Grade 3Grade 3OverviewOverview

Science in grade three focuses on students’ conducting investigations in which they collect and analyze data and communicate their findings. Learning to observe and analyze through hands-on experiments, students gain new insights into how scientists understand our world. Third-grade students explore the life, earth, and physical sciences within the framework of the following topics: “Habitats and Adaptations” (physical and behavioral adaptations); “Earth’s Materials and Changes” (rocks, soil, water, fossils); “Heat and Changes in Matter” (sources of heat, solids, liquids, gases); and “Motion and Sound” (position, effects of force, vibrations, and pitch).

The science standards for grade three provide for a rich variety of learning experiences, materials, and instructional strategies to accommodate a broad range of students’ individual differences. Students are actively engaged in their learning by observing, interacting with materials and with people, and asking questions as they examine new concepts and expand their understanding.

The skills and tools listed in the scientific inquiry sections will be assessed on statewide tests independently from the content knowledge in the respective grade or high school core area under which they are listed. Moreover, scientific inquiry standards and indicators will be assessed cumulatively. Therefore, as students progress through the grade levels, they are responsible for the scientific inquiry indicators—including a knowledge of the use of tools—in all their earlier grades.

Grade 3Scientific Inquiry

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Scientific Inquiry standards and indicators should be embedded throughout ALL standards.

Standard 3-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

Indicators:

3-1.1 Classify objects by two of their properties (attributes).3-1.2 Classify objects or events in sequential order.3-1.3 Generate questions such as “what if?” or “how?” about objects, organisms, and

events in the environment and use those questions to conduct a simple scientific investigation.

3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction.

3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data.

3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams.3-1.7 Explain why similar investigations might produce different results.3-1.8 Use appropriate safety procedures when conducting investigations.

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Scientific Inquiry

Indicator:3.1.1 Classify objects by two of their properties (attributes). Taxonomy Level: 2.3-B Understand Conceptual Knowledge

Previous/Future knowledge: In kindergarten, students compared objects by using nonstandard units of measurement (K-1.4), and classified objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water) (K-5.1). In 1st grade (1-1.1), students compared, classified, and sequenced objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate. In 6th grade (6-1.3), students will classify organisms, objects, and materials according to their physical characteristics byusing a dichotomous key.

It is essential for students to classify objects by two properties, or attributes, so that similarities and differences can be observed between objects. To classify by two properties,

First, observe the objects. Find out what properties they have that are the same and what they have that are

different. Choose one property. Classify all objects into two groups based on one property—the objects either

have the property (group 1) or they do not (group 2). Next, take all the objects in group 1 and classify them into two smaller groups

based on a second property. Then, take all the objects in group 2 and classify them into two smaller groups

based on a second property. The second property used to further classify the groups does not have to be the

same for each of the groups. For example, to determine the group to which the egg belongs based on its

properties, use the following diagram:

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It is not essential for students to classify observations as either quantitative or qualitative. Students do not need to know how to create or use a dichotomous key to identify an unknown object.

Assessment Guidelines:The objective of this indicator is to classify objects by two of their properties; therefore, the primary focus of assessment should be to categorize objects by two attributes. However, appropriate assessments should also require students to identify the properties by which an object was grouped; compare groups to determine similarities and differences; or explain why an object was placed into a particular group.

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Scientific Inquiry

Indicator:3.1.2 Classify objects or events in sequential order. Taxonomy Level: 2.3-B Understand Conceptual Knowledge

Previous/Future knowledge: In kindergarten (K-1.4), students compared objects by using nonstandard units of measurement. In 1st grade (1-1.1), students compared, classified, and sequenced objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate. In 6th grade (6-1.3), students will classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.

It is essential for students to group objects or events in sequential order. Objects or events can be placed in order according to a particular property, such

as size, shape, color, or some other characteristic. Another way to place objects or events in order is based on what occurred first,

second and so forth.

It is not essential for students to classify observations as either quantitative or qualitative.

Assessment Guidelines:The objective of this indicator is to classify objects or events in sequential order; therefore, the primary focus of assessment should be to arrange objects in increasing or decreasing order. However, appropriate assessments should also require students to identify the property by which the objects were sequenced; or explain why objects were sequenced in a particular order.

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Scientific Inquiry

Indicator:3-1.3 Generate questions such as “what if?” or “how?” about objects, organisms, and events in the environment and use those questions to conduct a simple scientific investigation. Taxonomy Level: 6.1-B and 3.2-B Create and Apply Conceptual Knowledge

Previous/Future knowledge: In 1st grade (1-1.3), students carried out simple scientific investigations when given clear directions. In 2nd grade (2-1.1), students carried out simple scientific investigations to answer questions about familiar objects and events. Students will make a prediction and compare results in 3-1.4. In 5th grade (5-1.1), students will identify questions suitable for generating a hypothesis. In 7th grade (7-1.2), students will generate questions that can be answered through scientific investigations. In 8th grade (8-1.4), students will generate questions for further study on the basis of prior investigations.

It is essential for students to create their own questions through exploration, observations, or just curiosity about objects, organisms, and events in the environment. These questions can ask things such as “what”, “when”, “where”, “why” or “how”. Not all of these questions lead to scientific investigations, but they may be used to gain information that would then lead to a testable question.A testable question is one in which an experiment is needed to find the answer.Testable questions will then be used to conduct a simple scientific investigation such as:

What if an object is pushed with different strengths? What if plants were watered with salt water? What affects the time it takes ice to melt? How does changing the length of an instrument string affect its pitch? How does camouflage help an animal survive in its habitat?

NOTE TO TEACHER: Not all questions are scientific questions that can lead to a scientific investigation. Questions such as “What is a plant?” or “How far away is the Sun?” do not lend themselves to the steps involved in conducting simple scientific investigations. The type of investigation will vary depending on the question being asked.

Steps for conducting a simple scientific investigation may be: Ask the question to be investigated Make a prediction (possible answer to the question) Decide what materials are needed for the experiment List steps to carry out the experiment that will test (change) only one factor or

relationship; all other factors must be kept the same. Record observations and organize the data as the experiment is carried out Communicate the results or infer meaning from the data

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NOTE TO TEACHER: Students can record data in prepared charts, tables, and graphs in order to make it easier to explain the results.

It is not essential for students to identify variables as manipulated or responding variables, but the term “variable” might be introduced as a factor that is changed in the investigation.

Assessment Guidelines:The objective of this indicator is to generate questions such as “what if?” or “how?” about objects, organisms, and events in the environment; therefore, the primary focus of assessment should be to create or devise appropriate questions for a simple scientific investigation. However, appropriate assessments should also require students to identify an appropriate question that could be investigated. Another objective of this indicator is to use generated questions to conduct a simple scientific investigation; therefore, the primary focus of assessment should be to apply carry out investigation procedures that answer the question. However, appropriate assessments should also require studentsto predict the outcome of an investigation; identify appropriate tools for an investigation; identify appropriate steps needed to answer a question; identify observations related to an investigation; or infer (or draw conclusions) from the results of an investigation.

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Scientific Inquiry

3-1.4 Predict the outcome of a simple investigation and compare the results with the prediction. Taxonomy Level: 2.5-B and 2.6-B Understand Conceptual Knowledge

Previous/Future knowledge: In kindergarten (K-1.3), students predicted and explained information or events based on observations or previous experience. In 2nd

grade (2-1.4), students inferred explanations regarding scientific observations and experiences. In 4th grade (4-1.4), students will distinguish among observations, predictions, and inferences. In 6th grade (6-1.2), students will differentiate between observation and inference during the analysis and interpretation of data.

It is essential for students to predict the outcome of a simple investigation and compare the result with the prediction.

A prediction is an idea about what will happen in the future with an explanation of why. A prediction is not a guess.

A prediction, which answers the question being investigated, should be given at the beginning of an investigation. It states the possible results of the investigation.

After the investigation is completed, the results can be compared to the prediction to determine how close the prediction was to the results.

To make a prediction: Make observations and think about what is known about the object or event. Tell what will happen next.

NOTE TO TEACHER: Predictions should not be viewed as “right” or “wrong” but should be stated with a plausible explanation of why.

Scientific observations are made by using the senses or taking measurements. Making observations is a way of learning about the world around us.

A scientific observation is one that anyone can make and the result will always be the same. For example, the animal is black, has four legs, and feels soft.

An unscientific observation, or an opinion, is one that not everyone may agree on. For example, the dog is happy.

Observing does not mean just looking at something. It involves the use of several or all of the five senses (seeing, hearing, smelling, touching, and tasting) using appropriate observation methods for each sense, such as wafting an odor so that its smell can be described or gently touching the edges of seashells to determine their textures.

Tasting in science should only be done with the permission of the teacher under controlled conditions.

Observing helps to find out about objects (their characteristics, properties, differences, similarities) and events (what comes first or last, or what is happening at a particular moment).

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It is NOT essential for students to identify the variables in the investigation or that a hypothesis is a prediction that gives a relationship between the variables.

Assessment Guidelines:One objective of this indicator is to predict the outcome of a simple investigation; therefore, the primary focus of assessment should be to form an idea of an expected result based on observations or experiences. However, appropriate assessments should also require students to infer the outcome of a simple investigation; or identify observations used to formulate why a prediction is being made. Another objective of this indicator is to compare the results of the investigation with the prediction; therefore, the primary focus of assessment should be to tell how the results were similar to or different from the prediction. However, appropriate assessments should also require students to inferfrom the results to make further predictions, or interpret data collected from the investigation.

Scientific Inquiry

3-1.5 Use tools (including beakers, meter tapes and sticks,

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forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data. Taxonomy Level: 3.2-B Apply Conceptual Knowledge

Previous/Future knowledge: In previous grades, students used magnifiers and eyedroppers (K-1.2), rulers (1-1.2), and thermometers, rain gauges, balances, and measuring cups (2-1.2) safely, accurately, and appropriately. In future grades, students will continue to use these tools, when appropriate, as well as use new tools when collecting scientific data. A complete list of tools can be found in Appendix A of the Academic Standards.

It is essential for students to know that every simple scientific investigation provides information. This information is called data. Data can be simple observations or measurements (in metric units or English units when appropriate).

It is essential for students to know that different tools are needed to collect different kinds of data.A beaker is a tool that measures liquid volume.

To read the volume of a liquid in a beaker, place the tool on a level surface. When using a beaker to measure the volume of a granular (powdered) solid, be

sure the top surface of the solid is level. Choose the appropriate size beaker for the measurement task—use small beakers

for measuring small amounts, and large beakers for large amounts. A beaker measures the volume in metric units such as milliliters (mL) or liters

(L).A meter tape, or meter stick, is a measurement tool that can be used to measure the length, width, or height of an object or the distance between two objects.

When using a meter tape, or stick, make sure to begin measuring from the zero (0) mark, not necessarily the edge of the tool.

A meter tape, or stick, measures in metric units such as centimeters (cm) or meters (M)

Forceps/tweezers are tools that grasp or pick up small materials.A tuning fork is a tool that produces vibrations when struck appropriately.

Use the rubber mallet or rubber surface to strike the tuning fork.A graduated cylinder is a tool that measures volume of liquids.

To read the graduated cylinder, place the tool on a level surface. Choose the right size graduated cylinder for the measurement task—use small

graduated cylinder for measuring small amounts, and large graduated cylinder for large amounts.

The graduated marks are in metric units such as milliliters (mL).A graduated syringe is a tool that measures volume of liquids.

Place the end of the syringe in the liquid and then pull the plunger out to draw in the appropriate amount of liquid.

A graduated syringe measures in metric units such as milliliters (mL).

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It is essential for students to use care when handling these tools when gathering data.

Some beakers and graduated cylinders are glass. Care should be taken not to break them.

Forceps can be sharp. Care should be taken not to pinch or pierce someone. To avoid breaking or chipping, tuning forks should not be struck on the side of the

desk. Care should be taken when heating glass beakers.

It is also essential for students to use tools from previous grade levels that are appropriate to the content of this grade level such as eyedroppers, magnifiers, rulers (measuring to millimeters), pan balances (measuring in grams), measuring cups (measuring in parts of a cup), or thermometers (measuring in ○F and ○C) to gather data.

NOTE TO TEACHER: See previous grades regarding how to use each tool.

All temperature readings during investigations will be taken using the Celsius scale unless the data refers to weather when the Fahrenheit scale is used.

It is NOT essential for students to use triple beam balances. Tools from previous grades that are not appropriate to the content of this grade level are not essential; however, these terms may be used as distracters (incorrect answer options) for assessment, for example rain gauges. Students do not need to measure the volume of a solid using displacement. Students do not need to convert measurements from English to metric or metric to English.

Assessment Guidelines:The objective of this indicator is to use tools safely, accurately, and appropriately when gathering data; therefore, the primary focus of assessment should be to apply correct procedures to the use of beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes and other tools essential to the grade level that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify appropriate uses for beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, andgraduated syringes; illustrate the appropriate tool for an investigation using pictures, diagrams, or words; recall how to accurately determine the measurement from the tool; recognize the correct metric units for each tool (such as mL for measuring volume with a graduated cylinder); or recognize ways to use science tools safely, accurately, and appropriately.

Scientific Inquiry

3-1.6 Infer meaning from data communicated in graphs, tables, and

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diagrams. Taxonomy Level: 2.5-B Understand Conceptual Knowledge

Previous/Future knowledge: In kindergarten (K-1.3), students predicted and explained information or events based on observation or previous experience. In 2nd grade (2-1.4), students inferred explanations regarding scientific observations and experiences. In 4th grade (4-1.6), students will construct and interpret diagrams, tables, and graphs made from recorded measurements and observations. In 7th grade (7-1.6), students will critique a conclusion drawn from a scientific investigation. In 8th grade (8-1.3), students will construct explanations and conclusions from interpretations of data obtained during a controlled scientific investigation.

It is essential for students to infer, or draw conclusions, from data communicated in tables, graphs, and diagrams. Data collected in an investigation can be represented on a graph, table, or diagram.

A table shows collected data in chart form. Tables are made of columns and rows. Categories are listed in the first (left) column and data collected are listed in columns to the right of the category column.

A graph (bar, pictograph) shows compared data. A diagram is a graphic representation of an observation, relationship, comparison,

or conclusion.Inferences can be made about the information in these graphs, tables, or diagrams.

An inference is an explanation made without having actually observed the object or event.

Inferences are based on data, previous experience, or prior knowledge. Patterns observed from the information presented in the graph, table, or diagram

can be used to help make the inference. More than one inference can be made from the same graph, table, or diagram.

