grade 3: science - martinsville city public · pdf filelearning for all; whatever it takes...

Curriculum & Pacing Guide

Martinsville City Public Schools

Revised Summer 2011

by Emily Clark & Kristen McBride

Grade 3: Science

Learning for All; Whatever it Takes

Martinsville City Public Schools Curriculum & Pacing Guide

Refer to the Curriculum Framework for actual lesson planning. New SOL s must be taught along with highlighted standards in 2011-2012 Highlighted Material=2003 Standards Only (will be removed- Summer 2012) Underlined Material= New to 2010 Standards (Field tested in 2011-2012, SOL tested in 2013) Page 1

Martinsville City Public Schools’ Instructional Plan of Action The Curriculum Guides represent Martinsville City Public Schools’ Curriculum, which is based on the Standards of Learning for Virginia Public School and the State Curriculum Framework. In order for curriculum to be effective, it must be composed of three important components: written curriculum, taught curriculum, and assessed curriculum. Each of these components must be aligned to ensure learning at its highest level. The Curriculum Guides are a starting point in this process.

The Written Curriculum: The written curriculum consists of the Curriculum Guide used in conjunction with the State Curriculum Frameworks. The Curriculum Guide provides information on which standards are taught during a given grading period, the essential vocabulary for direct instruction in that standard, the understandings students should gain from instruction in the standard, and the expected student outcomes for this standard. The next step in this process is to study the Curriculum Framework for the identified standard. The Curriculum Framework provides instructional details for how instruction on this standard should look in the classroom.

The Taught Curriculum: The Curriculum Framework helps the teacher “unpack” the written curriculum for aligned “taught curriculum.” It does this by providing the definitions to use in direct vocabulary instruction, content details, and details on instructional strategies to use. The instructional strategy details include explanations of specific instructional methodologies and names instructional tools such as manipulatives and graphic organizers. Using the definitions, methodologies, content details, and instructional tools provided by the Curriculum Framework will ensure alignment in between the written, taught curriculum, and assessed curriculum.

The Assessed Curriculum: Formative assessment is an integral and ongoing part of the instruction process and occurs on a formal and informal basis at many levels. Teachers use informal assessment throughout the learning to check for student understanding formal common assessments to assess student mastery and plan interventions. Another level of formal assessment is the division benchmark assessment, which has as its primary purpose to help the adults know how to adjust instruction for student success. The final level of assessment is the Virginia Standards of Learning Tests, which are based on the Standards of Learning for Virginia Public Schools and the Curriculum Frameworks. Martinsville City Public Schools provides many tools to assist our teachers and administrators in assessment and disaggregation of assessment data. Teachers have access to tools such as Tests for Higher Standards, ExamView at grades two through twelve, PALS phonological awareness and literacy screening for preK through third grade, STAR reading assessment at grades two through twelve, and Algebra Readiness Diagnostic Tests for grades five through twelve. Also, teachers have access to Reports Online Systems for analyzing data from classroom assessments and benchmark assessments. All of this is an integral part of Martinsville’s commitment to “Learning for all; Whatever it takes.”




Content: Science Grade Level: 3

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notes

1st

Weeks nine

3 weeks

Scientific Investigation 3.1 Scientific Investigation

The student will plan and conduct investigations in which

a) predictions and observations are made; b) objects with similar characteristics are classified into at

least two sets and two subsets; c) questions are developed to formulate hypotheses; d) volume is measured to the nearest milliliter and liter; e) length is measured to the nearest centimeter; f) mass is measured to the nearest gram; g) data are gathered, charted, and graphed (line plot, picture

graph, and bar graph); h) temperature is measured to the nearest degree Celsius; i) time is measured to the nearest minute; j) inferences are made and conclusions are drawn; and k) natural events are sequenced chronologically.

