a process called “survival of the fittest”.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows characteristics of an
organism that increase its probability of reproducing.
1. Student knows what animals need to survive.
2. Student understands not all animals get to reproduce.
3. Student knows that structural and behavioral traits
(body features and instincts) are passed from parent
to child.
4. Student understands that some wild animals compete
for the limited resources they need to survive to the
point of killing and eating each other.
5. Student recognizes to survive means living long enough
in the wild to reproduce.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 2
33
Chapter 2
Lesson 3
48-49
Chapter 2
Lesson 3
52-53
Chapter 2
Review &
Test Prep
62-63
Chapter 3
Lesson 1
74-75
66
Scott Foresman
Science
Assessments
Examview 33C,
33H, 62, 65C,
65H, 94, 97C,
97H, 132
FCAT Science
Test Prep
Ancillary 4, 7, 8,
9, 13, 15, 20,
127, 129
Scott Foresman Resources
SF Science
Activity Flip
Chart 33E, 65E,
97E
Lab Zone
Science 97D,
128
Leveled
Readers 33A,
65A, 97A
Every Student
Learns 51, 111
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 4
97
Chapter 4
Directed
Inquiry
100
Chapter 4
Lesson 3
110-113
Chapter 4
Guided
Inquiry
128-129
Chapter 4
Review &
Test Prep
132-133
67
Scott Foresman
Science
Assessments
Assessment
Book Chapter 2
Test, 5-8;
Chapter 3 Test,
9-12; Chapter 4
Test, 13-16; Unit
A Test, 17-20
Scott Foresman Resources
SF Science
Quick Study
Ancillary 16, 17,
20, 21, 32, 33
Take It to the
Net 33, 97, 128
Quick Activity
Transparencies
48, 110
FCAT
Benchmark
Mini-Lesson
Ancillary 5, 8,
10
SF Reading
STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT
GRADE 3: STANDARD 2. The student understands the consequences of using limited natural resources.
REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.
BENCHMARK SC.G.2.2.2 The student knows that the size of a population is dependent upon the available resources within its community. (CS:
MC)
ESSENTIAL QUESTIONS
? How do populations affect each other in an ecosystem? Populations affect each other when they compete for the same limited resources:
food, water, shelter, and living space. Competition occurs whenever more than one individual or population tries to make use of the same
limited resource. If a population grows too large, it will consume more resources. Only those organisms able to get the resources they need
will survive. Predator-prey relationships help keep an ecosystem in balance by preventing any one population from getting too large.
? How are populations affected by the environment? Populations are affected when the environment changes. Natural disasters like fire,
floods, or drought, can affect plant and animal populations. Natural disasters usually have both bad and good effects. Some populations may
die, but eventually others take their place. Man’s influence can also affect populations.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows that the size of the
population is dependent upon the available resources
within a community.
1. Student knows an environment is the surroundings
and conditions in which an organism lives.
2. Student knows an ecosystem is all the living and
nonliving parts of an environment and the interactions
between them.
3. Student knows a population is all the members of a
species (same organism) living in a particular area at
a particular time.
4. Student knows a community is all the populations
sharing a specific area.
5. Student knows a habitat is the place in an ecosystem
where an organism lives.
6. Student recognizes the size of a population depends
on limited resources and how much they are being
used by other populations.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 3
74-75
Lesson 1
Chapter 4
Directed
Inquiry
97D
Chapter 4
Guided
Inquiry
128-129
Scott Foresman
Science
Assessments
Examview 65C,
65H, 94, 97C,
97H, 132
FCAT Science
Test Prep
Ancillary 15, 20,
127
Assessment
Book Chapter 3
Test, 9-12; Unit A
Test, 17-20
Scott Foresman Resources
SF Science
Activity Flip
Chart 65E, 97E
Lab Zone
Science 97D,
128
Leveled
Readers 65A,
97A
Take It to the
Net 128
FCAT
Benchmark
Mini-Lesson
Ancillary 10
68
SF Reading
3.2 Nights of
the Pufflings,
226a-247n
STRAND H: THE NATURE OF SCIENCE
GRADE 3: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.
REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.