It is NOT essential for students to interpret other types of graphs.

Assessment Guidelines:The objective of this indicator is to infer meaning from data communicated in graphs, tables, and diagrams; therefore, the primary focus of assessment should be to give explanations about data presented on a graph, table, or diagram. However, appropriate assessments should also require students to predict using collected data; identify patterns observed in graphs, tables, or diagrams; or interpret data communicated in graphs, tables, or diagrams.

Scientific Inquiry

3-1.7 Explain why similar investigations might produce different results. Taxonomy Level: 2.7-B Understand Conceptual Knowledge

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Previous/Future knowledge: In 1st grade (1-1.3), students carried out simple scientific investigations when given clear directions. In 7th grade (7-1.4), students will explain the importance that repeated trials and a well-chosen sample size have with regard to the validity of a controlled scientific investigation. In 8th grade, students will recognize the importance of a systematic process for safely and accurately conducting investigations (8-1.2) and explain the importance of and requirements for replication of scientific investigations (8-1.5).

It is essential for students to explain why results might be different even though the same investigation testing the same factors was being done by several groups. Reasons why an investigation could produce different results may be:

The setup of the materials was not followed properly or in the exact same way. Similar procedures were not followed in the exact same way. Appropriate tools were not chosen to complete the experiment. Tools were not used properly. Measurements were not taken accurately. Different observations were collected. Mistakes were made when recording data, such as numbers written incorrectly.

Assessment Guidelines:The objective of this indicator is to explain why similar investigations might produce different results; therefore, the primary focus of assessment should be to construct a cause-and-effect model of the various ways that results are affected by different situations. However, appropriate assessments should also require students to recall how to carry out a scientific investigation; infer reasons why investigations may have different results; compare two or more investigations to observe how they differ; or exemplify ways the results of a scientific investigation can be affected.

Scientific Inquiry

3-1.8 Use appropriate safety procedures when conducting investigations. Taxonomy Level: 3.2-C Apply Procedural Knowledge

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Previous/Future knowledge: In all grades students use appropriate safety procedures when conducting investigations that are appropriate to their grade, tools, and types of investigations.

It is essential for students to know that care should be taken when conducting a science investigation to make sure that everyone stays safe.Safety procedures to use when conducting simple science investigations may be

Always wear appropriate safety equipment such as goggles or an apron when conducting an investigation.

Be careful with sharp objects and glass. Only the teacher should clean up broken glass.

Do not put anything in the mouth unless instructed by the teacher. Follow all directions for completing the science investigation. Follow proper handling of animals and plants in the classroom. Keep the workplace neat. Clean up when the investigation is completed. Practice all of the safety procedures associated with the activities or investigations conducted. Tell the teacher about accidents or spills right away. Use caution when working with heat sources and heated objects. Wash hands after each activity.

It is essential for students to use tools safely and accurately, including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes when conducting investigations.

NOTE TO TEACHER (safety while working with students): Teacher materials have lists of “Safety Procedures” appropriate for the suggested

activities. Students should be able to describe and practice all of the safety procedures

associated with the activities they conduct. Most simple investigations will not have any risks, as long as proper safety

procedures are followed. Proper planning will help identify any potential risks and therefore eliminate any chance for student injury or harm.

Teachers should review with students the safety procedures before doing an activity.

Lab safety rules may be posted in the classroom and/or laboratory where students can view them.

Students should be expected to follow these rules. A lab safety contract is recommended to notify parents/guardians that classroom

science investigations will be hands-on and proper safety procedures will be expected. These contracts should be signed by the student and the parents or guardians and kept on file to protect the student, teacher, school, and school district.

In the event of a laboratory safety violation or accident, documentation in the form of a written report should be generated. The report should be dated, kept on

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file, include a signed witness statement (if possible) and be submitted to an administrator.

Materials Safety Data Sheets (MSDS) must be on file for hazardous chemicals. For further training in safety guidelines, you can obtain the SC Lab Safety CD or

see the Lab Safety flip-chart (CD with training or flip-chart available from the SC Department of Education).

It is NOT essential for students to go beyond safety procedures appropriate to the kinds of investigations that are conducted in a third grade classroom.

Assessment Guidelines:The objective of this indicator is to use appropriate safety procedures when conductinginvestigations; therefore, the primary focus of assessment should be to apply correct procedures that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify safety procedures that are needed while conducting an investigation; or recognize when safety procedures are being used.

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GRADE 3Big Idea - Systems, Order, Organization

Habitats and Adaptations

Standard 3-2: The student will demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. (Life Science) (approximately 8 weeks)

Indicators

3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats.

Essential Question: How do plants and animals grow?

3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants).

Essential Question: How do adaptations help animals and plants?

3-2.3 Recall the characteristics of an organism’s habitat that allow the organism to survive there.

Essential Question: What are some habitats?

3-2.4 Explain how changes in the habitats of plants and animals affect their survival. Essential Question:

What happens when habitats change?

3-2.5 Summarize the organization of simple food chains (including the roles of producers, consumers, and decomposers).

Essential Question: What is a food chain?

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Scientific Inquiry standards and indicators should be embedded throughout standard 3-2.

Standard 3-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

Indicators

3-1.9 Classify objects by two of their properties (attributes).3-1.10 Classify objects or events in sequential order.3-1.3 Generate questions such as “what if?” or “how?” about objects, organisms, and

events in the environment and use those questions to conduct a simple scientific investigation.

3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction.

3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data.

3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams.3-1.7 Explain why similar investigations might produce different results.3-1.8 Use appropriate safety procedures when conducting investigations.

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Big Idea - Systems, Order, Organization

Help Page For: Habitats and Adaptations Standard 3-2: The student will demonstrate an understanding of the

structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)

Notes:Assessments

Scott Foresman Review and Test PrepSC TE 22A-22BPACT Practice TE p. T1 test answersp. T2 Item analysis p. T3 class Record

3-2.1 Illustrate and summarize the steps of a seed plant life cycle.

Compare life cycles of a variety of animals. Match an animal with its habitat based on its structural adaptations. 3-2.2 Identify appropriate habitats for plants and animals.3-2.5 Illustrate parts of a food chain using words, pictures, or

diagrams.

Inquiry: Kit/Lab Connections

FOSS Structures of LifeSTC Plant Growth and DevelopmentSC Science Classroom Activity KitScott Foresman Lab Zone Activity pp. 10-13, 18-21AIMS Education Foundation: South Carolina AIMS Activities - Life Science

Textbook Correlation

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3-2.1 SC TE: 2A-2B SC Student Book pp. 2-3 SF text pp. 20-21, 44-47 Quick Activity SF-TE p.44 Transparency 7 SF Graphic Organizer Transparency 13-2.2 SC TE: 4A-4B SC Student Book pp. 4-7 SF text pp.18-19, 48-59 SF Graphic Organizer Transparency 7 Scaffold Questions SF TE pp. 48-533-2.3 SC TE: 8A-8B SC Student Book pp. 8-9 SF text pp.76-79 Lab Zone: SC-TE 10A-10B Scaffold Questions SF TE p. 85 SF Graphic Organizer Transparency 63-2.4 SC TE: 14A-14B SC Student Book pp. 14-15 SF text pp.74-75 Quick Activity SF-TE p. 114 Transparency 173-2.5 SC TE: 16A-16B SC Student Book pp. 16-17 SF text pp.106-109 Quick Activity SF-TE p. 106 Transparency 15

Key Concepts (Vocabulary)

Life cycle – plant: seed plant, germination, seedling, flower, fruit Life cycle – animal: larva, pupa, complete and incomplete metamorphosis Habitat Physical & behavioral adaptations - Animals: hibernation, migration, defense, locomotion, movement, food obtainment, camouflage Plants: seed dispersal, tropism Food chain: producer, consumer, decomposerLiterature

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Jenkins, Steve and Robin Page. I See a Kookaburra!. Illustrated by Steve Jenkins. Houghton Mifflin Company. 32pp. ISBN 0-618-50764-7.The reader travels through animal habitats in six different regions of the world and the adaptations required to survive. 3-2.3

Jenkins, Steve and Robin Page. What Do you Do With a Tail Like This?. Illustrated by Steve Jenkins. Houghton Mifflin Company. 32pp. ISBN 0-618-50764-7 For a young reader to attach animal parts to specific animals. 3-2.1

Stockland, Patricia M.. Red Eyes or Blue Feathers: A Book About Animal Colors.. Illustrated by Todd Ouren. Picture Window Books. 24pp. ISBN 1-4048-0931-7, Students learn how an animals structure allows it to survive in its environment. Many habitats and animals are described. 3-2.1

Brenner, Barbara. One Small Place in a Tree. Illustrated by Tom Leonard. HarperCollins Publishers. 32pp. ISBN 0-688-17180-X, ISBN 0-688-17181-8. (A) By looking at a microhabitat in a single tree, the reader will discover the relationships between the tree and the various organisms, from bears to beetles to birds, that make the tree their home. 3-2.3

Heligman, Deborah. Honeybees.. Illustrated by Carla Golembe. National Geographic Society. 32pp.ISBN 0-7922-6678-1. Characteristics, life cycle, physical characteristics and adaptations of the honeybee for early elementary grade three students. 3-2.1

Lauber, Patricia. Who Eats What? Food Chains and Food Webs (Let's-Read-and-Find-Out Science, Stage 2) (Paperback) ; Illustrated by Holly Keller, 32 pp. Harper Collins Publisher, Trade ISBN 0064451305 3-2.5 Students follow several animals through the food chain to the plant producers.

Kalman, Bobbie. How do Animals Adapt? (The Science of Living Things), Crabtree Publishing Co. 32pp. ISBN 0865059578 3-2-2 Descriptions of how animals adapt to survive in different environments.Moncure, Jane Belk. How Seeds Travel: Popguns and

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Parachutes (Discovery World: First Steps to Science), Childs World Publishing, 32 pp. ISBN 0895655691 Several different species of plants travel from one area to another. 3-2.2

Pascoe, Elaine. Seeds Travel: How and Why, Illustrated by Dwight Kuhn, Gareth Sevens Publishing, 24 pp. ISBN: 0836830121 Briefly describes some of the different ways various kinds of seeds are carried from place to place to find good places to grow 3-2.2

Reif, Pat. The Magic School Bus Hops Home, Illustrated by Nancy Stevenson, Scholastic Paperback Publishing, 32pp; ISBN 0590484133 Students shrink to the size of a frog to study animal habitats. 3-2.3

Goodman, Susan E. Claws, Coats and Camouflage: The Ways Animals Fit into Their World. Illustrator Michael J. Doolittle. Millbrook Press. 48pp. ISBN 0-7613-1865-8Descriptions on how different animals from insects to humans are adapted for surviving in their environments.3-2.2

Knopf, Alfred A. Ten Seeds. Written and illustrated by Ruth Brown. Random House Children’s Books. 22pp. ISBN 0-375-80697-0Plant life cycles and predator/prey relationships are depicted in a clever counting book. Ten sunflower seeds are planted, and all but one are destroyed. However, the one seed grows and flowers, completing the cycle. This is an excellent depiction of interaction in nature and the need for multiple seeds to be planted. 3-2.1

Scott Foresman Content Leveled Readers

Plants and How They GrowPlants and Trees GrowingTree LifeHow Animals LiveAnimal Ways of LifeExoskeletonWhere Plants and Animals LiveEarth’s Ecosystem

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Polar LifePlants and Animals Living TogetherWays Plants and Animals InteractOwl Life

Technology

Supporting Content Websites

Birmingham.Grid for learning, Birmingham, U.K.http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks2/

science/plants_pt2/index.htmColorful website on the life cycle of plants. Teachers can choose from seed growth; parts of a flower; seed dispersal; plant identification or parts of the plant. 3-2.1BBC.co.uk

http://www.bbc.co.uk/nature/animals/mammals/habitat.shtmlInteractive game for students allowing them to see how food impacts energy levels as the fox avoids predators. 3-2.1Utah education network

http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=3803Click on different pictures of animals and explore their defense mechanisms used for survival 3-2.2New Hampshire Public Television

http://www.nhptv.org/Natureworks/nwep1.htmInteractive website allows students to check what they know about adaptations. Students are able to click on specific animals. 3-2.2

New Hampshire Public Televisionhttp://www.nhptv.org/Natureworks/nwep2.htmInteractive website allows students to check what they know about color adaptations. Students are able to click on specific animals to see how coloration helps them survive. 3-2.2

New Hampshire Public Broadcastinghttp://www.nhptv.org/Natureworks/nwep4.htmInteractive website allows students to check what they know about migration including how and why animals migrate. Students can click on a Canadian goose and monarch butterfly to see how and why they migrate as well. 3-2.3

Offwell Woodland & Wildlife Trust

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http://www.countrysideinfo.co.uk/seed_dispersl/index.htmWebsite contains colorful pictures, links to vocabulary and a good explanation for the teacher concerning seed dispersal by wind, water or animals. 3-2.2

New Hampshire Public Broadcastinghttp://www.nhptv.org/Natureworks/nwep5.htmContains an interactive quiz; nature files; and information on habitats; 3-2.2

BB.co.UKhttp://www.bbc.co.uk/schools/revisewise/science/living/ Colorful and Interactive food chain complete with quiz to check knowledge. 3-2.5

Habitats http://library.thinkquest.org/J0113187/tankshabitats.html This site has some pictures of items students identify as living or nonliving. It also has information about characteristics of living things.

University of Michigan: Habitatshttp://animaldiversity.ummz.umich.edu/site/index.html This site has various pictures, sounds and habitats that the teacher can use to help students determine the difference among various organisms such as birds, reptiles, mammals and amphibians.

Recommended Streaming Videos

Food Chain Mystery (segments 1-6) 3-2.5 1:05 min. Plants, Students begin with the plant as producer and how it receives food. Then moves to animals for 40 seconds, which then divides, into producers; consumers (1:18), and decomposers (0.56).

Animal Adaptations Students learn about the adaptations animals have make in order to live and prosper. Covers both the physical and behavioral adaptations of animals in regard to getting food, water, oxygen, protection from predators, shelter, and reproduction. Students will learn just how important adaptation is in the survival of all animal species (24:00).

How Plants Grow Students will investigate and understand that

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in order for seeds to germinate and grow they must receive certain basic needs—food, air, water, light, and a place to grow. Next, they are introduced to the parts of a plant and learn how plants produce their own food. They also see how plants and animals depend upon each other for growth (19:00).