3.1 Scientific Investigation The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and

Hypotheses, Predictions, Outcomes, investigations, observations, classify, sequence natural events chronologically, centimeter, mass, gram, volume, milliliter, temperature, Celsius, minute, instrument

Standards of Learning Resources at www.doe.virginia.gov/VDOE Science Standards of Learning Curriculum Frameworks Enhanced Scope and Sequence SOL Test Blueprints SOL Released Test Items www.brainpopjr.com http://star.spsk12.net/science/science_03.htm http://science.pppst.com/index.html

Classroom Instruction That Works,

Marzano, Pickering& Pollock, 2001

Harcourt Textbook Chapter 1 SOL Coach Buckle Down Measure Up! NASA Sci Files: The Case of the Prize Winning Plants: Classic Classifying p.16 Tubes for the Move p.20 Blue SEMAA Binder given to teachers

Smartboard : Timers Sorts Videos Galleries Pictures Flanagan Tests

2010 Standards Revised 2011

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notes

1st

Weeks nine

3 weeks

3.1 Scientific Investigation continued: conducting investigations in which

a) observations are made and are repeated to ensure accuracy; b) predictions are formulated using a variety of sources of

information;c) objects with similar characteristics or properties are

classified into at least two sets and two subsets;

d) natural events are sequenced chronologically; e) length, volume, mass, and temperature are estimated and

measured in metric and standard English units using proper tools and techniques;

f) time is measured to the nearest minute using proper tools and techniques;

g) questions are developed to formulate hypotheses; h) data are gathered, charted, graphed, and analyzed; i) unexpected or unusual quantitative data are recognized; j) inferences are made and conclusions are drawn; k) data are communicated; l) models are designed and built; and m) current applications are used to reinforce science concepts.


Continued: MCPS website:

United streaming website

www.martinsville.k12.va.us

www.unitedstreaming.com Children’s Engineering design briefs: www.vtea.org/ESTE

www.smarttech.com

/whiteboards/smart-lessons/elementary_lessons.html

http://technology.usd259.org/resources

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notes 1st

Weeks nine

3 weeks

3.1 Scientific Investigation continued: The student will be able to:

• make and communicate careful observations. • • classify objects into at least two major sets and subsets based on similar

characteristics, such as predator/prey and herbivore, carnivore, and omnivore.

demonstrate that observations should be repeated to ensure accuracy.

• sequence natural events chronologically. (Example: 3.9 3.8

• measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, and time to the nearest minute, using the appropriate instrument.

— plant and animal life cycles, phases of the moon, the water cycle, and tidal change).

• develop hypotheses from simple questions. These questions should be related to the concepts in the third-grade standards. Hypotheses should be stated in terms such as: ―If an object is cut into smaller pieces, then the physical properties of the object and its smaller pieces will remain the same.‖

• analyze data • communicate results of investigations by displaying data in the form of

tables, charts, and graphs. Students will construct bar and picture graphs and line plots to display data. (Example: 3.7 — comparison of types of soil and their effect on plant growth).

that have been gathered and organized.

• communicate any unexpected or unusual quantitative data that are noted. • make and communicate predictions about the outcomes of investigations. • design and build a model to show experimental results


Continued: http://www.uga.edu/srel/kidsdoscience/kidsdoscience-fun.htm http://www.scholastic.com/resources/article/lets-investigate



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notes

1st

Weeks nine

3 weeks

Force, Motion, and Energy

3.2 The student will investigate and understand simple machines and their uses. Key concepts include

a) types of simple machines (lever, screw, pulley, wheel and axle, inclined plane, and wedge); b) how simple machines function; c) compound machines (scissors, wheelbarrow, and bicycle); and d) examples of simple and compound machines found in the school, home, and work environment.

3.2 Force, Motion, and Energy

The student will investigate and understand simple machines and their uses. Key concepts include a) purpose and function of simple machines; b) types of simple machines; c) compound machines; and d) examples of simple and compound machines found in the school, home, and work environments.

Identify, differentiate, lever, screw, pulley, wheel and axle, inclined plane, wedge, analyze, explain, differentiate, classify, design, construct, compose, compound machine,

Standards of Learning Resources at www.doe.virginia.gov/VDOE Science Standards of Learning Curriculum Frameworks Enhanced Scope and Sequence SOL Test Blueprints SOL Released Test Items http://star.spsk12.net/science/science_03.htm http://science.pppst.com/index.html


Maranon, Pickering& Pollock, 2001

Measure Up! Buckle Down SOL Coach Harcourt Textbook NASA Sci Files: The Case of the Powerful Pulleys: Keeping it Simple-Six Simple Machines pp.31-33 Blue SEMAA Binder given to teachers













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notes

1st

Weeks nine

3 weeks

3.2 Force, Motion, and Energy The student will be able to:

• identify and differentiate the six types of simple machines: lever, screw, pulley, wheel and axle, inclined plane, and wedge.