BENCHMARK SC.H.1.2.1 The student knows that it is important to keep accurate records and descriptions to provide information and clues on
causes of discrepancies in repeated experimentations. (AA: MC)
ESSENTIAL QUESTIONS
? What is a good observation? Good observations involve using one or more of the senses: sight, smell, touch, hearing, and taste, to perceive
properties of objects and events. Sometimes precautions should be taken before touching, tasting, smelling or tasting, but using more senses
produces better observations. Observations can be done directly with the senses or indirectly through the use of simple or complex
instruments (e.g. hand-lens or microscope).
? Why is it important to repeat an experimental procedure more than once? Doing an experiment only once without repeating it again to see
if the results turn out the same does not verify the outcome. When an experimental procedure is repeated with the same outcome, the results
have more validity.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows it is important to make
careful observations.
1. Student makes qualitative observations (e.g. color,
shape, texture, sound, odor).
2. Student makes quantitative observations (e.g. numbers,
measurements, calculations).
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 1
4
Directed
Inquiry
Chapter 2
Guided
Inquiry
58-59
Chapter 3
Directed
Inquiry
68
Chapter 4
Directed
Inquiry
100
Scott Foresman
Science
Assessments
Examview 217C,
217H, 238
Scott Foresman Resources
SF Science
Activity Flip
Chart 217E
FCAT Science
Test Prep
Ancillary 43, 45
Lab Zone
Science 217D,
234-235
Assessment
Book Chapter 7
Test, 39-42;
Chapter 8 Test,
43-46; Unit B
Test, 51-54
Leveled
Readers 217A
Quick Study
Ancillary 44, 45
Take It to the
Net 193
69
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
GLE 2 – The student knows it is important to
record information accurately.
1. Student writes varied descriptions.
2. Student writes numbers and units using whole numbers
and simple fractions.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 6
172
Directed
Inquiry
Chapter 7
Lesson 1
199-201
Chapter 8
Guided
Inquiry
Chapter 9
Directed
Inquiry
234-235
Chapter 9
Lesson 1
248-249
Unit B
Full Inquiry
268-271
Unit D
Full Inquiry
508-511
244
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
6, 222
FCAT
Benchmark
Mini-Lesson
Ancillary 14, 16
Examview 241C,
241H, 262
Lab Zone
Science 244,
268, 508
Leveled
Readers 241A,
473A
Every Student
Learns 248
Quick Study
Ancillary 60, 61
Take It to the
Net 241, 244,
268, 508
Quick Activity
Transparencies
246
70
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 3 – The student knows that repeating
experimental procedures more than once reduces
discrepancies in data and increases validity.
1. Student records multiple trials (repetitions) that
compare whole number values.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit A Full
140-143
Inquiry
Unit B Full
Inquiry
268-271
Unit D Full
Inquiry
508-511
Scott Foresman
Science
Assessments
Assessment
Book Unit A Test,
29-30
Scott Foresman Resources
SF Science
Activity Flip
Chart 321E
Lab Zone
Science 321D,
324
Leveled
Readers 321A
Quick Activity
Transparencies
156, 332, 428
71
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 3: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.
REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.
BENCHMARK SC.H.1.2.2 The student knows that a successful method to explore the natural world is to observe and record, and then analyze
and communicate the results. (AA: MC, SR, ER) [Also assesses SC.H.1.2.4 and SC.H.3.2.2.]
ESSENTIAL QUESTIONS
? How is an investigation different from experimentation? An investigation is a procedure carried out in order to observe a response to a
stimulus, but is not a complete experiment. In an experiment, a procedure is carried out and repeated under controlled conditions to discover,
demonstrate or test a hypothesis. Experiments include all the components of the scientific method including: identifying a problem, collecting
background information, forming a hypothesis, designing an experiment, performing the experiment to test the hypothesis, observing,
recording and analyzing data, repeating the experiment to verify the outcome, drawing conclusions about the experiment from the analyzed
data, communicating the results in a log or displaying the findings for a science fair, and explaining how it applies to real life situations. (See
P.B.C. Elementary Science Fair Handbook for topics, rules and judging forms.)
? What is the metric system? The metric system is the system of measurements scientists use so their quantitative data will be understood and
can be reproduced by other scientists all over the world Most of the SI measurements (system of international measurements) used by the
scientists are metric measurements.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student investigates and experiments,
identifies a problem or purpose, makes a prediction or
hypothesis, uses tools to collect and organize data,
interprets data in tables, charts and graphs, compares
and contrasts information, and accepts or rejects
findings.
1. Student knows an investigation is a procedure that is
carried out in order to observe a response caused by
a stimulus and is not a complete experiment.