Animal Lifecycles Students will learn that living things grow and change. They learn to compare animal parents and babies. They see that some animal babies do not look like their parents. From tadpole to frog, egg to chicken, caterpillar to butterfly, and puppy to dog; students are introduced to, and learn the stages of, the life cycles of animals.

Cross Curricular Opportunities

Math: graphing, measurementWriting: descriptive, research on animalsReading: non-fiction trade booksArt: create a “new” animal using adaptations from parts of various animalsScott Foresman Integration TE p. A5 Field Trip/Related Experiences

Roper Mountain Science Center 1-864-355-8900www.ropermountain.org

Riverbanks Zoo 1-803-779-8717www.riverbanks.org/

Department of Natural Resources http://www.dnr.sc.gov/programs.html

Career ConnectionsOceanographerAn oceanographer studies wildlife found in the ocean habitat.

EcologistAn ecologist specializes in studying plants and animals in the environment.

BiologistA biologist studies plants and animals in nature. Biologist and resource management specialist: A biologist and resource management specialist studies ways to protect endangered animals and studies the environments in which they live and how to help maintain the environments.

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Big Idea - Systems, Order, OrganizationHabitats and Adaptations

Indicator:3-2.1 Illustrate the life cycles of seed plants and various animals and

summarize how they grow and are adapted to conditions within their habitats. Taxonomy Level: 2.2-B Understand Conceptual Knowledge

Essential Question(s):How do plants and animals grow?

Previous/future knowledge: Students have been introduced to major structures and basic life cycle stages of plants in 1st grade (1-2.2, 1-2.4) and how these structures help plants survive in their habitats (1-2.6). Students have also been introduced to the various stages in the life cycle of animals in 2nd grade (2-2.5). This is the first year that students are state tested; so reviewing information from previous grades is appropriate. By 3rd grade, students should be able to identify specific stages for seed plants and a variety of animals and summarize how they adapt to their habitats as they grow. In 6th grade (6-2), students will develop a more in-depth understanding of the structures, processes, and responses of plants that allow them to survive and reproduce.

It is essential for students to know that every plant and animal has a pattern of growth and development called a life cycle. As seed plants and animals go though their life cycles, they grow within a habitat for which their needs can be met. Plants and animals have adaptations that allow them to survive the conditions within habitats in which they live. An adaptation is a characteristic that improves the organism’s ability to survive. A habitat is a place where an organism or groups of organisms live and obtain the air, food, water, shelter or space, or light needed to survive.

Life Cycle of Seed PlantsIt is essential for students to know the stages of growth in seed plants that are part of their life cycle.

Seed After pollination occurs in flowers or cones, seeds are produced and may be stored in fruits. Seeds contain tiny undeveloped plants and enough food for growth to start. They need water and warmth to germinate (begin to grow). Some seeds begin to grow as soon they are produced. Others may take weeks or months to germinate.

Seedling Seedlings produce the parts of the plant that will be needed for the adult plant to survive in its environment. Roots begin to grow and take in nutrients and water from their habitat and the stem starts to grow towards light. Later, more leaves will form that help the plant make its food.

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Mature Plant Mature plants have the same structures (for example roots, stems, and leaves) as seedlings, but in addition they develop flowers or cones, which produce seeds.

Life Cycles of Various AnimalsIt is essential for students to know the stages of growth that are part of the life cycles in a variety of animal types. These stages are not the same for all animals. Chart for teacher information only.

Animal Family Stages of Development Examples Mammal Young—Adult Dog, squirrel, human, whaleReptile Egg – Young – Adult Snake, turtle, lizard, alligator

Young – Adult Rattlesnake (live birth)Amphibian Egg – Young – Adult Frog, toad, salamander

Insect Egg—Larva—Pupa—Adult Butterfly, beetle, housefly, mosquitoEgg—Nymph—Adult Grasshopper, cockroach, praying mantis

Bird Egg—Young—Adult Chicken, robin, hawk, duckFish Young—Adult

Egg – Young— AdultGuppies (live birth), goldfish (live birth), minnows (egg), catfish (egg),

It is essential for students to know the basic stages of animal growth and that the stages are not the same for all animals. Some animals give birth to baby animals that look like small adults. As babies grow, they change in size. Other changes might be color, shape, or type of covering. For example, horses give birth to babies that look like small horses. Chickens lay eggs that hatch babies that look like small chickens. Some animals begin as an egg and then undergo changes in their life cycle. These changes may be in appearance, color, shape, or growth of new structures. These changes are called metamorphosis. For example, in a beetle the stages of metamorphosis are called egg, larva, pupa, and adult. In a grasshopper, the stages of metamorphosis are egg, young (nymph), and adult.

It is essential for students to know how plants and animals adjust to their habitats as they grow so that their needs can be met. Some plants have special structural adaptations for meeting their needs in their particular habitat. These structures grow at distinct times during their life cycle and include:

Flower Flowers often have special sizes, smells, shapes, or colors that attract organisms for pollination.

Stem Stems move and store water and nutrients in the plant. Stems also provide support and protection for the plant during its life cycle. Examples include:

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Vines have stems that can climb and stick to various surfaces to ensure that the leaves are exposed to light.

Corn and sunflowers have stems that grow thick and strong but remain green and flexible so that they can grow toward the sun.

Trees develop woody stems to support their size and provide protection during their long life cycles.

Cacti have thick stems that store water when the habitat does not provide it.

Some stems have thorns that provide protection.

Leaves Leaves produce food for plants in the presence of light. Each variety of plant will survive where its leaf size and shape are adapted to the habitat. Different kinds of plants have different sizes and shapes of leaves. Examples include: Water lilies develop wide leaves that allow them to float on the water

to capture sunlight to make food. Evergreen trees have leaves that are thin, waxy needles to protect them

from freezing and from losing water.

Root Roots take in water and nutrients from the habitat. They may also hold the plant in place and store food and water. Each variety of plant will survive where its roots are adapted to the habitat. Different kinds of plants have different sizes and shapes of roots. Examples include: Water lilies have long roots that can take in water from the muddy

bottoms of ponds or lakes. Cacti have roots close to the surface for living in dry habitats. Carrots and dandelions have a large, thick root that is longer than its

other roots. This long root helps that plant survive by reaching far underground to find water and to firmly anchor the plant.

Fruit Fruits are formed around the seed to protect it. Some fruits are moist and fleshy (for example, tomatoes, grapes, or peaches), while others are dry and hard (for example, coconuts, walnuts or pea pods). Fleshy fruits attract animals that eat them helping to disperse the seeds.

Seed Seeds are the parts of the plant from which most plants grow. They contain tiny new plants. Seeds have adaptations that allow them to be dispersed and also to have enough food for the plant until it begins making its own food.

It is NOT essential for students to know the parts or types of leaves, the specific structures of flowers, or how seeds are produced, as this will be further developed in 6th grade (6-2). Students do not need to know the term incomplete metamorphosis.

Examples of animal adaptations to conditions in their habitat as they growSome animals have special adaptations for living in their particular habitat.

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Animals have special body coverings for protection for example fur, feathers, hair, or shells. Animals may have blubber or thick fur for warmth in habitats where the temperature is cold.

In a water habitat, some animals have special structures that allow them to live as air-breathing animals in the water.

In habitats where food is scarce, some animals may have long necks to obtain food (giraffe) or special storage structures for food and water (camel).

In habitats where the temperature is very hot, animals may seek food at night (nocturnal) or seek shelter in the shade during the day.

Assessment Guidelines: One objective of this indicator is to illustrate the life cycles of seed plants and a variety of animals; therefore, the primary focus of assessment should be to give illustrations or use illustrations to show the stages in the life cycles of seed plants and a variety of animals. However, appropriate assessments should also require students to summarize the steps of a seed plant life cycle, compare life cycles of a variety of animals.

Another objective of this indicator is to summarize how seed plants and animals adapt to their environment as they grow; therefore, the primary focus of assessment should be to generalize the major points about how the structures of plants and animals are adapted to conditions within their habitats as they grow. However, appropriate assessments should also require students to match a plant or animal with its habitat based on its structural adaptations; identify characteristics of plants and animals that allow them to survive in a habitat.

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Big Idea - Systems, Order, OrganizationHabitats and Adaptations

3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants). Taxonomy Level: 2.7-B Understand Conceptual Knowledge

Essential Question(s): How do adaptations help animals and plants?

Previous/future knowledge: Students have been introduced to how environments throughout the world support different plants (1-2.5) and animals (2-2.4). By 3rd grade, students should be able to identify specific adaptations for animals and plants. In 6th grade (6-2) students will develop a more in-depth understanding of the structures, processes, and responses of plants that allow them to survive and reproduce.

It is essential for students to know that plants and animals have physical and behavioral adaptations that allow them to survive in their particular habitats.

Adaptation A characteristic or traits that helps an organism survive in its environment is an adaptation.

Physical adaptation Body structures that an organism has that allows it to meet its needs in its habitat are physical adaptations.

Behavioral adaptation An activity or action that helps an organism survive in its habitat are behavioral adaptations.

Some adaptations are physical.  Physical adaptations help animals get food and water or protect themselves.  Animals also adapt to their environments through behaviors or actions. Some of these adaptations are

Hibernation A resting state that helps animals survive winter. During hibernation, the animal’s body processes, like breathing, slow down, and they survive on stored food or fat. Many animals, for example insects, birds, reptiles and some mammals, eat a lot of food in the autumn months to store up fat. Then they burrow into the ground or curl up under leaves, or hide themselves in dens, safe from the winter cold and enemies. When the temperature rises in the spring, the animal wakes up and leaves its hiding place.

Defense Some animals have special adaptations to protect themselves from being hurt, killed, or eaten. These special defense mechanisms

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include physical adaptations such as quills and claws, and behavioral adaptations such as taking flight, tricking, spraying, or fighting.

Locomotion In order for animals to find the resources they need for food, shelter, or space, they must be able to move around. Animals have special structures for moving depending on where they live, for example above ground (swinging, climbing and flying), on the ground (crawling, walking, hopping), or in the water (floating, swimming and diving).

Movement The movement of animals over the same route in the same season each year is called migration. This behavior allows animals to take advantage of resources (like food or water) in one location when they run low in another location.

Food obtainment Animals have special structures used for getting food, for example the beaks of birds, mouths of insects or teeth that are shaped in different ways depending on the type of food they eat.

Camouflage Camouflage is an animal’s color or pattern that allows it to blend into its environment and protects animals from being seen by their enemies or allows them to sneak up more easily on their food.

Plants cannot move like animals can, but they can respond to a change in their environment. Some examples of plant adaptations are:

Seed dispersal Most plants produce a large number of seeds because most seeds do not survive. In order to ensure that seeds will survive, they must be carried away (dispersed) from the parent plant. However, seeds do not have the ability to move on their own. Some seeds have hooks on them that allow them to attach to animal fur or clothes. Some seeds are able to float in water. Some seeds are light and have wings or thin hairs that allow them to be carried away by wind. Some seeds are eaten by animals and deposited in areas away from the parent plants.

Color Flowers come in a variety of shapes, sizes, and colors. The different shapes, sizes, and colors are not just there for decorations. For example, petals are colored and scented to attract insects and other creatures for the purposes of pollination. The coloration of parts of some plants (fruits for example berries, or flower petals) makes them attractive to some animals (for example birds or bees).

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Response to light One of the things that a plant needs to survive is light. It uses the energy from light to make its food. A plant always turns its leaves and bends its stems toward the light.

It is NOT essential for students to understand the concepts of plant defense mechanisms, dormancy, or to explore the various other types of plant tropisms, as they will investigate this in 6th grade (6-2.7).

Assessment Guidelines: The objective of this indicator is to explain the effects of adaptations on survival; therefore, the primary focus of assessment should be to construct cause- and- effect models of the various ways that survival is affected by physical or behavioral adaptations of plants or animals. However, appropriate assessments should also require students to exemplify examples of physical or behavioral adaptations for plants and animals that allow them to survive; classify an adaptation based on how it helps the plant or animal to survive; or summarize the purpose of a particular adaptation for survival of the plant or animal.

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Big Idea - Systems, Order, OrganizationHabitats and Adaptations

3-2.3 Recall the characteristics of an organism’s habitat that allow the organism to survive there.

Taxonomy Level: 1.2-A Remember Factual Knowledge

Essential Question(s):What are some habitats?

Previous/future knowledge: In kindergarten (K-2.1) students identified the specific needs of all living things. In 1st grade (1-2.1, 1-2.5), students identified needs specific to plants and explained how the distinct environments support different types of plants; and in 2nd grade (2-2.1, 2-2.3) they identified needs specific to animals and explained how the distinct environments support different types of animals. In 5th grade, students will develop a more in-depth understanding of the abiotic factors in an ecosystem and will explain how limiting factors affect populations.

It is essential for students to know that organisms have needs for survival that are found in their particular habitats. Organisms can only survive in an area where its basic needs (air, food, water, shelter or space, and light) can be met.

A habitat offers a range of conditions, for example temperature or rainfall, which allow some organisms to live there. The specific characteristics of the habitat that allow the needs of energy, growth, and protection to be met are dependent upon the plant or animal.

The habitat for some animals and plants may cover a large area. For example, birds fly from place to place to get food. Grazing animals may need lots of area to get enough food. Other animals have habitats that may be a small part of a larger ecosystem. For example, squirrels may make their nests in one tree in a forest. Some small insects may live under a fallen log in the forest. Orchid flowers live by hanging on trees found only in warm, wet areas, or water lilies live in ponds in the shallow water.

It is NOT essential for students to know factors about specific biomes.

Assessment Guidelines: The objective of this indicator is to recall; therefore, the primary focus of assessment should be to recognize that organisms could only survive in a habitat where their needs can be met. However, appropriate assessments should also require student to identify habitats that are appropriate for some common plants and animals; and recognize when a habitat is not appropriate for some common plants and animals.

Big Idea - Systems, Order, Organization

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Habitats and Adaptations

3-2.4 Explain how changes in the habitats of plants and animals affect their survival.Taxonomy Level: 2.7-B Understand Conceptual Knowledge

Essential question(s):What happens when habitats change?

Previous/future knowledge: Students have been introduced to distinct environments (habitats) for plants in 1st grade and animals in 2nd grade. This is the first year that students are tested so reviewing information from previous grades is appropriate. By 3rd grade, students should be able to identify specific changes that can occur in a habitat and how that change can affect a plant or animal’s survival. In 5th grade, students will develop a more in-depth understanding of the abiotic factors in an ecosystem and will explain how limiting factors affect populations.