• differentiate and classify specific examples of simple machines found in school and household items. These include a screwdriver, nutcracker, screw, flagpole pulley, ramp, and seesaw.

• analyze the application of and explain the function of each of the six types of simple machines. An example would be that an inclined plane is a ramp to make it easier for a heavy object to be moved up or down.

• identify and classify the simple machines which compose a compound machine, such as scissors, wheelbarrow, and bicycle.

• design and construct an apparatus that contains a simple machine.

Identify, differentiate, lever, screw, pulley, wheel and axle, inclined plane, wedge, analyze, explain, differentiate, classify, design, construct, compose, compound machine,

Continued: www.rockingham.k12.va.us/resources/elementary/3science.htm www.brainpopjr.co http://star.spsk12.net/science/science_03.htm http://www.edheads.org/activities/simple-machines/ http://edtech.kennesaw.edu/web/simmach.html



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1st

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3 weeks

Matter 3.3 The student will investigate and understand that objects are made of materials that can be described by their physical properties. Key concepts include

a)objects are made of one or more materials; b)materials are composed of parts that are too small to be seen without magnification; and c) Physical properties remain the same as the material is reduced in size. 3.3 Matter The student will investigate and understand that objects are made of materials that can be described by their physical properties. Key concepts include a) objects are made of one or more materials; b) physical properties remain the same as the material is changed in visible size; and c) visible physical changes are identified.

Infer, observations, physical properties, compare, physical properties, conclude, observable, explain, physical properties, observable, design, investigation,

Standards of Learning Resources at www.doe.virginia.gov/VDOE Science Standards of Learning Curriculum Frameworks Enhanced Scope and Sequence SOL Test Blueprints SOL Released Test Items MCPS website www.martinsville.k12.va.us United streaming website www.unitedstreaming.com http://science.pppst.com/index.html

/whiteboards/smart-lessons/elementary_less




Measuring Up Buckle Down SOL Coach Harcourt Textbook Blue SEMAA Binder given to teachers





http://www.martinsville.k12.va.us/�










Pacing /

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1st

Weeks nine

3 weeks

3.3 Matter continued: The student will be able to:

• explain that physical properties are observable characteristics that enable one to differentiate objects.

• infer that objects are made of one or more materials based on observations of the physical properties that are common to each individual object.

• compare the physical properties of smaller, visible

• conclude that materials have their own set of physical properties that are observable.

pieces of a material to those physical properties of the entire material.

• design an investigation to determine if the physical properties of a material will remain the same if the material is reduced in size.

Infer, observations, physical properties, compare, physical properties, conclude, observable, explain, physical properties, observable, design, investigation,

Continued:

www.smarttech.com

www.brainpopjr.com www.rockingham.k12.va.us/resources/elementary/3science.htm Children’s Engineering

www.vtea.org/ESTE

http://star.spsk12.net/science/science_03.htm http://www.chem4kids.com/files/matter_intro.html http://www2.mcdaniel.edu/Graduate/TI/pages/LEWIS/matterweb.htm http://www.strangematterexhibit.com/ http://www.harcourtschool.com/activity/states_of_matter/



Measuring Up Buckle Down SOL Coach Harcourt Textbook

Smartboard : Timers Sorts Videos Galleries Pictures Flannagan Tests








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notes

1st

Weeks nine

3 weeks

Life Processes

3.4 The student will investigate and understand that behavioral and physical adaptations allow animals to respond to life needs. Key concepts include

a)methods of gathering and storing food, finding shelter, defending themselves, and rearing young; and b) hibernation, migration, camouflage, mimicry, instinct, and learned behavior. 3.4 Life Processes The student will investigate and understand that adaptations allow animals to satisfy life needs and respond to the environment. Key concepts include a) behavioral adaptations; and b) physical adaptations.