2. Student knows an experiment is carried out and
repeated under controlled conditions in order to
discover, demonstrate, or test a hypothesis and
includes all the components of the scientific method.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit A
140-143
Full Inquiry
Unit A
Science
Fair Project
144
Chapter 5
Directed
Inquiry
148
Unit B
Full Inquiry
268-271
72
Scott Foresman
Science
Assessments
Examview 273C,
273H, 294, 297C,
297H, 318, 321C,
321H, 348
FCAT Science
Test Prep
Ancillary 6, 27,
33, 37, 38, 40,
46, 47, 53, 56,
61, 62, 70, 77,
101, 113, 132,
140
Scott Foresman Resources
SF Science
Activity Flip
Chart 97E,
145E, 241E,
273E, 297E,
321E, 385E
Lab Zone
Science 140,
268, 273D, 290,
297D, 314,
321D, 344, 412
SF Reading
3.3 Spiders,
350-351n
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit B
272
Science
Fair Project
Chapter 10
Directed
Inquiry
273D
Chapter 10
Guided
Inquiry
290-291
Chapter 11
Directed
Inquiry
297D
Chapter 11
Guided
Inquiry
314-315
Chapter 12
Directed
Inquiry
321D
Chapter 12
Guided
Inquiry
344-345
Unit C
Full Inquiry
412-415
73
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Leveled
Readers 97A,
145A, 241A,
273A, 297A,
321A, 385A
Take It to the
Net 140, 145,
268, 290, 314,
344, 412
Quick Activity
Transparencies
284
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 – The student uses various kinds of
instruments to collect and analyze information.
1. Student uses SI measuring instruments and science
tools to collect and analyze data.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit A
140-143
Full Inquiry
Scott Foresman
Science
Assessments
Examview 273C,
273H, 294, 297C,
297H, 318, 321C,
321H, 348
Scott Foresman Resources
SF Science
Activity Flip
Chart 97E,
145E, 241E,
273E, 297E,
321E, 385E
Unit A
Science
Fair Project
144
Chapter 5
Directed
Inquiry
148
Unit B
Full Inquiry
268-271
Unit B
Science
Fair Project
272
Chapter 10
Directed
Inquiry
273D
Chapter 10
Guided
Inquiry
290-291
Take It to the
Net 140, 145,
268, 290, 314,
344, 412
Chapter 11
Directed
Inquiry
297D
Quick Activity
Transparencies
284
Chapter 11
Guided
Inquiry
314-315
74
FCAT Science
Test Prep
Ancillary 6, 27,
33, 37, 38, 40,
46, 47, 53, 56,
61, 62, 70, 77,
101, 113, 132,
140
Lab Zone
Science 140,
268, 273D, 290,
297D, 314,
321D, 344, 412
Leveled
Readers 97A,
145A, 241A,
273A, 297A,
321A, 385A
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Chapter 12
321D
Directed
Inquiry
Chapter 12
Guided
Inquiry
344-345
Unit C
Full Inquiry
412-415
75
Scott Foresman
Science
Scott Foresman Resources
STRAND H: THE NATURE OF SCIENCE
GRADE 3: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.
REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.
BENCHMARK SC.H.1.2.3 The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their
own individual conclusions. (Not assessed but essential for cooperative learning in small groups.)
ESSENTIAL QUESTIONS
? Why is it important for science students to collaborate? Research indicates that students working cooperatively learn interpersonal skills,
improve personal responsibility, and learn concepts as well as or better than if they had worked on the science activity individually. In a
classroom ranging from 24-30 students, only one-fourth of the materials you would normally need to involve the students in hands-on science
are needed if students collaborate in teams (cooperative learning groups). The overall goal of social skill acquisition is positive, on-task
students who enjoy their time together, care about each other, and produce high quality work. Working in small groups is a valuable skill in
school and in life. Most jobs require people to work well with others.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows that to work
collaboratively, all team members should be free to
reach, explain and justify their individual conclusions.
1. Student actively participates in hands-on
investigations with peers.
2. Student accepts interdependent roles (leader, manager,
etc.) to ensure the group’s academic success.
3. Student cooperates with peers in a learning group
(cluster skills).
4. Student helps the group complete assignments (task
skills).
5. Student accepts other’s points of view (camaraderie
skills).