It is essential for students to know that changes in a habitat can affect the survival of a plant and animal. Resources (basic needs) within a habitat can keep only a certain number of plants and animals alive. This depends on how well the habitat provides for the needs of the plant or animal. There are many changes that can occur within a habitat that would force the animals or plants to change or adapt to survive. Habitat change can occur naturally. For example, droughts, disease, fire, hurricanes, mudslides, volcanoes, earthquakes, or changes in temperature or amount of rainfall can change a habitat. However, humans can also cause habitat changes. For example, clearing land to build homes, buildings, or farmland can cause the animals or plants in that area to have to move to another location. When animals cannot adapt to changes in the environment, extinction (loss of an entire group of organisms) of that animal can occur.

It is NOT essential for students to know underlying reasons why or the causes for the natural events.

Assessment Guidelines: The objective of this indicator is to explain; therefore, the primary focus of assessment should be to construct a cause and effect model of the way a change in a habitat effects the survival of a plant or animal. However, appropriate assessments should also require student to identify the change as caused by nature or caused by living things and to summarize major points about changes in habitats affecting plants and animal survival.

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Big Idea - Systems, Order, OrganizationHabitats and Adaptations

3-2.5 Summarize the organization of simple food chains (including the roles of producers, consumers, and decomposers).Taxonomy Level: 2.4-B Understand Conceptual Knowledge

Essential Question(s):What is a food chain?

Previous/future knowledge: Students have been introduced to energy in 2nd grade as it relates to the food that plants and animals need to survive. This is the first year that students are tested so reviewing information from previous grades is appropriate. By 3rd grade, students should be able to use a simple food chain diagram to summarize how plants and animals depend on one another in their habitats. In 5th grade, students will develop a more in-depth understanding of roles that organisms serve as they interact and depend on one another using food chains and food webs.

It is essential for students to know that all living things need energy to survive. The sun provides the energy for almost every habitat on Earth. Energy gives the organism its ability to move and do the things it needs to survive.

When scientists describe the way that energy is passed from one organism to another they use a model called a food chain. The food chain uses arrows to show the order in which energy is passed and usually contains no more than six organisms. Food chains have three types of organisms. Organisms can be described by their specific roles in their habitat depending on how they obtain their energy.

Producers Any green plant that uses sunlight to make food for energy is a producer. Producers are listed first in a food chain, understanding that the sun provides the initial energy.

Consumers An organism, usually an animal, which obtains its energy by consuming other organisms, for example plants and/or animals, is a consumer.

Decomposers An organism (for example worms, mold, or mushrooms) that obtains its energy by feeding on and breaking down dead plants and animals and then use them for food is a decomposer.

It is NOT essential for students to know specific types of consumers(herbivores, carnivores, omnivores) or to understand the concept of food webs, as these will be studied in 5th grade.

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Assessment GuidelinesThe objective of this indicator is to summarize simple food chains; therefore, the primary focus of assessment should be to generalize the roles of organisms in food chains. However, appropriate assessments should also require students to identify individual parts of the food chain based on its location in the food chain; illustrate parts of a food chain using words, pictures, or diagrams and recall how an organism obtains its energy in the food chain.

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GRADE 3Big Idea – Constancy, Change, and Measurement

Earth’s Materials and Changes

Standard 3-3: The student will demonstrate an understanding of Earth’s composition and the changes that occur to the features of Earth’s surface. (Earth Science) (approximately 9 weeks)

Indicators

3-3.1 Classify rocks (including sedimentary, igneous, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties.Essential Questions:

What are the three classifications of rock? What are the classifications of soil? How are rocks and soils classified?

3-3.2 Identify common minerals on the basis of their properties by using a minerals identification key.Essential Questions:

What are minerals? What are the properties by which they are identified?

3-3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and animals).

Essential Question: What are some types of fossils?

3-3.4 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago.Essential Question:

What do fossils tell us about Earth long ago?

3-3.5 Illustrate Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). Essential Question:

Where can you find Earth’s water?

3-3.6 Illustrate Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.Essential Question:

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What are some of Earth’s land features?

3-3.7 Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants. Essential Question:

How do we use Earth’s materials?

3-3.8 Illustrate changes in Earth’s surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). Essential Question:

How does the Earth’s surface change?

Scientific Inquiry standards and indicators should be embedded throughout standard 3-3.

Standard 3-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

Indicators

3-1.1 Classify objects by two of their properties (attributes).3-1.2 Classify objects or events in sequential order.3-1.3 Generate questions such as “what if?” or “how?” about objects, organisms, and

events in the environment and use those questions to conduct a simple scientific investigation.

3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction.

3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data.

3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams.3-1.7 Explain why similar investigations might produce different results.3-1.8 Use appropriate safety procedures when conducting investigations.

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Big Idea - Constancy, Change, and Measurement

Help Page For: Earth’s Materials and Changes Standard 3-3: The student will demonstrate an understanding of

Earth’s composition and the changes that occur to the features of Earth’s surface. (Earth Science)

Notes:Assessments

Review and Test PrepSC TE 52A-52BPACT Practice TE p. T4 test answersp. T5 Item analysisp. T6 class Record

3-3.1 Students will classify the three types of rocks by their properties.

3-3.2 Using an identification key, students will identify minerals by their properties.

Inquiry: Kit/Lab Connections

STC Rocks and Minerals (Soil Kit included)Scott Foresman Lab Zone Activity pp. 26-29, 48-51, 58-61, 66-69AIMS Education Foundation:South Carolina AIMS Activities – Earth Science

Textbook Correlation

3-3.1 SC TE: 24A-24B SC Student Book pp. 24-25 SF text pp. 200-201, 206-209 Lab Zone SC text 26A-26B SF Graphic Organizer K-W-L Transparency 63-3.2 SC TE: 30A-30B SC Student Book pp. 30-31 SF text pp. 202-231 Quick Activity SF TE p. 202 Transparency 25 SF Graphic Organizer Transparency 33-3.3 SC TE: 32A-32B

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SC Student Book p. 32-33 SF text pp. 22-23, 54-55 Quick Activity SF TE p. 54 Transparency 93-3.4 SC TE: 34A-34B SC Student Book p. 34-35 SF text pp. 24-25 Quick Activity SF TE p. 22 Transparency 53-3.5 SC TE: 36A-36B SC Student Book pp. 36-37 SF text pp. 154-155, 224-225 Quick Activity SF TE p. 150 Transparency 20 SF Graphic Organizer Transparency 13-3.6 SC TE: 38A-38B SC Student Book pp. 38-41 SF text pp. 224-225, 226-227, 224-225 My Science Journal SF Hardcover book p. 225 SF Graphic Organizer Transparency 73-3.7 SC TE: 42A-42B SC Student Book pp. 42-43 SF text pp. 152-153, 246-249 SF Graphic Organizer Transparency 6 Quick Activity SF TE p. 2463-3.8 SC TE: 44A-44B SC Student Book pp. 44-47 SF text pp. 115, 228-233 Lab Zone SC TE 48A-48B Quick Activity SF TE p. 226 Transparency 28 SF Graphic Organizer Transparency 4

Key Concepts (Vocabulary)

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Types of Rocks: igneous, sedimentary, metamorphic Types of Soil: humus, clay, sand, silt, loam, potting soil and topsoilMineral properties: hardness, color, luster, acid testFossils: molds, casts, preserved parts Water features: glaciers, saltwater, oceans, seas, freshwater, rivers, lakes, ponds, streamsLand features: volcanoes, mountains, valleys, canyons, caverns, islandsUseful Earth materials: fuels, minerals and rocks, soilEarth changes – slow processes: weathering, erosion, depositionEarth changes – rapid processes: landslides, volcanic eruptions, floods, earthquakesTools: models, pictures, diagrams, maps

Literature

Thomas, Rick (2005). Amazing Science: Rising Waters – A Book About Floods. Minneapolis, MN: Picture Window Books. ISBN: 1404809260The author explains the causes of rising waters as well as the precautions that people can take to protect themselves from flooding. A website is included that will help students link to useful sites about floods.3-3.8

Olien, Becky (2002). Erosion. Manheto, MN: Capstone Press.ISBN: 0736809503Erosion is one of a series of Earth science books that primary students will love because they are easy to read and well-organized. Large photographs illustrate the topics and large type provides text that young children can understand. Teachers will appreciate these books because they support content at just the right developmental level. 3-3.8

Olien, Becky (2002). Fossils. Manheto, MN: Capstone Press.ISBN: 0736809511Fossils is one of a series of Earth science books that primary students will love because they are easy to read and well-organized. Large photographs illustrate the topics and large type provides text that young children can understand. Teachers will appreciate these books because they support content at just the right developmental level. The book ends with a lesson on conservation.3-3.3; 3-3.4Richardson, Adele (2002). Minerals. Manheto, MN: Capstone Press

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ISBN: 073680952X Minerals features large photographs and large type. A table of contents encourages young children to develop their literacy skills and learn how to find information in nonfiction books. There is a short glossary and a list of other books for further reading. Each title in the series has a hands-on activity to extend learning, relevant Internet sites, and places to write for further information. 3-3.2

Richardson, Adele (2002). Rocks. Manheto, MN: Capstone PressISBN: 0736809538Rocks has large type and photographs. There is a table of contents to encourage children to learn how to find information in nonfiction books. A hands-on activity and relevant Internet sites are featured.3-3.1

Nault, Jennifer (2005). Science Matters: Earthquakes. New York: Weigl Publishers, Inc.ISBN: 1590362489This book integrates content and processes of science learning with simple yet engaging activities. Many other appealing features make this book a good choice: vivid color pictures, clear and informative graphics, information about people and careers in this field of science, a two-page spread of review questions and answers, websites and other related sources. Fascinating facts are also included to pique further interest in the topic.3-3.8

Lappi, Megan (2005). Science Matters: Fossils. New York: Weigl Publishers, Inc. ISBN: 1590362497This book integrates content and processes of science learning with simple yet engaging activities. Many other appealing features make this book a good choice: vivid color pictures, clear and informative graphics, information about people and careers in this field of science, a two-page spread of review questions and answers, websites and other related sources. Fascinating facts are also included to pique further interest in the topic.3-3.3; 3-3.4Miller-Schroeder, Patricia (2005) Science Matters: Minerals. New York: Weigl Publishers, Inc,

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ISBN: 1590362500This book integrates content and processes of science learning with simple yet engaging activities. Many other appealing features make this book a good choice: vivid color pictures, clear and informative graphics, information about people and careers in this field of science, a two-page spread of review questions and answers, websites and other related sources. Fascinating facts are also included to pique further interest in the topic.3-3.2

Ostopowich, Melanie (2005). Science Matters: Rocks. New York: Weigl Publishers, Inc.ISBN: 1590362527This book integrates content and processes of science learning with simple yet engaging activities. Many other appealing features make this book a good choice: vivid color pictures, clear and informative graphics, information about people and careers in this field of science, a two-page spread of review questions and answers, websites and other related sources. Fascinating facts are also included to pique further interest in the topic.3-3.1

Nault, Jennifer (2005). Science Matters: Volcanoes. New York: Weigl Publishers, Inc. ISBN: 1590362535This book integrates content and processes of science learning with simple yet engaging activities. Many other appealing features make this book a good choice: vivid color pictures, clear and informative graphics, information about people and careers in this field of science, a two-page spread of review questions and answers, websites and other related sources. Fascinating facts are also included to pique further interest in the topic.3-3.8

Richardson, Adele (2002). Soil. Manheto, MN: Capstone Press.ISBN: 0736809546Soil is one of a series of Earth science books that primary students will love because they are easy to read and well organized. Large photographs illustrate the topics and large type provides text that young children can understand.3-3.1Wermund, Jerry (2003). Earthscapes: Landforms Sculpted by Water, Wind, and Ice. Buda, TX: Rockon Publishing.

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ISBN: 097262550XIn this unique book, author Jerry Wurmond crafts poetic descriptions of landforms such as glaciers, canyons, and alluvial fans as well as the forces and events that shape them, including volcanic eruptions, erosion, and gravity. This book will assist teachers as they lead young scientists on a trek across Earth’s vast surface---over frozen mountains, beyond parched deserts, and along streams, rivers, and seashores---all the while celebrating children’s amazement at what they discover along the way.3-3.8

Scott Foresman Content Leveled Readers

Rocks and SoilThe Rocks and Soil Beneath UsFertile FloodsWaterEarth’s WaterFollowing a RaindropChanges on EarthOur Changing EarthFollow a RiverNatural ResourcesEarth’s Natural ResourcesYou Can Recycle

Technology

Supporting Content Websites

Rock Smart / Rock Houndhttp://www.fi.edu/fellows/payton/rocks/index2.html Students can identify formation and classifications of rocks. A self-check quiz is included.3-3.1

Rock Type Jigsaw Puzzlehttp://www.fi.edu/fellows/payton/rocks/puzzles/layers/layer1.htm Students are given pieces of a puzzle to manipulate to form a volcano with the different rock types.3-3.1

Rock Houndhttp://www.fi.edu/fellows/payton/rocks/expert/index.html

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Students click on a rock word to view the rock and learn how it is formed. They can then take a quiz to become a Rock Hound expert. 3-3.1

How Rocks are Formedhttp://www.fi.edu/fellows/payton/rocks/create/index.html Students watch animations of how igneous, sedimentary, and metamorphic rocks are formed. It also gives real world pictures of examples of each type of rock with a written description of how they are formed.3-3.1

Rocks and Minerals WebQuesthttp://www.coe.unt.edu/TeacherTools/webquests/rocks/vey-student.html This webquest integrates rocks, minerals, fossils. The students are young scientists from outer space that has just landed on Earth.  Their mission is to study rocks and minerals that they find to discover as much as they can about the environment in the United States and the ways that Earthlings use these rocks and minerals. It will soon become apparent that rocks and minerals are great gifts of nature. The students will determine how people benefit from rocks and minerals in the Earth's environment, and how these rocks and minerals were formed.3-3.1; 3-3.2; 3-3.7

Volcanoes!http://volcano.und.edu/volcanoes.html This site provides information on current eruptions, locations of volcanoes, and video clips of eruptions.3-3.8

How Volcanoes Workhttp://www.geology.sdsu.edu/how_volcanoes_work/ This site provides information on the types of volcanoes and how they work. It includes real world images of volcanoes. (Note: Too advanced for students – use as teacher reference)