Describe, explain, hibernation, migration, camouflage, mimicry, instinct, learned behavior, examples, methods, shelter, compare, physical characteristics, adapted, animal’s behavioral adaptations, specific habitat, design, construct, distinguish, physical and behavioral adaptations, create, camouflage, environment, contrast, instinct,

Standards of Learning Resources at

www.doe.virginia.gov/VDOE

Science Standards of Learning Curriculum Frameworks Enhanced Scope and Sequence SOL Test Blueprints SOL Released Test Items MCPS website www.martinsville.k12.va.us United streaming website

www.unitedstreaming.com

http://science.pppst.com/index.html














Pacing /

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notes

1st

Weeks nine

3 weeks

3.4 Life Processes continued: The student will be able to:

• give examples of methods that animals use to gather and store food, find shelter, defend themselves, and rear young.

• describe and explain the terms hibernation, migration, camouflage, mimicry, hibernation, migration, dormancy

• explain how an animal’s behavioral adaptations help it live in its specific habitat.

, instinct, and learned behavior.

• distinguish between physical and behavioral adaptations of animals. • compare the physical characteristics of animals, and explain how the

animals are adapted to a certain environment. • compare and contrast instinct and learned behavior. • create (model) a camouflage pattern for an animal living in a specific dry-

land or water-related environment. (Relates to 3.6.) • design and construct a model of a habitat for an animal with a specific

adaptation.

Describe, explain, hibernation, migration, camouflage, mimicry, instinct, learned behavior, examples, methods, shelter, compare, physical characteristics, adapted, animal’s behavioral adaptations, specific habitat, design, construct, distinguish, physical and behavioral adaptations, create, camouflage, environment, contrast, instinct

Continued: Smart board sites www.smarttech.com

/whiteboards/smart-lessons/elementary_lessons.html


www.brainpopjr.com http://star.spsk12.net/science/science_03.htm http://kids.nationalgeographic.com/kids/animals/creaturefeature/

See page 9 Smartboard : Timers Sorts Videos Galleries Pictures Flannagan Tests


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notes

1st

Weeks nine

3 weeks

Living Systems

3.5 c The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include

c) predator and prey. 3.5 c Living Systems The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include c) predator and prey.

The student will be able to:

• differentiate between predators and prey.

differentiate, predators, prey, aquatic, terrestrial

Standards of Learning Resources at

www.doe.virginia.gov/VDOE

Science Standards of Learning Curriculum Frameworks Enhanced Scope and Sequence SOL Test Blueprints SOL Released Test Items MCPS website www.martinsville.k12.va.us United streaming website www.unitedstreaming.com http://star.spsk12.net/science/science_03.htm
















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2nd

Weeks nine

3 weeks

Living Systems cont.

3.5 a,b The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include

a)producer, consumer, decomposer; b)herbivore, carnivore, omnivore; and 3.5 Living Systems The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include a) producer, consumer, decomposer; b) herbivore, carnivore, omnivore

distinguish, producers, consumers, herbivores, omnivores, carnivores, and decomposers, create, interpret, model, food chain, explain, change, affect, identify, relationships, aquatic, terrestrial

Standards of Learning Resources at www.doe.virginia.gov/VDOE Science Standards of Learning Curriculum Frameworks Enhanced Scope and Sequence SOL Test Blueprints SOL Released Test Items MCPS website www.martinsville.k12.va.us www.unitedstreaming http://star.spsk12.net/science/science_03.htm http://science.pppst.com/index.html http://www.covenantworks.com/Bouncy-A/Science/Animals/Habitats/index.htm

Classroom Instruction That Works, Maranon, Pickering& Pollock, 2001 Measuring Up Buckle Down SOL Coach Harcourt Textbook NASA Sci Files:The Case of the Zany Animal Antics “Vore”-acious Eaters pp. 43-46 NASA “Why” Files: The case of the Inhabitable Habitat pp. 29-33 Blue SEMAA Binder given to teachers






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2nd nine Weeks 3 weeks

3.5 Living Systems Continued: The student will be able to:

• differentiate between predators and prey. • distinguish among producers, consumers, herbivores, omnivores,

carnivores, and decomposers. • infer that most food chains begin with a green plant. • identify sequences of feeding relationships in a food chain. • explain how a change in one part of a food chain might affect the

rest of the food chain. • create and interpret a model of a food chain showing producers and

consumers.

distinguish, producers, consumers, herbivores, omnivores, carnivores, and decomposers, create, interpret, model, food chain, explain, change, affect, identify, relationships, aquatic, terrestrial