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 10
273D
Directed
Inquiry
Chapter 10
Guided
Inquiry
290-291
Scott Foresman
Science
Assessments
Examview 273C,
273H, 294
Scott Foresman Resources
SF Science
Lab Zone
Science 273D,
290
SF Reading
3.3 Mom’s Best
Friend, 310a327n
Leveled
Readers 273A
3.3 Police
Horse, Leveled
Reader, LR25LR27
Take It to the
Net 290
76
STRAND H: THE NATURE OF SCIENCE
GRADE 3: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.
REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.
BENCHMARK SC.H.1.2.4 The student knows that to compare and contrast observations and results is an essential skill in science. [Assessed as
SC.H.1.2.2.]
ESSENTIAL QUESTIONS
? What is comparing? Comparing is identifying common (similar) and distinguishing characteristics among objects or events. A comparison is
basically how objects or events are alike.
? What is contrasting? Contrasting is identifying uncommon (dissimilar) and distinguishing characteristics among objects or events. A contrast
is basically how objects or events are different.
? What are the essential science skills? The science process skills that are important to the inquiry or investigation of the world around us
include: observing, identifying, describing, comparing, classifying, ordering, collecting, recording, displaying and interpreting data, estimating,
quantifying, measuring, identifying and controlling variables, predicting, hypothesizing, inferring, planning and conducting investigations,
experimenting, formulating or using models, making conclusions, and communicating with others.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student knows that to compare and
contrast observations and results is an essential skill
in science.
1. Student knows the importance of accurate observations
that provide evidence of discrepancies in repeated
experiments.
2. Student compares and contrasts observations or results
using Venn or other diagrams, web organizers and
flowcharts.
3. Student compares and contrasts observations,
quantitative data, and calculations using graphs.
4. Student compares and contrasts observations,
analysis, and conclusions in writing.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 1
1D
Directed
Inquiry
Scott Foresman
Science
Assessments
Examview 1C,
1H, 30, 33C,
33H, 62
Chapter 1
Directed
Inquiry
4
Chapter 2
Directed
Inquiry
33D
FCAT Science
Test Prep
Ancillary 35, 41,
45, 54, 62, 119,
137
Chapter 2
Guided
Inquiry
58-59
Scott Foresman Resources
SF Science
Activity Flip
Chart 33E,
273E
Lab Zone
Science 1D, 4,
33D, 58
Leveled
Readers 1A,
33A
Take It to the
Net 4, 58
FCAT
Benchmark
Mini-Lesson
Ancillary 25, 33
77
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 3: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.
REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.
BENCHMARK SC.H.1.2.5 The student knows that a model of something is different from the real thing, but can be used to learn something about
the real thing. (CS: MC)
ESSENTIAL QUESTIONS
? What is a scientific model? A scientific model is a simplified version of a part or event in nature. Models explain what that part or event looks
like and how it works. Scientists make physical models to represent things that cannot be observed directly. Drawings, diagrams, objects,
mathematical equations, and computer simulations can be scientific models. Sometimes it is helpful to develop a model to explain what you
find out in an experiment. As scientists conduct more experiments, they gain new information about relationships that can be used to update
and improve existing models.
? What is a scale model? A scale model is a model that is a miniature of the actual part in size or shape. A scale model is made by measuring
the actual part, and then converting those measurements into proportional values in a smaller denomination to make an exact miniature.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student uses sketches, diagrams, and
models to understand scientific ideas.
1. Student investigates science concepts using various
models.
2. Student reads, interprets, and analyzes (compares and
contrasts) information represented in scientific
models.
3. Student uses scientific models to describe, discuss or
explain science concepts.
4. Student can identify and analyze models that are used
to interpret real-world situations.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 2
33D
Directed
Inquiry
Unit A
Science
Fair Project
144
Chapter 7
Directed
Inquiry
193D
Chapter 7
Directed
Inquiry
196
78
Scott Foresman
Science
Assessments
Examview 193C,
193H, 214, 217C,
217H, 238, 417C,
417H, 444, 449C,
449H, 470, 473C,
473H, 502
FCAT Science
Test Prep
Ancillary 30, 35,
39, 50, 51, 63,
110, 111, 127,
133
Scott Foresman Resources
SF Science
Activity Flip
Chart 97E,
217E, 417E,
449E, 473E
Lab Zone
Science 33D,
36, 193D, 196,
217D, 220,
417D, 440,
449D, 452,
473D, 498
Leveled
Readers 193A,
217A, 241A,
417A, 449A,
473A
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 8
217D
Directed
Inquiry
Chapter 8
Directed
Inquiry
220
Unit B
Science
Fair Project
272
Chapter 15
Directed
Inquiry
417D
Chapter 15
Guided
Inquiry
440-441
Chapter 16
Directed
Inquiry
449D
Chapter 16
Directed
Inquiry
452
Chapter 17
Directed
Inquiry
473D
Chapter 17
Guided
Inquiry
498-499
79
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Take It to the
Net 36, 196,
220, 417, 440,
452, 498
Quick Activity
Transparencies
226
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 3: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.
REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.
BENCHMARK SC.H.1.2.6 PBC The student knows that proper safety precautions should be followed during scientific investigations. (Not
assessed but essential whenever students are engaged in investigating or experimenting.)
ESSENTIAL QUESTIONS
? Why must teachers and students know the proper safety precautions before doing an investigation or experiment? Investigating
science provides students with opportunities to learn new skills, but it also means more work and responsibility for everyone. A hands-on,
inquiry-based science program requires distributing, using and caring for materials and equipment. Understanding the appropriate way to
conduct an investigation and the potential hazards associated with using certain materials or tools is every student’s responsibility. Likewise it
is every teacher’s responsibility to inform their students before each investigation of the potential risks associated with any materials or tools
they are being given to use. Teachers should help their students think safety wherever they are and with whatever they are doing. Ultimately,
the teacher is responsible and can be held liable for any situation they put a student in that may cause them injury or harm if they do not know
the potential risks or have not provided the student with adequate protection and safety instruction before engaging them in an investigation or
experiment.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE – The student uses proper safety precautions
when conducting scientific investigations.
1. Student knows safety rules before doing an
investigation.
2. Student knows location of fire exits and evacuation
routes.
3. Student always wears goggles, gloves, or aprons
when instructed to do so by the teacher.
4. Student follows safety instructions and procedures
carefully.
5. Student reports accidents to the teacher immediately.
6. Student cleans up their own work area and disposes
of wastes according to the teacher’s instructions.
Scott Foresman Science
Teacher Edition
Lessons
Pages
SF Science
targets proper
safety
precautions in
all scientific
investigations.
Science
Safety
xxxii
Chapter 2
Guided
Inquiry
58-59
Scott Foresman
Science
Assessments
Full Inquiry
Assessment 508511
Scott Foresman Resources
SF Science
Activity Flip
Chart 297E,
385E
Lab Zone
Science 33D,
58-59
Leveled
Readers 169A
Every Student
Learns 182
80
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
7. Student washes their hands whenever appropriate or
instructed to do so by the teacher.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 6
182-183
Lesson 2
Chapter 6
Guided
Inquiry
184-185
Chapter 6
Review &
Test Prep
188
Chapter 8
Guided
Inquiry
234-235
Chapter 11
Directed
Inquiry
300
Chapter 11
Guided
Inquiry
314-315
Unit D Full
Inquiry
508-511
81
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
226
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 3: STANDARD 2. The student understands that most natural events occur in comprehensible, consistent patterns.
REPORT CARD S11. Understands that most natural events occur in patterns.
BENCHMARK SC.H.2.2.1 The student knows that natural events are often predictable and logical. (CS: MC)
ESSENTIAL QUESTIONS
? When are natural phenomena predictable? Scientists study many different kinds of natural phenomena to see if there is any pattern or
repetition to their events. Sometimes events are cyclical, repeating themselves in predictable stages, other times they are more linear with
distinctive starting and ending points. If patterns can be observed with distinctive characteristics or stages, then scientists can logically
forecast what will occur next or when an event may begin or end. Occasionally events occur that are unpredictable or random, and scientists
can only react after they happen. Fortunately, most natural events have patterns which enable scientists to predict their occurrence.
However, the accuracy of scientific predictions can vary depending on the type of event. Being able to predict some natural phenomena can
help protect natural resources and save property and lives (e.g. hurricanes, floods, volcanoes, tsunami).
? What natural events are understood well enough to be predicted? Scientists make their best predictions when an event is directly
observable, has limited variables, and happens in an extended time frame (days, months, years). Some patterns scientists predict well are:
cycles (within a human’s life span), physical laws, and patterns in organisms and in the environment.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student makes predictions and
inferences based on observations.