Rock & Mineral Useshttp://www.rocksandminerals.com/uses.htm A listing of rocks and minerals and their uses.3-3.7

Suggested Streamline Videos

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Geologist’s Notebook: How to Make a Mud PieETV StreamlineSCThis show explains how soil is formed through the pretext of making a mud pie nature's way and includes both organic and inorganic matter.11:003-3.1

Geologist’s Notebook: The Biggest Treasure Chest – Our Natural ResourcesETV Streamline SCThis program is a good introduction into the many ways we depend on resources from Earth in order to live the way we do.11:003-3.7

Geologist’s Notebook: Three RocksETV Streamline SCThis show looks at three stones - a piece of igneous, a piece of sedimentary, and a piece of metamorphic rock - and investigates how they formed, and how they relate to one another through the rock cycle.11:003-3.1

Geologist’s Notebook: What Exactly Are Minerals?ETV Streamline SCThis show explains in depth the structure of minerals, and looks at properties geologists use to identify them, such as color, hardness, and luster. The show also explains the relationship between minerals and rocks. Parts 1, 2, and 3.5:003-3.2

Junior Geologist: Rocks and MineralsETV Streamline SCStudents are introduced to a basic explanation of minerals, the rock cycle, fossils, and rock identification. 8:28 3-3.1

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Fossil Life: An IntroductionWhat Are Fossils?ETV Streamline SCStudents are introduced to a basic description of fossils. 2:203-3.3

Fossil Life: An IntroductionThree Major Ecosystems on Earth: Connections Between Ancient Species and Those Alive TodayETV Streamline SCStudents compare the connections with the past and today using fossils.12:383-3.4

Junior Oceanographer: The Lure of the SeaIs It an Ocean or a Sea?ETV Streamline SCStudents discover the difference between an ocean and a sea.00:393-3.5

Geologist’s Notebook: Why Land Goes Up and DownErosion: Wind Water, and IceETV Streamline SCThis show looks at the process of erosion and how it carves our landscape. 3:333-3.8

Earth: A First LookETV Streamline SCOceans, mountains, rivers and volcanoes are major features of the earth. This program describes these features and explains how water, air and land provide valuable resources.(Not Beneath the Surface and Continental Drift)20:003-3.6

Cross Curricular Opportunities

Math: measurement, graphing dataReading: non-fiction trade booksWriting: descriptive, compare and contrast

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Geography: landforms Scott Foresman Integration TE p. B5

Field Trip/Related Experiences

Diamond Del’s Gem Mining – www.diamonddel.comDr. Doug’s Fossil Discovery Dig – EdVenture Museum

Newberry Clemson Extension, Darren Atkins, Lead Extension Agent803-276-1091 www.clemson.edu/newberry /

Newberry Soil and Water Conservation(803) 276-1978 ext. #3 annette.davis@sc.nacdnet.net

Career Connections

GeologistA person who studies rocks and minerals is called a geologist. Geologists can work for a variety of corporations. Some are gas companies, architectural firms, and environment consulting firms.

Mining ConsultantMining Consultants assist in discovering the location of natural resources and finding the best ways to retrieve these resources.

Road ConstructionThe development of roads and tunnels requires knowledge of the rocks, soils, and other resources of the area.

Energy Policy ManagerEnergy Policy Managers assist corporations in the most environmentally friendly way to conduct their business. These managers understand the needs of the companies and their effects on the earth and its resources.

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Big Idea - Constancy, Change, and MeasurementEarth’s Materials and Changes

Indicator:3-3.1 Classify rocks (including igneous, sedimentary, and metamorphic)

and soils (including humus, clay, sand, and silt) on the basis of their properties. Taxonomy level: 2.3-B Understand Conceptual Knowledge

Essential Question(s):What are the three classifications of rocks?How are rocks and soils classified?

Previous/future knowledge: Students in 1st grade (1-4.1) recognized that Earth was composed of rocks, sand, soil, and water. Sand and rocks were classified by physical appearance (1-4.2). Soil was sorted by properties (1-4.3). Students have not previously identified the names or properties of the types of rocks or soils. This is new material for 3rd grade. Students will further develop the concept of soil properties in 7th grade and will explain the relationships between the types of rocks in the rock cycle in 8th grade.

Classify Rocks:It is essential for students to know that there are three classifications of rocks – igneous, sedimentary, and metamorphic. Students must be able to classify these types of rocks by properties that include how they are formed. Rocks can be classified by properties, such as how they are formed, color, visible crystals or minerals, grain pieces, patterns in the rock such as stripes.

Igneous Igneous rock was once melted but it has cooled and hardened. The melted material is called magma or lava. Igneous rocks may be glassy or be grainy with crystals of different types of minerals in them. Granite is an example of an igneous rock.

Sedimentary Sedimentary rocks are usually made up of pieces of rock called sediments that have been pressed and cemented together. Some may contain pieces of animal shells or skeletons or other remains of plants or animals. Sandstone and limestone are examples of sedimentary rocks.

Metamorphic Metamorphic rock was once another type of rock deep inside Earth, but heat and the pressing of the rocks above caused the minerals to change. Rocks that were pressed down could have the minerals line up in rows or bands. Sometimes the heat just changes the size of the mineral crystals. Marble and slate are examples of metamorphic rocks.

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Students should be able to observe rocks and separate them by properties; for example, color, visible crystals or minerals, grain pieces, patterns in the rock such as stripes. By using these properties and comparing with known samples of igneous, sedimentary, and metamorphic rocks, students group their rock samples. The scientific investigation process of classification is very important here.

It is NOT essential for students to know classifications within each type of rock. The relationship between the groups of rocks as explained by the rock cycle is also not necessary here.

Classify Soils:It is essential for students to know that there are classifications of soils – based on content, texture or grain size – humus, sand, clay, and silt. Students must be able to classify these types of soil by properties:

Humus Humus is soil that is made up of decayed parts of once-living things. It is dark, soft and very crumbly.

Sand Sand soil has large grains with large spaces between the grains. This lets water leave it quickly. Sand feels gritty.

Clay Clay soil has very small grains, much smaller than sand or silt, and holds water easily. This makes clay soil sticky when wet, but when it dries, it forms hard clumps.

Silt Silt soil has pieces that are smaller than sand. It feels like powder.

Some soils are combinations of these soil types. For example, “loam” soil has large and small grains with lots of humus. This makes it dark and rich soil for plants. Another example, “potting soil” or “topsoil”; also has a lot of humus. Once some sand has been added to it, it is also good for growing plants.

It is NOT essential for students to know soil profiles or the layers of soil. The relationship between the groups of rocks is explained by the rock cycle. Soil conservation is also not necessary but can be a good class discussion because of the importance of soil as a resource.

Assessment guidelines: The objective of this indicator is to classify types of rocks and soil; therefore, the primary focus of assessment should be to group rocks and soils by the properties used to describe them. However, appropriate assessments should also require students to recognize a particular rocks or soil; exemplify rocks that are classified as a particular type; or recall how a particular rock type was formed.

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Big Idea - Constancy, Change, and MeasurementEarth’s Materials and Changes

Indicator: 3-3.2 Identify common minerals on the basis of their properties by

using a minerals identification key. Taxonomy level: 1.1-A,B Understand Factual and Conceptual Knowledge

Essential Question(s):What are minerals?What are the properties by which they are identified?

Previous/future knowledge: Minerals are introduced as new material for 3rd grade. They will be further studied in 8th grade (8-3.5) Summarize the importance of minerals, ores, and fossil fuels as Earth resources on the basis of their physical and chemical properties and in high school Earth Science (3.7) classify minerals and rocks on the basis of their physical and chemical properties and the environment in which they were formed.

It is essential for students to know that minerals are solid, formed in nature, have never been alive, and have properties by which they can be identified. Examples of these properties are:

Hardness Hardness refers to whether the mineral can be scratched or can scratch something else. The harder a mineral, the fewer things can scratch it. Diamond is the hardest mineral.

Color Color can be used along with other properties to help identify a mineral. Since many minerals have the same color, it cannot be used as the only property for identification.

Luster Sometimes minerals can be very shiny or glassy and other minerals are dull.

Other If an acid is placed on a mineral, it may bubble or fizz. Some minerals split into thin sheets. Some minerals have magnetic properties.

A mineral identification key will give information about the properties of the minerals listed on the key. Students should be able to match properties that they investigate or are given and find the mineral on the key. It is important for students to use common minerals with very observable properties for this introduction to minerals, for example calcite, talc, mica, quartz, fluorite, and gypsum.

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Sample: Minerals Identification KeyMineral

PropertiesHardness(scratch test)

Color Luster Special Properties

Calcite 3scratched by nail

White Dull/Glassy Bubbles with acid

Feldspar 6scratches glass

Pink or white Dull/Pearly ---

Mica 2scratched by

fingernail

Black/Gray Shiny Splits into thin sheets

Talc 1easily scratched by

fingernail

White Dull ---

It is NOT essential for students to know about crystal shape of minerals or the breakage properties of minerals. They do not need to know about the Mohs scale of hardness. The streak color of a mineral formed when the mineral is scratched across a ceramic plate is interesting but may be beyond the understanding for 3rd grade identification.

Assessment Guidelines:The objective of this indicator is to identify minerals; therefore the primary focus of assessment should be to locate a mineral by its properties by using the information found on an identification key. However, appropriate assessments should also require students to identify mineral properties or recall what would be observed when making an identification of a particular property.

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Big Idea - Constancy, Change, and MeasurementEarth’s Materials and Changes

Indicator: 3-3.3 Recognize types of fossils (including molds, casts, and preserved

parts of plants and animals). Taxonomy level: 1.1-A Remember Factual Knowledge

Essential Question(s):What are some types of fossils?

Previous/future knowledge: Fossils are introduced as new material for 3rd grade. They will be studied further in 8th grade (8-2.2) Summarize how scientists study Earth’s past environment and diverse life-forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils) and in high school Earth Science 6.3 summarize how fossil evidence reflects the changes in environmental conditions on Earth over time.

It is essential for students to know that a fossil is the remains of a living thing that lived long ago that has turned to rock. There are several types of fossils:

Mold is a cavity or opening in a rock that has the shape of once living thing. Fossil imprints of leaves and other thin objects, such as wings, feathers, are also molds. The leaves or animal parts rotted away long ago.

Cast is a mold that has been filled in with sediments that harden and take the shape of the once living thing.

Preserved parts are actual parts of the living thing such as shells, bones, or teeth that have turned to stone. For example, sometimes an insect long ago was trapped in tree sap, that sap hardened into a rock called amber and was preserved in the amber stone.

It is NOT essential for students to know about carbonized imprint fossils or trace fossils. It may be interesting to discuss that some fossils are frozen remains or remains found in tar pits but these are not necessary for assessment.

Assessment Guidelines:The objective of this indicator is to recognize fossils; therefore, the primary focus of assessment should be to locate a fossil type based on the information presented about that fossil. However, appropriate assessments should also require students to identify a particular fossil from a drawing or picture; or recall types of fossils as stated in the indicator.

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Big Idea - Constancy, Change, and MeasurementEarth’s Materials and Changes

Indicator: 3-3.4 Infer ideas about Earth’s early environments from fossils of

plants and animals that lived long ago. Taxonomy level: 2.5-B Understand Conceptual Knowledge

Essential Question(s):What do fossils tell us about Earth long ago?

Previous/future knowledge: Fossils and their relationship to the early environments of plants and animals is new material for 3rd grade. They will be studied further in 8th grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life-forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils) and in high school Earth Science.

It is essential for students to know that fossils can give information about what the environment was like in the location where the fossil was found.

Fossils of a water organism found in an area that is now mountains means that area was once under water.

Fossils of trees or tree parts that are found in a desert mean that area was possibly once a forest.

Fossils of plants that are found in very cold areas of Earth means that area at one time had a warmer climate.

Every time a new fossil is found more information about life on Earth and the environment of Earth is discovered.

It is NOT essential for students to know any specific times of early Earth history like the Paleozoic Era or the Jurassic Period. The exact names of organisms that lived long ago might be an interesting discussion, but it is not necessary for this indicator.

Assessment Guidelines:The objective of this indicator is to infer early Earth environments from fossil information; therefore the primary focus of assessment should be to make a conclusion about the early environment in an area on the basis of the fossil organism. However, appropriate assessments should also require students to compare environments of early Earth with environments today; or exemplify organisms that might help determine an environment.

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Big Idea - Constancy, Change, and MeasurementEarth’s Materials and Changes

Indicator: 3-3.5 Illustrate Earth’s saltwater and freshwater features (including

oceans, seas, rivers, lakes, ponds, streams, and glaciers). Taxonomy level: 2.2-A Understand Factual Knowledge

Essential Question(s):Where can you find Earth’s water?

Previous/future knowledge: In 1st grade (1-4.5) students illustrated the locations of water on Earth. The identification of specific water features found on Earth is new to this grade. In 4th grade students will explain the characteristics of environments that include rivers and streams. In 5th grade students will compare ecosystems that include oceans, lakes, and ponds.

It is essential for students to know that there are many places on Earth where water is found. Sometimes the water is saltwater and other times it is fresh water. Most of the water on Earth is saltwater. Water is mostly in liquid form in these features but sometimes it can be ice. Earth’s water features include:

Oceans An ocean is a large body of salt water that surrounds a continent.

Seas A sea is a large body of salty water that is often connected to an ocean. A sea may be partly or completely surrounded by land.

Rivers A river is a large, flowing body of water that usually empties into a sea or ocean.

Streams Streams are running water over Earth’s surface that flow into rivers.

Lakes Lakes and ponds are areas where water, usually freshwater, is surrounded & ponds by land. Lakes and ponds differ in size with ponds usually being smaller than lakes.

Glaciers Glaciers are huge sheets of ice that cover land. They are found where temperatures are very cold – high in the mountains or near the poles of Earth.

Students should be able to locate Earth’s water features on maps, globes, or other models.

It is NOT essential for students to name specific bodies of water.

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Assessment Guidelines:The objective of this indicator is to illustrate bodies of water on Earth; therefore the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show understanding of Earth’s water features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). However, appropriate assessments should also require students to identify oceans on a world map; compare the size of oceans, lakes, and pond; or identify where glaciers might be found.

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Big Idea - Constancy, Change, and MeasurementEarth’s Materials and Changes

Indicator: 3-3.6 Illustrate Earth’s land features (including volcanoes, mountains,

valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. Taxonomy level: 2.2-B Understand Conceptual Knowledge

Essential Question(s):What are some of Earth’s land features?