Continued: Smart board sites www.smarttech.com www.brainpopjr.com www.rockingham.k12.va.us/resources/elementary/3science.htm http://www.scholastic.com/magicschoolbus/games/habitat/ http://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.htm http://www.kidsknowit.com/educational-songs/play-educational-song.php?song=Producers%20-%20Consumers

See page 12 Smartboard : Timers Sorts Videos Galleries Pictures Flannagan Tests


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2nd

Weeks nine

3 weeks

Living Systems

3.6 The student will investigate and understand that environments support a diversity of plants and animals that share limited resources. Key concepts include

a)water-related environments (pond, marshland, swamp, stream, river, and ocean environments); b)dry-land environments (desert, grassland, rain forest, and forest environments); and c) population and community. 3.6 Living Systems The student will investigate and understand that ecosystems support a diversity of plants and animals that share limited resources. Key concepts include a) aquatic ecosystems; b) terrestrial ecosystems; c) populations and communities; and d) the human role in conserving limited resources.

describe, environments, compare, contrast, distinguish, population, community, explain, resources, analyze, models, diagrams, water- related environments, organisms, interpret, dry-land environments, predict

Standards of Learning Resources at www.doe.virginia.gov/VDOE Science Standards of Learning Curriculum Frameworks Enhanced Scope and Sequence SOL Test Blueprints SOL Released Test Items MCPS website www.martinsville.k12.va.us United streaming website www.unitedstreaming http://star.spsk12.net/science/science_03.htm http://science.pppst.com/index.html

Classroom Instruction That Works, Maranon, Pickering& Pollock, 2001 Measuring Up Buckle Down SOL Coach Harcourt Textbook Blue SEMAA Binder given to teachers


Revised 2011











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notes

2nd

Weeks nine

3 weeks

3.6 Living Systems continued: The student will be able to:

• describe major water-related environments

• describe major dry-land

ecosystems and examples of animals and plants that live in each.

environments

• compare and contrast water-related and dry-land

ecosystems and examples of animals and plants that live in each.

environments

• explain how animals and plants use resources in their

ecosystems.

environment

• distinguish between a population and a community. ecosystem.

• predict what would occur if a population in a specific environment ecosystem were

• analyze models or diagrams of different water-related was to die.

environments

• analyze models or diagrams of different dry-land

ecosystems in order to describe the community of organisms each contains and interpret how the organisms use the resources in that environment ecosystem.

environments

• list ways that humans can help conserve limited resources.

ecosystems in order to describe the community of organisms each contains and interpret how the organisms use the resources in that environment.

describe, environments, compare, contrast, distinguish, population, community, explain, resources, analyze, models, diagrams, water- related environments, organisms, interpret, dry-land environments, predict

Continued: Smart board sites www.smarttech.com http://technology.usd259.org/resources /whiteboards/smart-lessons/elementary_lessons.html www.brainpopjr.com www.rockingham.k12.va.us/resources/elementary/3science.htm







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2nd

Weeks nine

3 weeks

Interrelationships in Earth/Space Systems

3.7 The student will investigate and understand the major components of soil, its origin, and importance to plants and animals including humans. Key concepts include

a)soil provides the support and nutrients necessary for plant growth; b)topsoil is a natural product of subsoil and bedrock; c)rock, clay, silt, sand, and humus are components of soils; and d) soil is a natural resource and should be conserved. 3.7 Interrelationships in Earth/Space systems The student will investigate and understand the major components of soil, its origin, and its importance to plants and animals including humans. Key concepts include a) soil provides the support and nutrients necessary for plant growth; b) topsoil is a natural product of subsoil and bedrock; c) rock, clay, silt, sand, and humus are components of soils; and d) soil is a natural resource and should be conserved.

observe, soil, natural resource, support, nutrients, explain, analyze, describe, components, rock fragments, clay, silt, sand, humus, topsoil, bedrock, interpret, illustrate, diagram, subsoil, design, collect, chart, analyze data, evaluate, describe, conserved, erosion


Classroom Instruction That Works, Maranon, Pickering& Pollock, 2001 Measuring Up Buckle Down SOL Coach Harcourt Textbook NASA Sci Files: The Case of the Prize Winning Plants: A Few Good Soils pp.50-51 Blue SEMAA Binder given to teachers













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notes

2nd

Weeks nine

3 weeks

3.7 Interrelationships in Earth/Space Systems continued: The student will be able to:

• observe and recognize that soil, as a natural resource, provides the support and nutrients necessary for plant growth.

