Third Grade Science—Timeline for 2011-2012
Month
Taught
Aug.
Core Content
Science Assessment
of Basic Skills
Common Core Guidelines in
Reading for Interdisciplinary
connections/Informational Text

Aug.
Program of Studies
Learning Targets
By the end of the year, read and
comprehend informational texts,
including science and technical texts,
at the high end of third grade text
complexity band independently and
proficiently.
I can explain what I already
know about science.
Describe the relationship of scientific
ideas or concepts, or steps in technical
procedures in a text, using language
that pertains to sequence, and cause
and effect.
I can explain the steps of the
scientific method.
I can read and comprehend
informational text
independently and proficiently.
Strategies
Pre-test
Non-fiction text features using
science books
Range of Reading and
Level of Text Complexity
Scientific Method
Common Core Guidelines in
Reading for Interdisciplinary
connections/Informational Text
I can use the scientific method
in basic research.
http://www.havefunteaching.co
m/science-songs/scientificmethod-song
http://www.brainpop.com/scien
ce/scientificinquiry/scientificme
thod/
http://science.pppst.com/scienti
ficmethod.html
Sponge Bob and the Scientific
Method + Safety Rules
http://sciencespot.net/Pages/cl
assgen.html
Sept./
Oct.
Ecosystems:
Unity and Diversity/Energy
Transformation/Independency
Photo/Respiration
SC-P-4.7.1 DOK 2
SC-P-3.4.4 DOK 2
SC-P-3.4.1 DOK 2
SC-P-4.6.1 DOK 2
SC-P-3.4.2
SC-P-I-U-1
Students will understand that the
world has many different
environments. Distinct environments
support the lives of different types of
organisms.
SC-P-I-S-1
Students will identify the
characteristics of an ecosystem
I can name and describe many
different environments that
support life and different and
environments.
Research
Technology: Web quest
http://fairmount.fhsd.k12.mo.us
/knikodem/Ecosystem%20Web
Quest/ecoprocess.html
I can identify the characteristics
of an ecosystem.
Interactive food chain
http://www.sheppardsoftware.c
om/content/animals/kidscorner
/foodchain/foodchain.htm
SC-P-3.4.3 DOK 2
SC-P-I-S-2
Students will observe, document and
explain how organisms depend on
their environments
SC-P-I-S-3
Students will describe and explain how
the environment can be affected by the
organisms living there
SC-P-I-S-5
Students will ask questions that can be
explored using a variety of appropriate
print and non-print resources (e.g.,
why certain plants cannot survive in a
particular area; why some animals are
endangered or extinct; why some
areas are ‘protected’)
SC-P-UD-U-3
Students will understand that some
animals are alike in the way they look
and in the things they do, and others
are very different from one another.
SC-P-UD-U-4
Students will understand that the
offspring all living things are very
much like their parents, but not
exactly alike.
SC-P-UD-S-5
Students will use scientific tools (e.g.,
hand lens/magnifier, metric ruler,
balance) to observe and make
comparisons of organisms; and to
classify organisms using one or more
of their external characteristics (e.g.,
body coverings, body structures)
SC-P-UD-S-6
Students will analyze and compare a
variety of plant and animal life cycles
I can observe and then explain
how organisms depend on their
environment.
I can describe and explain
interdependency within an
environment, using both plants
and animals.
I can explain why certain species
have a better chance of survival
within the same ecosystem.
http://www.authorstream.com/
Presentation/tutray-329470Ecosystem-WebQuest-sciencehabitats-ecosystems-webquEducation-ppt-powerpoint/
Food chains using chains
http://classroom.jcschools.net/sci-units/livingthings.htm#3
Food webs Using spider webs
and 3/5 cards create a food
chain in students ecosystem
I can explain why some animals
look the same, while other
animals are different.
I can explain how offspring are
similar to their parents, but not
exactly alike.
I can use scientific tools to
observe and compare
organisms.
I can classify organisms using
one or more of their
characteristics.
I can analyze and compare a
variety of plant life cycles.
I can analyze and compare a
variety of animal life cycles.