Previous/future knowledge: The identification of specific land features found on Earth is new to this grade. In 5th grade (5-3.1) students will explain how volcanic eruptions affect the land. In 8th grade students illustrate the creation and changing of landforms including volcanic eruptions and mountain-building.

It is essential for students to know that Earth’s surface has many natural shapes or features called landforms. Earth’s water features that can be seemed on models, pictures, diagrams, and maps include:

Volcanoes A volcano is an opening in Earth’s surface from which lava flows. As the lava hardens and builds up, a volcanic mountain forms.

Mountains A mountain is a place on Earth’s surface where the land is much higher than the land that surrounds it. Some mountains are tall and rocky and others are rounded and covered with trees. A mountain area that has a flat top is called a plateau.

Valleys A valley is a lowland area between higher areas such as mountains. Sometimes rivers can wear away land to form valleys.

Canyons A canyon is a deep valley with very steep sides. They are often carved from the Earth by a river.

Caverns A cavern is a large cave or underground chamber. Caverns are formed underground when water wears away the rock.

Islands An island is an area of land that is entirely surrounded by water. Sometimes islands are located in lakes, or they may be out from the seashore as barrier islands.

Students should be able to locate Earth’s water features on maps, globes, or other models.

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It is NOT essential for students to name specific landforms such as Rocky Mountains or Carlsbad Caverns.

Assessment Guidelines:The objective of this indicator is to illustrate land features on Earth; therefore the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show understanding of land features of Earth. However, appropriate assessments should also require students to identify a feature on a world map or model; compare features as to height; or identify where a feature might be found.

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Big Idea - Constancy, Change, and MeasurementEarth’s Materials and Changes

Indicator: 3-3.7 Exemplify Earth materials that are used as fuel, as a resource for

building materials, and as a medium for growing plants. Taxonomy level: 2.2-B Understand Conceptual Knowledge

Essential Question(s):How do we use Earth’s materials?

Previous/future knowledge : Students in 1st grade (1-4.6) gave examples of Earth materials used for building structures or for growing plants. Students will further develop this concept in 8th grade (8-3.5) to include the importance of fossil fuels as Earth resources. Fuels are new Earth materials for this grade.

It is essential for students to know that Earth is rich in useful resources that can be used for various purposes:

Fuels Earth resources such as oil and coal come from inside Earth and are used as fuels. Fuels can be burned to produce heat or made into gasoline to help run cars and other vehicles.

Building structures Earth resources such as rocks and minerals can be mined from Earth and used to make building blocks or other building materials. For example, granite, marble, and sandstone have been used to make blocks for homes and office buildings. The mineral calcite is used to make cement for building.

Growing plants Earth resources, such as soil, are used as a medium for growing plants. This Earth material is made up of weathered pieces of rocks, minerals, and humus which supply water, nutrients and support for growing plants. There are different types of soil needed depending upon the type of plants that need to grow in the soil.

It is NOT essential for students to know less common materials to this age group such as natural gas or propane for fuels, or peat moss or vermiculite as growing mediums for plants. Students do not need to identify or classify resources as renewable or nonrenewable at this time.

Assessment Guidelines:The objective of this indicator is to exemplify useful Earth materials; therefore the primary focus of assessment should be to give examples of uses for Earth materials as fuel, as building materials, and as a growing medium for plants. However, appropriate assessments should also require students to identify a resource that would meet one of the criteria.

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Big Idea - Constancy, Change, and MeasurementEarth’s Materials and Changes

Indicator: 3-3.8 Illustrate changes in Earth’s surface that are due to slow

processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). Taxonomy level: 2.2-B Understand Conceptual Knowledge

Essential Question(s):How does the Earth’s surface change?

Previous/future knowledge: Students in 1st grade recognized that water flows downhill. This concept can be used as background for understanding weathering and erosion. All the other concepts are new to 3rd grade but can be tied to other indicators such as 3-3.1, 3-3.5, and 3-3.6. Students will further develop this concept in 5th grade to include how these natural processes affect the land and oceans in constructive and destructive ways.

It is essential for students to know that the surface of Earth does change in natural ways. Sometimes the change can be very slow and at other times it occurs rapidly. Students are looking at the evidence on Earth’s surface that these processes caused a change (not the reason why).

Slow processes Weathering

When weathering is occurring, Earth materials, like rocks, are being broken apart. Little or big cracks in the rock are evidence that weathering is taking place.

Erosion When erosion is occurring, Earth materials, like rock, sand, and soil, are being carried away from their original location. Water and wind are often the causes for erosion.

Deposition When deposition is occurring, Earth materials that have been eroded are put in a new location. When the wind stops blowing, sand and soil may be put down in piles as large as dunes. Water may deposit its material at the end of a river and form a delta.

Rapid processes Landslides

When a landslide is occurring, Earth materials, like rock, sand, and soil, on the side of a slope or cliff drop down to a lower location. Water soaking into the ground often makes this happen.

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Volcanic eruptions

When a volcanic eruption is occurring, Earth material called lava comes out of the volcano flows down the side of the volcanic mountain (or is sent up into the air and lands nearby) where it hardens. The hardened volcanic rock forms new Earth material and often makes the volcanic mountain larger.

Floods When a flood is occurring, a lot of water causes rivers and streams to overflow their banks over the surrounding land around them. Heavy rainfall in the area is usually the cause of a flood.

Earthquakes When an earthquake is occurring, the surface of the ground shakes and rolls causing damage to the Earth’s surface, like cracks and other openings, and damage to roads and buildings.

These processes can be illustrated with word descriptions, pictures, or diagrams. Pictures might show Earth’s surface before and after an event takes place.

It is NOT essential for students to know runoff across Earth’s surface as part of the water cycle. They do not need the geology of why a landslide, a volcanic eruption, or earthquake occurs.

Assessment Guidelines:The objective of this indicator is to illustrate natural changes to Earth’s surface, therefore the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show understanding of changes that occurs because of identified slow and rapid processes. However, appropriate assessments should also require students to interpret a before and after picture to identify an event or describe the change; or compare the slow and fast processes as to end result, amount of damage, or effect on manmade structures.

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GRADE 3Big Idea – Evidence, Models, and Explanations

Heat and Changes in Matter

Standard 3-4: The student will demonstrate an understanding of the changes in matter that are caused by heat. ( approximately 5 weeks)

Indicators3-4.1 Classify different forms of matter (including solids, liquids, and gases) according

to their observable and measurable properties.Essential Question:

How can matter be classified?

3-4.2 Explain how water and other substances change from one state to another (including melting, freezing, condensing, boiling, and evaporating). Essential Question:

How do water and other substances change from one state to another?

3-4.3 Explain how heat moves easily from one object to another through direct contact in some materials (called conductors) and not so easily through other materials (called insulators).Essential Question:

How does heat move?

3-4.4 Identify sources of heat and exemplify ways that heat can be produced (including rubbing, burning, and using electricity).Essential Question:

Where do we get heat?

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Scientific Inquiry standards and indicators should be embedded throughout standard 3-4.

Standard 3-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

Indicators

3-1.1 Classify objects by two of their properties (attributes).3-1.2 Classify objects or events in sequential order.3-1.3 Generate questions such as “what if?” or “how?” about objects, organisms, and

events in the environment and use those questions to conduct a simple scientific investigation.

3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction.

3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data.

3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams.3-1.7 Explain why similar investigations might produce different results.3-1.8 Use appropriate safety procedures when conducting investigations.

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Big Idea - Evidence, Models, and Explanations

Help Page For: Heat and Changes in Matter Standard 3-4: The student will demonstrate an understanding of the

changes in matter that are caused by heat.

Notes:Assessments

PACT Practice TE p. T4 test answersp. T5 Item analysisp. T6 class Record

3-4.1 Classify solids, liquid, and gases according to their observable and measurable properties.

3-4.2 Summarize the processes in which substances change From one state to another by being heated and cooled.

Inquiry: Kit/Lab Connections

Scott Foresman Lab Zone Activity pp. 66-69, 78-81AIMS Education Foundation:South Carolina AIMS Activities – Physical Science

Textbook Correlation

3-4.1 SC TE: 54A-54B SC Student Book pp. 54-55 SF text pp. 280-281, 284-291 SF Graphic Organizer Transparency 33-4.2 SC TE: 56A-56B SC Student Book pp. 56-57 SF text pp. 280-281, 304-305, 368-369 SF Graphic Organizer Transparency 3 3-4.3 SC TE: 62A - 62B SC Student Book pp. 62-63 SF Quick Activity TE 366 Transparency 43 SF Graphic Organizer Transparency 6 3-4.4 SC TE: 64A-64B SC Student Book p 64-65 SF text pp. 367,377 SF Graphic Organizer Transparency 6

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Key Concepts (Vocabulary)

Forms of Matter: solids, liquids, gasesProperties: observable and measurableChanges of State: melting, freezing, condensing, boiling,

evaporatingHeat Movement: conductors, insulatorsSources of Heat: stoves, heaters, toasters, sun Heat Production: rubbing, burning, using electricity

Literature

Frost, H. (2000). Water as a Gas. Minnesota: Pebble Books/Capstone Press.ISBN 0-7368-0412-9Lexile Level 310The properties of water as a gas are explained.3-4.1

Morgan, B. (2003). Liquids. Michigan: Blackbirch Press.ISBN 1-41030-084-6Properties of different kinds of liquids, and freezing and melting, are discussed.3-4.1, 3-4.2

Robinson, F. (1995). Solid, Liquid, or Gas? New York: Children’s Press.ISBN 0-516-46041-2Lexile Level 430The states of matter are discussed.3-4.1

Royston, A. (2003). Conductors and Insulators. Illinois: Heinemann Library.ISBN 1-40340-851-3Conductors and insulators of heat and electricity are introduced.3-4.3

Stille, D.R. (2006). Physical Change: Reshaping Matter. Minnesota: Compass Point Books.ISBN 0-7565-1257-3Physical properties, physical changes, states of matter and the effect of heat are explained.3-4.2

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Trumbauer, L. (2004). All About Heat. New York: Children’s Press.ISBN 0-516-25846-XLexile Level 320Sources and properties of heat are explained.3-4.4

Scott Foresman Content Leveled Readers

Matter and Its PropertiesHow Matter WorksHow Do Boats Float?Changes in MatterWays Matter ChangesEveryday ReactionsEnergySo Much Energy!Light

Technology

Supporting Content Websites

Chem4Kids.comhttp://www.chem4kids.com/files/matter_states.htmlThe five main states of matter are listed, with pictures, and a description is given of conditions necessary for a change of phase.3-4.1, 3-4.2

Chem4Kids.comhttp://www.chem4kids.com/files/matter_changes.htmlChanges of state between solid, liquid and gas are explained. Freezing point, boiling point and melting point are discussed.3-4.2

Chem4Kids.comhttp://www.chem4kids.com/files/matter_evap.htmlEvaporation and the relationship between the rate of evaporation and gas pressure are explained.3-4.2

Revise Wise Sciencehttp://www.bbc.co.uk/schools/revisewise/science/materials/07b_act.shtmlConductors and insulators of heat are explained and pictured.3-4.3

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Think Questhttp://library.thinkquest.org/J001539/matter.htmlMatter is explained in simple terms. A student can click on “solids”, “liquids”, or “gases” for an explanation and representative picture.3-4.1

Suggested Streamline Videos

Properties of Matter, Part ISolids, Liquids, and GasesETV Streamline SCCharacteristics of solids, liquids, and gases are given.15:48 to 16:163-4.1

Changes in the Properties of Matter: Physical and ChemicalConductivityETV Streamline SCElectrical, heat, and sound conductivity are discussed. Fast forward through the electrical conductivity part of this clip. The heat conductivity is well-aligned to the indicator. The sound conductivity can apply to 3-5.5.6:08 to 9:463-4.3

Matter and Its Properties: Exploring Phases of MatterETV Streamline SCThe phases of matter and change between phases are explored. Melting, boiling, evaporation, condensation and freezing are shown and explained.0:00 to 21:393-4.2

Cross Curricular Opportunities

Math: measurement-temperature, mass, weight, graphingWriting: summarize the processes by which substances change from one state to anotherReading: non-fiction trade booksScott-Foresman Integration TE p.C5

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Field Trip/Related Experiences

Roper Mountain Science Center1-864-355-8900www.ropermountain.org

Career Connections

Welder

A welder permanently joins pieces of metal with metal filler, using heat and/or pressure. Welders join parts being manufactured, by building structures and repairing broken or cracked parts, according to specifications.

Job Related Skills, Interests and Values

using and maintaining tools, material handling equipment and welding equipment

reading and interpreting blueprints acquiring thorough knowledge of arc, gas and resistance

welding theory laying out, cutting and forming metals to specifications preparing the work site fitting sub-assemblies and assemblies together and

preparing assemblies for welding welding using shielded metal arc welding, gas metal arc

welding, gas tungsten arc welding, flux core or metal core arc welding, submerged arc welding and plasma arc welding processes

carrying out special processes such as welding studs and brazing ensuring quality of product/process before, during and after welding

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Big Idea - Evidence, Models, and ExplanationsHeat and Changes in Matter

Indicator: 3-4.1 Classify different forms of matter (including solids, liquids, and

gases) according to their observable and measurable properties.Taxonomy Level: 2.3-A,B Understand Factual and Conceptual Knowledge

Essential Question(s):How can matter be classified?

Previous/future knowledge: Students have been introduced to the concept of liquids and solids and their properties in 2nd grade (2-4.1), but students have not been introduced to the properties of gases in previous grades. Students will compare the physical properties of the states of matter in 5th grade (5-4.2).

It is essential for students to know that matter is anything that takes up space and has mass.

Mass Mass is how much matter is in an object. Mass can be measured using a balance and known masses compared to the unknown mass being measured. An object with a large mass feels heavy.

Volume Volume is the amount of space an object takes up. Volume of a solid with rectangular sides can be measured with a ruler (length x width x height). Volume of a liquid can be measured with a beaker or graduated cylinder. Volume of a gas can be measured with a graduated syringe. An object that takes up more space has a greater volume.

Properties of matter are characteristics that can describe matter as follows:

Observable (using senses) properties

Measurable (using tools) properties

(Using sense of sight): color, size, shape, shininess or luster

(Using balance): mass

(Using sense of touch): texture or relative hotness or coldness

(Using ruler, graduated cylinder or syringe, or beaker): volume

(Using sense of smell): odor present or not

(Using thermometer): temperature

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Matter is classified into the following forms based on observable and measurable properties:

Solids Solids have a definite size and shape, that is, the size and shape do not change.