• comprehend

• interpret and illustrate a basic diagram showing major soil layers, including bedrock, subsoil, and topsoil.

understand the key terminology related to soil, including humus, nutrients, topsoil, and bedrock.

• analyze and describe the different components of soil, including rock fragments, clay, silt, sand, and humus.

• explain how soil forms over time. • design an investigation to compare how different types of soil affect

plant growth. This includes organizing data in tables and constructing simple graphs.

• collect, chart, and analyze data on soil conservation on the school grounds.

• evaluate the importance of soil to people. • describe how soil can be conserved.

observe, soil, natural resource, support, nutrients, explain, analyze, describe, components, rock fragments, clay, silt, sand, humus, topsoil, bedrock, interpret, illustrate, diagram, subsoil, design, collect, chart, analyze data, evaluate, describe, conserved, erosion

Continued: Smart board sites www.smarttech.com http://technology.usd259.org/resources /whiteboards/smart-lessons/elementary_lessons.html www.brainpopjr.com www.rockingham.k12.va.us/resources/elementary/3science.htm http://exchange.smarttech.com/search.html?q=%22soil%22



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3rd nine Weeks 3 weeks

Earth Patterns, Cycles, Change

3.8 The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include

a) patterns of natural events (day and night, seasonal changes, phases of the moon, and tides); and b) animal and plant life cycles. 3.8 Earth Patterns, Cycles, Change The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include a) patterns of natural events such as day and night, seasonal changes, simple phases of the moon, and tides; b) animal life cycles; and c) plant life cycles.

explain, pattern or cycle, seasons, day and night, phases of the moon, tides, life cycle, recognize, relationships, Earth, sun, moon, seasonal changes, mode, describe, Earth’s rotation, observe, chart, illustrate, revolves, analyze, simple tide tables, high and low tides, butterfly, frog

Standards of Learning Resources at www.doe.virginia.gov/VDOE Science Standards of Learning Curriculum Frameworks Enhanced Scope and Sequence SOL Test Blueprints SOL Released Test Items http://star.spsk12.net/science/science_03.htm http://science.pppst.com/index.html














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3.8 Earth Patterns, Cycles, and Change continued: The student will be able to:

• explain how some events in nature occur in a pattern or cycle, such as the seasons, day and night, phases of the moon (first quarter, full, last [third] quarter, new), tides, and life cycles.

• recognize that the relationships that exist between and among the Earth, sun, and moon result in day and night, seasonal changes, phases of the moon, and the tides.

• model and describe how the Earth’s rotation causes day and night. • model and describe how the sun’s rays strike the Earth to cause

seasons. • observe, chart, and illustrate phases of the moon (first quarter, full,

last [third] quarter, new), and describe the changing pattern of the moon as it revolves around the

• collect and analyze data from simple tide tables to determine a pattern of high and low tides.

Earth.

• explain the pattern of growth and change that organisms, such as the butterfly and

frog and butterfly undergo during their life cycle.

explain, pattern or cycle, seasons, day and night, phases of the moon, tides, life cycle, recognize, relationships, Earth, sun, moon, seasonal changes, mode, describe, Earth’s rotation, observe, chart, illustrate, revolves, analyze, simple tide tables, high and low tides, butterfly, frog

Continued: MCPS website www.martinsville.k12.va.us United streaming website www.unitedstreaming http://www.youtube.com/watch?v=DuiQvPLWziQ&feature=related http://www.kidskonnect.com/subject-index/15-science/87-life-cycles.html http://www.topmarks.co.uk/Interactive.aspx?cat=64 http://www.k-3learningpages.net/web%20butterflies.htm






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Earth Patterns, Cycles, and Changes

3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include

a) the energy from the sun drives the water cycle; b) processes involved in the water cycle (evaporation, condensation, precipitation); c) water is essential for living things; and d) water supply and water conservation. 3.9 Earth Patterns, Cycles, and Changes The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include a) there are many sources of water on Earth; b) the energy from the sun drives the water cycle; c) the water cycle involves several processes; d) water is essential for living things; and e) water on Earth is limited and needs to be conserved.