Buckle Down Science
Study Island
Project: Do a report on an
ecosystem and create a diorama
of their habitat
in order to uncover patterns of growth,
development, reproduction and death
of an organism
SC-P-UD-S-7
Students will ask questions that can be
investigated, plan and conduct ‘fair
tests,’ and communicate (e.g., write,
draw, speak, multi-media) findings to
others
I can ask questions that can be
researched and shared with
others.
I can explain how the basic
needs of living organisms.
SC-P-UD-U-1
Students will understand that most
living things need water, food and air,
while nonliving things can continue to
exist without any requirements.
SC-P-ET-U-2
Students will understand that almost
all kinds of food that animals eat can
be traced back to plants. Food
chains/webs are useful models of
these relationships.
SC-P-ET-S-3
Students will observe, illustrate and
explain basic relationships of plants
and animals in an ecosystem (e.g., use
simple food chains and webs to
explain how plants and animals get
food/energy to live and grow)
I can explain how all energy
begins with producers.
I can create and explain a model
of a food chain within an
ecosystem using both producers
and consumers.
I can create and explain a model
of a food web within an
ecosystem using both producers
and consumers.
I can infer from models of food
chains and food webs whether
they complete or not.
SC-P-ET-S-7
Students will explore a variety of
models (e.g., food chains, webs, circuit
diagrams) to infer whether the
representation is complete or only
part of the actual event/object
I can explain how plants and
animals features help them to
survive in different
environments.
SC-P-UD-U-2
I can describe how the basic
needs of organisms are met in
different environments.
Students will understand that plants
and animals have features that help
them live in different environments.
SC-P-UD-S-1
Students will describe the basic needs
of organisms and explain how these
survival needs can be met only in
certain environments
Students will identify the
characteristics that define a
habitat.
SC-P-UD-S-2
Students will identify the
characteristics that define a habitat
Nov.
Matter
SC-P-1.1.1 DOK 3
SC-P-1.1.2
SC-P-STM-S-1
Students will use senses to observe
and describe properties of material
objects (color, size, shape, texture,
flexibility, magnetism)
SC-P-STM-S-2
Students will use appropriate tools
(e.g., balance, metric ruler,
thermometer, graduated cylinder) to
measure and record length, width,
volume, temperature and mass of
material objects and to answer
questions about objects and materials
SC-P-STM-S-5
Students will observe and predict the
properties of material objects
Dec.
Nutrition
PL-1.2.1
PL1.2.2 DOK 1
I can use my senses to describe
and explain the properties of
material objects.
Interactive whiteboard –Solids,
liquids and gases
Song: “Matter is All Around”
I can use appropriate scientific
tools to measure and record
objects and materials.
Compare and contrast materials
by color, size, shape, texture,
flexibility and magnetism
I can observe and make
predictions about the properties
of material objects.
SC-P-STM-S-4
Students will classify water and other
matter using one or more physical
properties
I can classify matter using one or
more physical properties.
Students will identify nutrients (protein,
carbohydrates, fats), which are
important in the growth and
development of healthy bodies.
I can identify nutrients that are
important for my body to grow
and be healthy.
Students will describe the overall
purpose of the Dietary Guidelines for
Americans.
I can describe the purpose of
the Dietary Guidelines for
Americans and how it relates to
my health.
Guest Speaker: Jackie Hodgens,
Taylor Co. Health Department
Create a Wellness plan which
includes a balanced diet.
Dec./Jan
Rock Cycle
SC-P-2.3.1A DOK 2
SC-P-2.3.1B
SC-P-EU-U-1
Students will understand that people
use a variety of earth materials for
different purposes because of their
different properties. All products that
people use somehow come from the
Earth.
SC-P-EU-S-1
Students will use senses and scientific
tools (e.g., hand lens/magnifier, metric
ruler, balance, etc.) to observe,
describe and classify earth materials
(solid rocks, soils, water and air) using
their physical properties
SC-P-EU-S-2
Students will explore how earth
materials are used for certain things
because of their properties
I can explain how people use a
variety of earth materials for
different uses.
Interactive whiteboard chart –
rocks
interactive rock cycle
http://www.learner.org/interact
ives/rockcycle/diagram2.html
I can use scientific tools to
observe, describe and classify
rocks and minerals using their
physical properties.
I can explore earth materials for
different properties.
I can explain the difference
between rocks, minerals, and
soil.
Song: Rock Cycle to tune of row,
row your boat
In your lab group, write your
own poem, rhyme, song/rap,
or skit about the rock cycle.