1. Student uses information about nature to forecast
events and reach conclusions.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 5
163
Guided
Inquiry
Chapter 6
Directed
Inquiry
169D
Chapter 6
Directed
Inquiry
172
82
Scott Foresman
Science
Assessments
Examview 169C,
169H, 188
FCAT Science
Test Prep
Ancillary 37, 41,
121, 122
Scott Foresman Resources
SF Science
Lab Zone
Science 163,
169D, 172, 258,
385D, 402
Leveled
Readers 169A
Take It to the
Net 172, 258,
402
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 9
258-259
Guided
Inquiry
Chapter 10
Directed
Inquiry
276
Chapter 11
Directed
Inquiry
300
Chapter 14
Directed
Inquiry
385D
Chapter 14
Guided
Inquiry
402-403
Chapter 15
Directed
Inquiry
420
Chapter 17
Directed
Inquiry
476
83
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
156, 174
FCAT
Benchmark
Mini-Lesson
Ancillary 22, 23,
24
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 2 – The student uses charts and graphs to
understand patterns of change.
1. Student collects measurable data and sorts or ranks it
logically in charts.
2. Student diagrams data in cyclical and linear patterns.
3. Student plots data in graphs to reveal patterns or
trends.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 5
162-163
Guided
Inquiry
Scott Foresman
Science
Assessments
Examview 169C,
169H, 188
FCAT Science
Test Prep
Ancillary 128
Scott Foresman Resources
SF Science
Lab Zone
Science 145D,
162, 169D,
241D, 258
Chapter 6
Guided
Inquiry
184-185
Unit B
NASA
190-191
Chapter 9
Guided
Inquiry
258-259
Take It to the
Net 162, 184,
258
Chapter 14
Directed
Inquiry
388
Quick Activity
Transparencies
180
84
Leveled
Readers 145A,
169A
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 3: STANDARD 3. The student understands that science, technology, and society are interwoven and interdependent.
REPORT CARD S12. Understands that science and society are interwoven and interdependent.
BENCHMARK SC.H.3.2.1 The student understands that people, alone or in groups, invent new tools to solve problems and do work that affects
aspects of life outside of science. (AA: MC, SR) [Also assesses SC.H.3.2.3.]
ESSENTIAL QUESTIONS
? How do scientists affect society? Scientists work in many different jobs in our society, but their role is similar: to solve problems. The
methods they use are also similar. Through inquiry and the scientific method, scientists investigate problems by observing, questioning,
predicting, experimenting, and collecting data, analyzing their findings, and making conclusions based on evidence. Sometimes the
knowledge they learn may be applied immediately to solve a problem, but more often it is only after the accumulation of the findings of many
individuals or teams that other problems can be solved.
? Can society affect science? Society’s needs, wants, and values or ethics can affect how scientific research is done. Religion, philosophy, and
politics often influence the direction and goals of scientists. Sometimes these influences are good, and sometimes they are bad.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 – The student understands the relationship
between science concepts and the history of science
and the contributions of scientists.
1. Student reads about and knows ways scientists,
working alone or in teams, have impacted others
(people or other organisms) through their inventions
or discoveries.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit A
64
Biography
Unit A
NASA
96
Chapter 4
Guided
Inquiry
128-129
Unit A
NASA
134-135
Unit B
NASA
216
85
Scott Foresman
Science
Assessments
Examview 97C,
97H, 132, 473C,
473H, 502
FCAT Science
Test Prep
Ancillary 115,
116, 117, 118,
119, 120, 121,
124, 139, 140
Assessment
Book Chapter 17
Test, 107-110;
Unit D Test, 111114
Scott Foresman Resources
SF Science
Activity Flip
Chart 321E,
473E
Leveled
Readers 97A,
473A
Quick Study
Ancillary 110,
111
Take It to the
Net 473
SF Reading
3.6 Floating
Home,
Spacewalk
Talk, 342a-365n
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
GLE 2 - The student references materials to obtain
information related to science concepts.