Liquids Liquids have a definite volume, but they take the shape of their containers.

Gases Gases do not have a definite shape or volume. Gases take the shape and size of their container.

It is NOT essential for students to calculate the volume of a solid object or the volume of a gas.

Assessment Guidelines:The objective of this indicator is to classify solids, liquids, and gases according to their observable and measurable properties; therefore, the primary focus of assessment should be to group materials into categories of solids, liquids, or gases based on their observable and measurable properties. However, appropriate assessments should also require students to infer from information about materials with their properties described to determine whether the materials are solids, liquids, or gases; compare various materials to determine which are solids, liquids, or gases; identify a material with properties described as a solid, liquid, or gas; or summarize the properties of solids, liquids and gases.

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Big Idea - Evidence, Models, and ExplanationsHeat and Changes in Matter

Indicator: 3-4.2 Explain how water and other substances change from one state to

another (including melting, freezing, condensing, boiling, and evaporating).Taxonomy Level: 2.7-B Understand Conceptual Knowledge

Essential Question(s):How do water and other substances change from one state to another?

Previous/future knowledge: Students have been introduced to the concept of matter changing from a solid to a liquid and from a liquid to a solid by observing examples of water changing to ice in a freezer or ice changing to liquid in 2nd grade (2-4.2). Students have not been introduced to the terms for these changes or how heat is involved in previous grades. Students will further develop the concepts of evaporation and condensation in the water cycle in 4th grade (4-4.1). Students will further develop the concept of heat energy and its effect on the states of matter in 5th grade (5-4.2).

It is essential for students to know that water and other substances can change from one state to another with either heating or cooling. The diagram below shows the relationship between heat and the changes of state:

GAS Cooled—Heat removed (condensing)

Added heat(evaporating or boiling)

LIQUID LIQUID

Added heat Cooled---Heat removed (melting) (freezing) SOLID SOLID

Melting Melting occurs when a solid is heated enough to change to a liquid. When solid ice melts, it changes to liquid water. Ice melts at 0oC or 32oF.

Freezing Freezing occurs when a liquid cools enough (heat is removed) to form a solid. When liquid water freezes, it changes to solid ice. Water freezes at 0oC or 32oF. Water will expand when it freezes; other substances contract.

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Evaporation Evaporation occurs when liquids change to gases rather slowly at the surface of the liquid as heat is added from their surroundings. NOTE TO TEACHER: Evaporation occurs at any temperature.

Boiling Boiling also is the change from a liquid to a solid but faster with bubbles of gas forming in the liquid at a given temperature because a lot of heat is being added from a source. Water boils at 100oC or 212oF. When substances are heated, they will expand and take up more space.

Condensing Condensation occurs when a gas is cooled enough (heat is removed) to form a liquid. Condensation occurs, for example, when a glass of ice water forms liquid water on the outside of the glass on a hot, humid day. The water vapor or gas in the air is cooled by the ice water and changes to a liquid on the cool surface of the glass. Another example of condensation is when the mirror in the bathroom “fogs” with droplets of water from the water vapor formed by the hot shower cooling and changing to liquid drops on the mirror. The water vapor in the air condenses on the cool glass.

It is NOT essential for students to know the temperatures at which melting, boiling, or freezing occur in other substances besides water.

Assessment Guidelines:The objective of this indicator is to explain how water and other substances change from one state to another; therefore, the primary focus of assessment should be to construct cause effect models showing how heat causes melting, evaporating, and boiling and how cooling (removing heat) causes condensing and freezing. However, appropriate assessments should also require students to summarize the processes by which substances change from one state to another by being either heated or cooled; interpret a diagram of changing states of matter with heating and cooling; compare various matter changing states by being heated or being cooled; or identify the processes by which matter changes from one state to another.

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Big Idea - Evidence, Models, and ExplanationsHeat and Changes in Matter

Indicator: 3-4.3 Explain how heat moves easily from one object to another

through direct contact in some material (called conductors) and not so easily through other materials (called insulators).Taxonomy Level: 2.7-B Understand Conceptual Knowledge

Essential Question(s):How does heat move?

Previous/future knowledge: Students have been introduced to the concept of energy in 1st grade (1-2.1) related to needs of plants and in 2nd grade (2-2.1) related to needs of animals. Students have not been introduced to the concept of heat before this grade level. Students will further develop the concept of forms of energy (light and electricity) in 4th grade (4-5.2 and 4-5.5).

It is essential for students to know that heat makes things warmer. Some materials allow heat to move through them easily and others do not as follows:

Conductors Some materials allow heat to move easily through them and from one object to another through direct contact. These materials are called conductors. If a metal spoon, for example, is put in hot water, it will become warmer. Metal objects are good conductors of heat, and they get warmer.

Insulators Other materials do not allow heat to move easily through them and are called insulators. If wooden and plastic spoons are put in hot water, for example, they do not become as warm as the metal. These materials do not allow heat to move easily through them. Plastic and wood materials are insulators, and they do not allow heat to move easily through them.

It is NOT essential for students to know that heat is a form of energy that causes the particles in matter to move faster, or that it is also transferred by convection or radiation.

Assessment Guidelines:The objective of this indicator is to explain that heat either moves easily in some materials called conductors or not so easily in other materials called insulators; therefore, the primary focus of assessment should be to construct a cause effect model of heat moving easily in a conductor or not so easily in an insulator. However, appropriate assessments should also require students to illustrate or exemplify insulators and conductors; classify materials as either insulators or conductors; compare insulators and conductors; identify materials as either insulators or conductors.

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Big Idea - Evidence, Models, and ExplanationsHeat and Changes in Matter

Indicator: 3-4.4 Identify sources of heat and exemplify ways that heat can be

produced (including rubbing, burning, and using electricity).Taxonomy Level: 1.1 and 2.2-B Understand Factual and Conceptual Knowledge

Essential Question(s):Where do we get heat?

Previous/future knowledge: Students have not been introduced to the concept of heat or how it can be produced in previous grades. Students will further develop the concept of sources of heat energy in 6th grade (6-5.1).

It is essential for students to know that sources of heat produce heat energy and make things warmer, for example, fires, stoves, toasters, ovens, the Sun, light bulbs, engines, animals, and other common objects in their environment. They should also identify the following ways that heat can be produced:

Rubbing When objects are rubbed together, heat is produced. For example, when hands are rubbed together, they get warmer on a cold day.

Burning When materials are burned in a fire, heat can be produced. For example, when wood or candles are burned, they produce heat.

Using When electricity is used, heat can be produced. For example, when electricity electricity is used in light bulbs, heaters, stoves, toasters, or ovens, things

get warmer.

It is NOT essential for students to know ways to extinguish fires or what materials are necessary for fires to start, or for students to know that particles of matter move faster as a result of heat production.

Assessment Guidelines:One objective of this indicator is to identify sources of heat; therefore, the primary focus of assessment should be to recognize an object or material that produces and gives off heat. Another objective is to exemplify ways heat can be produced, therefore, the primary focus of that objective is to give examples of ways, as identified in the indicator, heat can be produced. However, appropriate assessments should also require students to illustrate ways heat can be produced.

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GRADE 3Big Idea – Constancy, Change, and Measurement

Motion and Sound

Standard 3-5: The student will demonstrate an understanding of how motion and sound are affected by a push or pull on an object and the vibration of an object. (Physical Science)

(approximately 8 weeks)

Indicators

3-5.1 Identify the position of an object relative to a reference point by using position terms such as “above,” “below,” “inside of,” “underneath,” or “on top of” and a distance scale or measurement. Essential Question:

How can you describe the position of an object?

3-5.2 Compare the motion of common objects in terms of speed and direction. Essential Question:

How can you compare motion?

3-5.3 Explain how the motion of an object is affected by the strength of a push or pull and the mass of the object.Essential Question:

What causes changes in motion?

3-5.4 Explain the relationship between the motion of an object and the pull of gravity.Essential Question:

How does gravity affect motion?

3-5.5 Recall that vibrating objects produce sound and that vibrations can be transferred from one material to another.Essential Question:

What causes sound and can sound move?

3-5.6 Compare the pitch and volume of different sounds.Essential Question:

What are pitch and volume?

3-5.7 Recognize ways to change the volume of sounds.Essential Question:

How can you change volume?

3-5.8 Explain how the vibration of an object affects pitch.

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Essential Question: How does vibration effect pitch?

Scientific Inquiry standards and indicators should be embedded throughout standard 3-5.

Standard 3-1: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

Indicators

3-1.1 Classify objects by two of their properties (attributes).3-1.2 Classify objects or events in sequential order.3-1.3 Generate questions such as “what if?” or “how?” about objects, organisms, and

events in the environment and use those questions to conduct a simple scientific investigation.

3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction.

3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data.

3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams.3-1.7 Explain why similar investigations might produce different results.3-1.8 Use appropriate safety procedures when conducting investigations.

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Big Idea - Constancy, Change, and Measurement

Help Page For: Motion and Sound Standard 3.5: The student will demonstrate an understanding of how The student will demonstrate an understanding of how

motion and sound are affected by a push and pull on anmotion and sound are affected by a push and pull on an object and the vibration of an objectobject and the vibration of an object (Physical Science)

Notes:Assessments

PACT Practice TEp. T10 Test answersp. T11 Item analysisp. T12 Class Record

3-5.5 Identify the materials involved in the transfer of the vibrations of sound.

Inquiry: Kit/Lab Connections

STC SoundScott Foresman Lab Zone Activity pp. 78-81, 92-95AIMS Education Foundation:South Carolina AIMS Activities – Physical Science

Textbook Correlation

3-5.1 SC TE: 72A-72B SC Student Book pp. 72-73 SF text pp. 326-329 SF Graphic Organizer Transparency 73-5.2 SC TE: 74A-74B SC Student Book pp. 74-75 SF text pp. 330-331 SF Graphic Organizer Transparency 73-5.3 SC TE: 76A-76B SC Student Book pp. 76-77 SF text pp. 332-335. Quick Activity SF TE 332 Transparency 393-5.4 SC TE:82 A-82B

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SC Student Book pp. 82-83 SF text pp. 336-337 SF Graphic Organizer Transparency13-5.5 SC TE:84A-84B SC Student Book pp. 84-85 SF text pp. 391-395; 396-397 SF Quick Activity TE 390 Transparency 46 SF Graphic Organizer Transparency1 3-5.6 SC TE:86A-86B SC Student Book pp. 86-87 SF text pp. 392-395 SF Quick Activity TE 396 Transparency 47 SF Graphic Organizer Transparency 6 3-5.7 SC TE:88A-88B SC Student Book pp. 88-89 SF textpp393; 3973-5.8 SC TE:90A-90B SC Student Book pp. 90-91 SF text pp. 392-395

Key Concepts (Vocabulary)

Position: reference point, distance scale, measurement, and position terms

Motion: speed, direction, push, pull, massPull of Gravity Sound: Vibrating objects, pitch, volume

Literature

Still, Darlene (2004). Amazing Science: Motion: Push and Pull, Fast and Slow. Minneapolis, MN: Picture Window BooksISBN: 14048025093-5.2This book allows children a look at forces and relative motion in familiar situations, like riding in a car or kicking a ball. The text includes questions, examples, and explanations. Illustrations reinforce a good foundation of content.

Royston, Angela (2001). My World of Science: Forces and

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Motion. Chicago, IL: Heinemann LibraryISBN: 1-58810-240-8 3-5.2; 3-5.3This book features action-filled photos of athletes and children with toys. It also includes two easy experiments to demonstrate the concept of friction.

Royston, Angela (2001). My World of Science: Sound and Hearing. Chicago, IL: Heinemann Library.ISBN: 1-58810-246-73-5.5The book compares the plucking of a cord on an instrument to the creation of ripples on a pond. The book includes a safety note about how loud noises can be damaging to our ears, and how take care of our ears so we can hear for many more years.

Scott Foresman Content Leveled Readers

Forces and MotionHow Things MoveHow Bikes WorkSoundHow Sound WorksSonic Boom

Technology

Supporting Content Websites Science Clips – Push and Pullhttp://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml This website offers an interactive game for students to determine what kind of push or pull will make an object go further. A quiz is also offered.3-5.3

Science Clips – Sound and Hearinghttp://www.bbc.co.uk/schools/scienceclips/ages/5_6/sound_hearing.shtml This interactive website offers a game for students to determine what causes sound and how does it get louder. A quiz is also offered.3-5.5; 3-5.7

Science Clips – Force and Motion

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http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml This website allows students to change the incline of a race track to see how it affects the motion of a toy car. A quiz is offered also.3-5.4

Science Clips – Changes in Soundshttp://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds.shtml Students have the opportunity to discover how pitch and volume are affected by making changes on a variety of instruments. There is a quiz also.3-5.6

Revise Wise – Soundhttp://www.bbc.co.uk/schools/revisewise/science/physical/15_act.shtml Students are able to see and hear objects vibrate. They can test their knowledge with an interactive game.3-5.5

Try Science – Soundhttp://www.tryscience.org/experiments/experiments_japan_online.html This website allows students to learn how sound works and lets them use sound waves to guide them through a maze. Sound “waves” not included in this 3rd Grade Indicator, but fun for advanced students. 3-5.5

The Art of Science – Ben Franklin’s Instrumentshttp://www.pbs.org/safarchive/4_class/45_pguides/pguide_804/4484_franklin.html#act3 This web site includes directions on how to make a variety of instruments.3-5.5

Reeko’s Mad Science Labhttp://www.spartechsoftware.com/reeko/Experiments/ExpGoodVibrations.htm This site gives students directions on creating a simple device to allow them to hear and see sound vibrations.3-5.5

Sound Web Quest

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http://www.radford.edu/~sbisset/soundwq.htm This site gives students a chance to do some online research about sound.3-5.5; 3-5.6; 3-5.7; 3-5.8Scholastic – Magic School Bus Lab – Soundhttp://www.scholastic.com/magicschoolbus/simplescience/archive/labs/soundvision.htm This is a fun experiment written for kids.3-5.5

Suggested Streamline Videos

Laws of MotionETV Streamline SCPart I: Introduction (57 sec) and Part II Gravity of Mass (2:34 min)Isaac Newton himself shows students how gravity affects objects. Exciting graphics and re-creations allow students to see how gravity relates to real life. Experiments with baseballs and other common objects encourage students to make science exploration recreational.3-5.3; 3-5.4

TLC Elementary School: Rules of Motion and ForcesPart 1: Measuring the Motion of an Object (2:55 min)Using a softball game, examples of how the motion of a softball can be measured are explored. The sections on acceleration and velocity are not appropriate for 3rd grade and should not be emphasized with students.3-5.2

Sound: A First LookETV Streamline SCThis program explains that sound is caused by something vibrating. It then describes how people use sound to communicate; how sound varies in its loudness or softness (volume) and its highness or lowness (pitch).17:003-5.5; 3-5.6

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Stage One Science: Sounds OKETV Streamline SC"Sounds O.K." explores the concepts that all sounds are made by objects vibrating; sounds are heard by the ear and can be made louder or softer, higher or lower; and that sound can be reflected. Children make a variety of instruments which may be banged, plucked, shaken and blown. 15:003-5.5; 3-5.6

Cross Curricular Opportunities

Music: sound, musical instrumentsReading: non-fiction trade booksScott Foresman Integration TE p. D5

Field Trip/Related Experiences

Roper Mountain Science Center 1-864-355-8900www.ropermountain.org

South Carolina State Museum 803-898-4921

Visit from Band Director and Band Instrument demonstrations

Career ConnectionsAudiologistAudiologists test people’s hearing and assist them with improving their hearing through the use of hearing devices.