Investigate and draw Mach
Rocks
Create igneous rocks out of
peanut brittle
I can explain the various types of
Create sedimentary rocks out of
rocks that make up the rock
clay
cycle.
Create metamorphic rock using
paper and crayons
Jan/Feb
Fossils
 Geological Time
 Biological Change
SC-P-3.5.1 DOK 2
SC-P-BC-U-1
Students will understand that fossils
found in Earth materials indicate that
organisms and environmental
conditions may have been different in
the past.
SC-P-BC-S-1
Students will identify and describe
evidence of organisms that no longer
exist (fossils)
SC-P-BC-S-2
Students will examine
fossils/representations of fossils and
make comparisons between
I can infer how fossils found in
the earth indicate that
organisms and environmental
conditions may have changed
over time.
I can identify and describe
organisms that no longer exist
as fossils.
I can make comparisons
between organisms that lived
long ago and organisms that are
Using a track design by student
create an animal that would
have made the track and draw a
picture of what animal would
look like and what life would
have been like for that animal.
Compare and contrast fossils
Create a fossil using plaster of
Paris
Interactive dino dig
http://paleobiology.si.edu/dinos
organisms that lived long ago and
organisms of today (e.g., compare a
fern to a fossil of a fern-like plant)
SC-P-BC-S-3
Students will make inferences about
the basic environments represented by
fossils found in earth materials (e.g.,
fossils of fish skeletons represent an
aquatic environment)
February
Water Cycle/Weather
SC-P-1.1.3 DOK2
SC-EP-2.3.2 DOK 2
SC-P-BC-S-5
Students will compare fossils, plants
and animals from similar environments
in different geographic locations
SC-P-STM-U-4
Students will understand that water
can be a liquid, solid, or gas and can
go back and forth from one form to
another.
SC-P-STM-S-3
Students will investigate the physical
properties of water as a solid, liquid
and gas
SC-P-STM-S-4
Students will classify water and other
matter using one or more physical
properties
SC-P-EU-U-2
Students will understand that some
events in nature have a repeating
pattern. Weather changes from day to
day, but things such as temperature or
precipitation tend to be similar (high,
medium or low) in the same months
every year.
SC-P-EU-S-3
Students will observe weather
conditions and record weather data
over time using appropriate tools (e.g.,
thermometer, wind vane, rain gauge,
etc.)
alive today.
aurs/interactives/dig/main.html
I can infer about the basic
environment fossils were found
in.
I can compare fossils, plants,
and animals from their
geographical locations.
I can explain how water can
exist in three states of matter.
Hands on activity to teach each
of the weather instrument
I can investigate the physical
properties of water.
Set up weather station with
instruments
Collect data
I can classify water using one or
more physical properties.
Graphing Weather over period
of time
I can identify repeating patterns
in changes of weather from day
to day.
I can observe and record
weather conditions using
weather instruments over time.
I can use weather data to
describe weather conditions and
make simple predictions based
on patterns observed.
March
Sun/Moon/Earth
SC-EP-2.3.3 DOK 2
SC-EP-2.3.4A DOK 2
SC-EP-2.3.4B
SC-EP-2.3.5
SC-P-EU-S-4
Students will use weather data to
describe weather conditions and make
simple predictions based on patterns
observed (e.g., daily, weekly, seasonal
patterns)
SC-P-EU-U-3
Students will understand that the sun,
moon and stars appear to move slowly
across the sky at different speeds and
we can see patterns in their movement
with careful observation.
SC-P-EU-U-4
Students will understand that the sun
can only be seen in the daytime. The
moon can sometimes be seen during
the day and sometimes be seen at
night and its shape changes in a
predictable pattern.
SC-P-EU-U-5
Students will understand that
observable interactions of the sun,
moon and the Earth can be used to
identify the apparent pattern of their
movement.
SC-P-EU-S-5
Students will observe the locations and
real or apparent movements of the sun
and the moon
SC-P-EU-S-6
Students will investigate evidence of
interaction between the sun and the
Earth (e.g., shadows, position of sun
relative to horizon) to support
inferences about movements in the
Earth/Sun system
I can explain how the sun,
moon, and stars appear to move
slowly across the sky.
http://www.bbc.co.uk/schools/k
s2bitesize/science/physical_proc
esses/light_shadows/play.shtml
I can explain the patterns I have
observed from the movement of
the sun, moon, and stars.