1. Student researches a topic or problem solved with the
help of a scientist, and then communicates his/her
understanding to the class.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit C
296
NASA
Unit C
Biography
352
Unit C
NASA
384
Unit D
Biography
448
Chapter 17
473
Chapter 17
Lesson 2
Unit A
Biography
488-489
Unit A
NASA
96
Chapter 4
Guided
Inquiry
128-129
Unit A
NASA
134-135
Unit B
NASA
216
86
64
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
134
FCAT
Benchmark
Mini-Lesson
Ancillary 54
Examview 97C,
97H, 132, 473C,
473H, 502
Activity Flip
Chart 321E,
473E
FCAT Science
Test Prep
Ancillary 115,
116, 117, 118,
119, 120, 121,
124, 139, 140
Leveled
Readers 97A,
473A
Assessment
Book Chapter 17
Test, 107-110;
Unit D Test, 111114
Quick Study
Ancillary 110,
111
Take It to the
Net 473
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Unit C
296
NASA
Unit C
Biography
352
Unit C
NASA
384
Unit D
Biography
448
Chapter 17
473
Chapter 17
Lesson 2
488-489
87
Scott Foresman
Science
Scott Foresman Resources
Quick Activity
Transparencies
134
FCAT
Benchmark
Mini-Lesson
Ancillary 54
STRAND H: THE NATURE OF SCIENCE
GRADE 3: STANDARD 3. The student understands that science, technology, and society are interwoven and interdependent.
REPORT CARD S12. Understands that science and society are interwoven and interdependent.
BENCHMARK SC.H.3.2.2 The student knows that data is collected and interpreted in order to explain an event or concept. [Assessed as
SC.H.1.2.2.]
ESSENTIAL QUESTIONS
? What are qualitative observations? Qualitative observations describe the qualities of or change in an object or organism as detected by the
observer’s senses, sight, hearing, smell, taste, or touch. Some qualitative observations include: shape, color, texture, pattern, movement,
odor, taste, and sounds.
? What is quantitative data? Quantitative data is data in numbers, usually measurements with units. Some examples of quantitative data are
length, width, or height measurements in centimeters, meters or kilometers; mass measurements in grams or kilograms; liquid measurements
in milliliters, liters, or kiloliters; temperature in degrees Celsius; and time in seconds, minutes and hours. Quantitative data can also include
numbers with units that result from mathematical calculations like volume, area, sum, or mean.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student knows that data is collected and
interpreted in order to explain an event or concept.
1. Student knows that qualitative data is the qualities or
change in objects and organisms.
2. Student knows that quantitative data is numbers with
units.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 4
97D
Directed
Inquiry
Scott Foresman
Science
Assessments
Examview 97C,
97H, 132, 449C,
449H, 470
Chapter 4
Guided
Inquiry
128-129
FCAT Science
Test Prep
Ancillary 38, 48
Unit A
Full Inquiry
140-143
Chapter 16
Directed
Inquiry
449D
Assessment
Book Chapter 6
Test, 35-38; Unit
B Test, 51-54
88
Scott Foresman Resources
SF Science
Activity Flip
Chart 97E
Lab Zone
Science 97D,
128, 140, 449D,
466
Leveled
Readers 97A,
449A
Take It to the
Net 128, 140,
466
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 16
466-467
Guided
Inquiry
Scott Foresman
Science
Assessments
GLE 2 - The student understands that scientific
information can be presented in several different
ways.
Chapter 4
Directed
Inquiry
97D
Examview 97C,
97H, 132, 449C,
449H, 470
1. Student uses numbers, measurements and units.
2. Student uses mathematical calculations.
3. Student draws and labels diagrams.
4. Student describes and explains observations in words.
5. Student designs, develops and interprets graphs and
tables.
Chapter 4
Guided
Inquiry
128-129
FCAT Science
Test Prep
Ancillary 38, 48
Unit A
Full Inquiry
140-143
Chapter 16
Directed
Inquiry
449D
Assessment
Book Chapter 6
Test, 35-38; Unit
B Test, 51-54
Chapter 16
Guided
Inquiry
466-467
(continued)
89
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
198
Activity Flip
Chart 97E
Lab Zone
Science 97D,
128, 140, 449D,
466
Leveled
Readers 97A,
449A
Take It to the
Net 128, 140,
466
Quick Activity
Transparencies
198
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 3: STANDARD 3. The student understands that science, technology, and society are interwoven and interdependent.
REPORT CARD S12. Understands that science and society are interwoven and interdependent.
BENCHMARK SC.H.3.2.3 The student knows that before a group of people build something or try something new, they should determine how it
may affect other people. [Assessed as SC.H.3.2.1.]
ESSENTIAL QUESTIONS
? What is technology? Technology is the use of scientific knowledge to solve problems for society. Because scientific knowledge advances
when new technologies are available, both scientific knowledge and technology build on each other. Scientific discoveries lead to new
technologies, and new technology can lead to more new discoveries.