Identify, sun, energy, describe, evaporation, condensation, precipitation, water cycle, construct, interpret , model, water sources, explain, water conservation, analyze, water pollution, runoff, eroding soil, appraise,


















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3.9 Earth Patterns, Cycles, and Change continued: The student will be able to:

• identify the sun as the origin of energy that drives the water cycle.

• describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.

• construct and interpret a model of the water cycle. • realize living things identify the different ways that organisms

get water from the environment in different ways• identify major water sources for a community, including rivers,

reservoirs, and wells. Describe the major water sources for the local community.

.

• explain methods of water conservation in the home and school. • appraise identify and communicate the importance of water to

people and to other living things• analyze possible sources of water pollution in their

neighborhoods, at school, and in the local community. This includes runoff from over-fertilized lawns and fields, oil from parking lots, eroding soil, and animal waste.

organisms.

Identify, sun, energy, describe, evaporation, condensation, precipitation, water cycle, construct, interpret , model, water sources, explain, water conservation, analyze, water pollution, runoff, eroding soil, appraise,

Continued: http://star.spsk12.net/science/science_03.htm http://www.kidzone.ws/water/ http://ga.water.usgs.gov/edu/watercycleplacemat.html http://teacher.scholastic.com/activities/studyjams/water_cycle/ http://www.enchantedlearning.com/subjects/ocean/Watercycle.shtml






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Earth Resources

3.10 The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include

a) the interdependency of plants and animals; b) the effects of human activity on the quality of air, water, and habitat; c) the effects of fire, flood, disease, and erosion on organisms; and d) conservation and resource renewal. 3.10 Earth Resources The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include a) the interdependency of plants and animals; b) the effects of human activity on the quality of air, water, and habitat; c) the effects of fire, flood, disease, and erosion on organisms; and d) conservation and resource renewal.

explain, dependent, compare, contrast, air, water, habitats, analyze, erosion, describe, conservation, affect
















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3.10 Earth Resources continued: The student will be able to:

• explain how living things

• compare and contrast human influences on the quality of air, water, and habitats.

organisms in an area are dependent on each other.

• analyze the effects of fire, flood, disease, and erosion on organisms and habitats.

• describe how conservation practices can affect the survival of a species.

• describe a conservation practice in the local community.

explain, dependent, compare, contrast, air, water, habitats, analyze, erosion, describe, conservation, affect

Continued: http://www.clarkswcd.org/Kids/KidsHome.htm#soil http://www.savewater.com.au/mission-h2o-game




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4th nine Weeks 3 weeks

Earth Resources

3.11 The student will investigate and understand different sources of energy. Key concepts include

a) the sun’s ability to produce light and heat energy; b) sources of energy (sunlight, water, wind); c) fossil fuels (coal, oil, natural gas) and wood; and d) renewable and nonrenewable energy resources. 3.11 Earth Resources The student will investigate and understand different sources of energy. Key concepts include a) energy from the sun; b) sources of renewable energy; and c) sources of nonrenewable energy.

explain, sun, energy, analyze, advantages, disadvantages, energy sources, identify, describe, solar energy, wind, moving water, produce, electricity, fossil fuels, design, investigation, compare, contrast, renewable, nonrenewable,
















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4th nine Weeks 3 weeks

3.11 Earth Resources continued:

The student will be able to: • explain that the sun is the major source of energy for the• identify sources of energy and their uses.

Earth.

• describe how solar energy, wind, and moving water can be used to produce electricity.

• describe how fossil fuels are used as an energy source. • compare and contrast renewable and nonrenewable energy

sources. • analyze the advantages and disadvantages of using different

naturally occurring energy sources. • design a basic investigation to determine the effects of sunlight on

warming various objects and materials, including water.

explain, sun, energy, analyze, advantages, disadvantages, energy sources, identify, describe, solar energy, wind, moving water, produce, electricity, fossil fuels, design, investigation, compare, contrast, renewable, nonrenewable,

Continued: http://www1.eere.energy.gov/kids/ http://www.kids.esdb.bg/newenergy.html http://www.peakstudents.org/energy_tips_renewable.asp




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