PilotPilots fly a variety of aircraft from helicopters to passenger jets to cargo planes to fighter jets.

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Big Idea - Constancy, Change, and MeasurementMotion and Sound

Indicator:3-5.1 Identify the position of an object relative to a reference point by

using position terms such as “above,” “below,” “inside of,” “underneath,” or “on top of,” and a distance scale or measurement.

Taxonomy Level: 1.1-B Understand Factual and Conceptual Knowledge

Essential Question(s):How can you describe the position of an object?

Previous/Future knowledge: Students have been introduced to the concept of positions and motions of object in 1st grade (1-5.1). Students have not been introduced to the concepts of identifying positions and motions of objects with terms and measurements in previous grades. Students will further develop this concept of position in 5th grade (5-5.2).

It is essential for students to know the position or location of an object by using a reference point of another object and describing the location or position using terms, such as, “above,” “below,” “inside of,” “underneath,” “on top of.” In addition, students should know how to measure the distance of a specific object from another object using meter tapes, sticks, or rulers and record their measurements in meters and/or centimeters. Distance is the length between two locations or positions. This distance can be recorded in meters or centimeters.

It is NOT essential for students to read or record distance in millimeters.

Assessment Guidelines:The objective of this indicator is to identify the location or position of an object; therefore, the primary focus of assessment should be to recognize the position of an object compared to that of another object (reference point) and using terms or pictures that show positions such as, “above,” “below,” “inside of,” “underneath,” or “on top of,” or a distance scale or measurement to describe the position of an object compared to another object---the reference point. However, appropriate assessments should also require students to recognize the location or position of an object compared to another object (reference point) using terms listed above or a distance scale or measurement from a meter tape, stick, or ruler in meters and/or centimeters.

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Big Idea - Constancy, Change, and MeasurementMotion and Sound

Indicator:3-5.2 Compare the motion of common objects in terms of speed and

direction.Taxonomy Level: 2.6-B Understand Conceptual Knowledge

Essential Question(s):How can you compare motion?

Previous/Future knowledge: Students have been introduced to the concept of the way objects can move in terms of direction and speed (for example straight and forward, back and forth, fast and slow, zigzag and circular) in 1st grade (1-5.4). Students have not been introduced to the concept of comparing the speed and direction of the motion of objects in previous grades. Students will further develop this concept quantitatively in 5th

grade (5-5.2)

It is essential for students to know that motion is the change of position of an object and that motion can be described in terms of speed and direction as follows:

Direction Direction is the path/course along which something is moving. For example, “up,” “down,” “left,” “right,” “north,” “south,” “east,” “west” describe the direction of a moving object relative to another object.

Speed Speed is how fast an object moves. Faster objects go a longer distance in shorter period of time than slower objects. For example, if two or more toy cars or marbles move along a given track, the car or marble that gets to a given location first is moving the fastest and the car or marble that gets to a given location last is moving the slowest.

It is NOT essential for students to know how to calculate the speed if given the time and distance measurements or to identify direction of an object from a compass rose on a map.

Assessment Guidelines:The objective of this indicator is to compare the motion of several objects in terms of their speeds and directions; therefore, the primary focus of assessment should be to compare the faster or slower objects and the direction of travel of those objects. However, appropriate assessments should require students to illustrate the slower and faster moving objects with pictures, diagrams, or words; recognize from pictures, diagrams or measurement data which object is moving faster or slower; or recognize which direction objects are moving relative to other objects.

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Big Idea - Constancy, Change, and MeasurementMotion and Sound

Indicator:3-5.3 Explain how the motion of an object is affected by the strength of

a push or pull and the mass of the object. Taxonomy Level: 2.7-B Understand Conceptual Knowledge

Essential Question(s):What causes changes in motion?

Previous/Future knowledge: Students have been introduced to the concept of the importance of pushing and pulling to make objects move in 1st grade (1-5.2). Students have not been introduced to the concept of the strength of a push or pull and the mass of an object affecting the motion of an object in previous grades. Students will further develop the concept of the effects of various forces on motion in 5th grade (5-5.1).

It is essential for students to know how the strength of a push or pull and the amount of mass can affect the motion of an object in terms of direction and speed. Mass is how much matter is in an object. They should know that the stronger the push or pull, the faster the object would move. They should also know that if the push or pull is the same an object of greater mass would move slower than an object of less mass. A lighter object will require a smaller push or pull than a heavier object to travel the same distance.

It is NOT essential for students to know how to measure the strength of the push or pull on an object or to measure the speed of the objects.

Assessment Guidelines:The objective of this indicator is to explain how the motion of objects is affected by the strength of the push or pull and the mass of the object; therefore, the primary focus of assessment should be to construct cause (strength of push or pull, mass of object) and effect (motion of objects) models showing how the stronger or weaker pushes and pulls affect the motion of objects with more or less mass. However, appropriate assessments should also require students to infer which object is heavier or lighter if subjected to the same strength push or pull based on their location in a diagram; to infer which objects of different masses would move faster if given the same strength push or pull; to infer which objects of the same mass would move faster or slower if given stronger or lighter pushes or pulls; or to classify objects by sequencing them based on characteristics listed above.

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Big Idea - Constancy, Change, and MeasurementMotion and Sound

Indicator:3-5.4 Explain the relationship between the motion of an object and the pull

of gravity.Taxonomy Level: 2.7-B Understand Conceptual Knowledge

Essential Question(s):How does gravity affect motion?

Previous/Future knowledge: Students have been introduced to the concept of motion in first grade (1-5.2), but they have not been introduced to the concept of the pull of gravity in previous grades. In 4th grade, students will relate the Moon’s pull of gravity on Earth to the high and low tides of the oceans (4-3.6), and they will relate Earth’s pull of gravity on the Moon to keeping the Moon in orbit around Earth (4-3.6) as well as the Sun’s pull of gravity on Earth to keeping Earth revolving around the Sun (4-3.3) Students will further develop the concept of the effects of the force of gravity on motion in 5th grade (5-5.1).

It is essential for students to know that the pull of gravity attracts objects to one another. The pull of gravity affects the motion of an object when that object is much smaller than the other object and is closer to that larger object. The pull of Earth’s gravity keeps objects pulled toward Earth. If things go up on Earth, gravity pulls them down. Things fall to Earth because they are pulled by Earth’s gravity. The pull of gravity is everywhere on Earth. The pull of gravity holds things down on Earth all the time. No matter whether an object is dropped or thrown, it will always fall toward the Earth’s surface

It is NOT essential for students to know how fast objects fall or how masses and distances of objects affect the strength of the pull of gravity. They do not need to explain any quantitative relationships between the pull of gravity and the motion of objects.

Assessment Guidelines:The objective of this indicator is to explain the relationship between the pull of gravity and the motion of objects; therefore, the primary focus of assessment should be to construct cause effect models of the various ways the pull of gravity can affect the motion of objects. However, appropriate assessments should also require students to infer which direction an object will move if dropped or thrown on Earth; or interpret a diagram of objects being dropped or thrown and how the pull of gravity will affect them.

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Big Idea - Constancy, Change, and MeasurementMotion and Sound

Indicator:3-5.5 Recall that vibrating objects produce sound and that vibrations

can be transferred from one material to another.Taxonomy Level: 1.2-B Remember Conceptual Knowledge

Essential Question(s):What causes sound and can sound move?

Previous/Future knowledge: Students have been introduced to the concept of sound being produced by vibrating objects in 1st grade (1-5.3). Students have not been introduced to the concept of vibrations being transferred from one material to another in previous grades. Students will further develop the concept of sound energy being transferred to other materials and other forms of energy in 6th grade (6-5.2 and 6-5.4).

It is essential for students to know that sound vibrations are back and forth movements that occur very quickly. Vibrations can be transferred from one material to another causing that material to vibrate. Vibrations of materials causing sound can travel through solids, liquids, and gases, but they cannot travel through empty space where there are no particles to vibrate. Sound moves better through some materials than others, for example, when a metal spoon is tied to a string and hit so that it vibrates, the sound can be heard through the string held to the ears better than through the air only.

It is NOT essential for students to know that sound vibrations travels at different speeds through different materials.

Assessment Guidelines:The objective of this indicator is to recall that sound is produced by vibrating objects and that vibrations can be transferred from one material to another; therefore, the primary focus of assessment should be to remember that sound is produced by vibrating objects and that sound vibrations can be transferred from one material to another. However, appropriate assessments should also require students to identify the materials involved in the transfer of the vibrations of sound; recognize on a picture or diagram the vibrating objects involved in the transfer of vibrations.

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Big Idea - Constancy, Change, and MeasurementMotion and Sound

Indicator:3-5.6 Compare the pitch and volume of different sounds. Taxonomy level: 2.6-B Understand Conceptual Knowledge

Essential Question(s):What are pitch and volume?

Previous/Future knowledge: Students have not been introduced to the concepts of pitch and volume of different sounds in previous grades. They will further develop these concepts in 8th grade (8-6.3) and also in high school Physical Science (PS-7.7). It is essential for students to know that different sounds can have different pitches and volumes as follows:

Pitch Pitch of a sound is how high or low it is. For example, a man’s voice has a lower pitch than a woman’s voice, or a bird song has a higher pitch than the rumble of a heavy truck. Pitch can be changed by changing the length of the vibrating object. A long string or wire will have a lower pitch than a short string or wire.

Volume Volume is the loudness or softness of a sound. For example, the sound from a person yelling is a louder volume than the sound from a person whispering even though the pitch is the same. It takes more force to produce loud sounds than soft sounds.

It is NOT essential for students to know how frequencies and wavelengths compare to the pitch and volume of sound waves.

Assessment Guidelines : The objective of this indicator is to compare the pitch of different sounds as being higher or lower and volume of different sounds as being louder or softer; therefore, the primary focus of assessment should be to compare common sounds to see if they have higher or lower pitch or louder or softer volume. However, appropriate assessments should also require students to exemplify (give examples of) sounds with higher or lower pitch or louder or softer volume.

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Big Idea - Constancy, Change, and MeasurementMotion and Sound

Indicator:3-5.7 Recognize ways to change the volume of sounds.

Taxonomy Level: 1.1-A Remember Factual Knowledge

Essential Question(s):How can you change volume?

Previous/Future knowledge: Students have not been introduced to the concept of sounds in previous grades. In the 8th grade students will study this concept in more depth as they study the factors that influence the basic properties of waves for example volume or amplitude (8-6.3).

It is essential for students to know that the volume of sounds can be changed in the following ways:

Strength of the vibrations If the vibrations are made stronger or lighter by hitting objects harder or softer, the volume will get louder or softer. If the force is decreased, the volume becomes softer. If the force is increased the volume becomes louder. Tapping a desk lightly produced a soft sound while hitting a desk hard produces a loud sound.

Distance If the vibrations are farther away, the volume of the sound is softer. The closer the vibrations, the volume of the sound is louder.

It is NOT essential for students to know that volume is related to the amplitude of sound waves.

Assessment Guidelines:The objective of this indicator is to recognize ways that the volume of sounds can be changed; therefore, the primary focus of assessment should be to remember from long-term memory the ways listed above that the volume of sounds could be changed. However, appropriate assessments should also require students recall how to make an object produce a louder sound; or identify loud sounds or soft sounds from a list or illustration.

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Big Idea - Constancy, Change, and MeasurementMotion and Sound

Indicator:3-5.8 Explain how the vibration of an object affects pitch.

Taxonomy Level: 2.7-B Understand Conceptual Knowledge

Essential Question(s):How does vibration effect pitch?

Previous/Future knowledge: Students have not been introduced to the concept of how vibrations can affect pitch in previous grades. In 8th grade, they will study this concept in more depth by determining the factors that affect the basic properties of waves for example frequencies or pitch (8-6.3).

It is essential for students to know how the vibrations of an object affect pitch of a sound. Pitch is affected by the materials vibrating in the following ways:

Length Length of an object can change the vibration and cause the pitch to change. Shorter materials vibrate faster than longer ones. The faster a string, wire, or air in a tube vibrates, the higher the pitch of the sound. For example, when you shorten the length of a guitar string it makes a higher pitched sound.

Thickness Thickness can change pitch. Thinner strings or wires, or tubes vibrate faster than shorter ones. Thinner vibrating materials have a higher pitch than thicker ones when they are vibrated. For example, when a thick rubber band and a thin rubber band are plucked, the thinner one produces a higher pitched sound.

Tightness Tightness of the stretch of the string or wire can change pitch. The tighter the string is stretched, the higher the pitch of the sound. For example, guitars and pianos have screws that can tighten the wire. The pitch can be changed by tightening the wire to tune the instrument. Tighter wires vibrate faster, making the pitch higher.

It is NOT essential for students to know why the speed of the vibrations affects the pitch of the sound or the quantitative relationship between frequency and energy of sound waves.

Assessment Guidelines:

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The objective of this indicator is to explain how the vibration of an object affects pitch; therefore the primary focus of assessment should be to construct cause and effect models of the factors that affect the pitch of various sounds and how they are related to the vibrations of objects. However, appropriate assessments should also require students to illustrate with pictures, diagrams, or words different factors that affect vibrations indicating which will produce the highest or lowest pitch; compare strings stretched to various degrees of tightness related to highest or lowest pitch when plucked; or recognize the relationship between smallest length and highest pitch.

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