Beach balls to represent sun,
moon and earth
Sun, moon and earth interactive
http://www.bbc.co.uk/schools/s
cienceclips/ages/9_10/earth_su
n_moon.shtml
http://www.forgefx.com/casest
udies/prenticehall/ph/eclipse/ec
I can explain how the interaction lipses.htm
of the sun, moon, and the Earth
can be used to identify apparent Chart the moon cycle
patterns of movement.
http://www.google.com/search
I can observe the locations and
?q=interactive+phases+of+the+
real or apparent movement of
moon&sourceid=ie7&rls=com.m
the sun and moon.
icrosoft:en-us:IESearchBox&ie=&oe=&rlz=
I can explain how the interaction
between the sun and the earth
causes shadows.
http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.c
gi?it=swf::800::600::/sites/dl/fre
e/0072482621/78778/Lunar_Na
v.swf::Lunar%20Phases%20Inter
active
I can explain why the sun only
appears in the daytime and why
the moon can be seen both in
the daytime and nighttime.
Moon challenge Game
http://www.sciencenetlinks.com
/interactives/moon/moon_chall
enge/moon_challenge.html
April
Electricity and Magnetism



Energy Transformation
Waves
Motion and Forces
SC-EP-4.6.3 DOK 2
SC-EP-1.2.1 DOK 3
SC-EP-4.6.4 DOK 2
SC-P-ET-U-5
Students will understand that electricity
can only flow when it has a closed path
(circuit) to follow. Closed electric
circuits can produce light and sound.
SC-P-ET-S-5
Students will demonstrate open and
closed circuits using batteries, bulbs
and wires and analyze models of basic
electrical circuits in order to determine
whether a simple circuit is open or
closed
I can explain how energy flowing
through a closed circuit can
produce light and sound.
Create electrical circuit
I can construct an open and
closed circuit using scientific
tools.
Create series circuits
I can analyze models of basic
electrical circuits the energy
flow within the circuit.
SC-P-ET-S-7
Students will explore a variety of
models (e.g., food chains, webs, circuit
diagrams) to infer whether the
representation is complete or only part
of the actual event/object
SC-P-MF-U-5
Students will understand that
magnetism is a force that can make
some things move without touching
them.
I can explore circuit diagrams to
infer whether or not the circuit
is complete.
SC-P-MF-S-6
Students will observe interactions of
magnets with other magnets and with
other matter (e.g., magnets have a
force that can make some things move
without touching them; larger size of a
magnet does not have to mean it has
greater force) in order to make
generalizations about the behavior of
magnets
I can ask questions about energy
and gather information to
answer my questions.
SC-P-MF-S-8
Students will ask questions about
I can explain that magnetism is a
force of energy that repels or
attracts other objects.
Create parallel circuits
Interactive learning circuits
http://www.learningcircuits.co.
uk/
motion, magnetism and sound and use
a variety of print and non-print sources
to gather and synthesize information
SC-P-ET-U-4
Students will understand that light can
be observed to determine how it
travels and how it interacts with
different materials (e.g. reflects, is
absorbed, and passes through).
May
Forces and Motion
 Graphing
SC-EP-1.2.2
SC-P-ET-S-6
Students will investigate light traveling
in a straight line until striking an object
by observing the shapes of the
shadows that are produced
SC-P-MF-U-1
Students will understand that things
move in many different ways (e.g., fast
and slow, back and forth, straight, zig
zag, etc.).
SC-P-MF-U-3
Students will understand that the
position of an object can be described
by locating it relative to another object
or the background.
SC-P-MF-U-2
Students will understand that forces
(pushes or pulls) can cause objects to
start moving, go faster, slow down, or
change the direction they are going.
I can explain how light can travel
and interacts with different
materials.
I can investigate how light
travels in a straight line until it
strikes an object and then
creates shadows.
I can explain how things move in
different ways.
I can explain the location of an
object relative position based on
other objects or backgrounds.
I can explain how forces can
cause objects to start moving,
increase speed, decrease speed
or change directions.
Interactive Forces and Motion
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Third Grade Science—Timeline for 2011-2012