? How does society affect technology? Society’s needs, wants, and values (ethics) affects how scientific research is done. A society can
choose to either encourage or discourage different areas of scientific research. It costs money to do scientific research. The funds come from
government taxes or private companies. Usually the problems society considers most important or the research that is most promising gets
the most funding.
? What is a tradeoff? Often new technology has both good and bad effects. This forces people to consider the value of the good effects against
the bad effects. If the good effects outweigh the bad ones, accepting the use of a technology because of its overall benefits is called a
tradeoff. In a tradeoff, people ’trade’ something bad for something good. Even though most people would prefer to only use technologies with
good effects, few technology products are like that.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student understands how scientific
discoveries have helped or hindered progress
regarding human health and lifestyles.
1. Student knows scientific discoveries lead to technology
that has both helpful and harmful effects on people,
other organisms and the environment.
2. Student knows there are often tradeoffs with new
discoveries that need to be evaluated before moving
forward with their related technologies.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit C
408
NASA
Scott Foresman
Science
Assessments
Examview 473C,
473H, 502
Chapter 17
473
Chapter 17
Lesson 2
484-489
FCAT Science
Test Prep
Ancillary 142
Chapter 17
Review &
Test Prep
90
503
Assessment
Book Chapter 17
Test, 107-110;
Unit D Test, 111114
Scott Foresman Resources
SF Science
Leveled
Readers 473A
Every Student
Learns 485
Quick Study
Ancillary 110,
111
Take It to the
Net 473
SF Reading
3.1 Mr. Kidd,
Leveled
Reader, LR4LR6
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
Scott Foresman Science
Teacher Edition
Lessons
Pages
(continued)
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
Quick Activity
Transparencies
484
FCAT
Benchmark
Mini-Lesson
Ancillary 55, 56
91
SF Reading
STRAND H: THE NATURE OF SCIENCE
GRADE 3: STANDARD 3. The student understands that science, technology, and society are interwoven and interdependent.
REPORT CARD S12. Understands that science and society are interwoven and interdependent.
BENCHMARK SC.H.3.2.4 The student knows that through the use of science processes and knowledge, people can solve problems, make
decisions, and form new ideas. (AA: MC, SR)
ESSENTIAL QUESTIONS
? How do scientific methods affect progress? Progress is defined as “developing or cultivating improvement, individually or as a civilization”.
For many people in many professions, the scientific method is a way of thinking and acting to find solutions to problems that bring about
improvements. It begins by identifying a problem, developing a hypothesis based on present knowledge, and then through a sequence of
deliberately-planned and carefully-controlled steps, testing the hypothesis to uncover new evidence and information. Observations are made,
data is collected and analyzed, and decisions are made to accept or reject test results. As more evidence is revealed, knowledge is gained,
new improvements are made and applied in the form of new technologies, problems are solved, and improvements are made that change the
way we live and our understanding of the world around us.
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
GLE 1 - The student identifies how the scientific
method affects progress.
1. Student knows that people in many careers use the
scientific process to solve problems and make
decisions.
2. Student knows that the scientific method ensures
validity (e.g., repeatable procedures, multiple trials,
measurable results, accurate communication).
3. Student understands the purpose of the scientific
inquiry is to solve problems, make decisions and form
new ideas.
Scott Foresman Science
Teacher Edition
Lessons
Pages
Unit A
144
Science
Fair Project
Unit B
NASA
240
Unit B
Science
Fair Project
272
Unit D
NASA
446-447
Unit D
NASA
472
92
Scott Foresman
Science
Assessments
Examview 473C,
473H, 502
FCAT Science
Test Prep
Ancillary 2, 123
Assessment
Book Chapter 17
Test, 107-110;
Unit D Test, 111114
Scott Foresman Resources
SF Science
Activity Flip
Chart 217E,
241E, 417E,
473E
Leveled
Readers 473A
Take It to the
Net 473
Quick Activity
Transparencies
478
SF Reading
GRADE LEVEL EXPECTATIONS
AND CONCEPTUAL FRAMEWORK
(continued)
Scott Foresman Science
Teacher Edition
Lessons
Pages
Chapter 17
483
Lesson 1
Chapter 17
Review &
Test Prep
93
503
Scott Foresman
Science
Assessments
Scott Foresman Resources
SF Science
SF Reading