3rd Grade Science GRADE LEVEL STANDARDS/DOK PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS GRADING PERIOD Structure and Transformation of Matter A basic understanding of matter is essential to the conceptual development of other big ideas in science. In the elementary years of conceptual development, students will be studying properties of matter and physical changes of matter at the macro level through direct observations, forming the foundation for subsequent learning. During the middle years, physical and chemical changes in matter are observed, and students begin to relate these changes to the smaller constituents of matter—namely, atoms and molecules. By high school, students will be dealing with evidence from both direct and indirect observations (microscopic level and smaller) to consider theories related to change and conservation of matter. The use of models (and an understanding of their scales and limitations) is an effective means of learning about the structure of matter. Looking for patterns in properties is also critical to comparing and explaining differences in matter. Physical Science Know that the Demonstrate how to Kentucky Learns Links 3 SC-EP-1.1.1 properties of materials classify objects based on (Properties of Materials) Students will classify material objects by their can be used to describe, their properties. properties providing evidence to support their separate, and sort classifications. Classifying objects (size, objects. mass, shape, color, Objects are made of one or more materials temperature, magnetism) such as paper, wood, and metal. Objects can be Be able to sort matter by its state. described by the properties of the materials from which they are made. Those properties and measurements of the objects can be used to separate or classify objects or materials. DOK 2 Demonstrate and explain SC-EP-1.1.2 Know that the Kentucky Learns Links 3 Students should understand that objects have properties (e.g. size, how science tools are (Properties of Materials) many observable properties such as size, mass, shape) of materials can useful and what they are shape, color, temperature, magnetism, and the be measured. used for. ability to interact and/or to react with other substances. Some properties can be measured Explore with rulers Tools (rulers, thermometers and thermometers, balances) using tools such as metric rulers, balances, and thermometers. balances. Volume, Mass, Length Know the three states Describe the three states Kentucky Learns Links 3 SC-EP-1.1.3 of matter. of matter and how one (States of Matter) Students will describe the properties of water form can become another. as it occurs as a solid, liquid, or gas. Know that things can OR-Energy from Water be done to change Describe the properties of Matter (water) can exist in different states-each state of matter and solid, liquid, and gas. Properties of those states properties, and materials can exist in give examples. of matter can be used to describe and classify different states and them. Bold – State Assessment Content Statement Italics – Supporting Content Statement 1 updated 1/11/07 3rd Grade Science GRADE LEVEL STANDARDS/DOK PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS DOK 2 understand properties of states. Observe and predict the properties of material objects. Work with others to investigate questions about properties of materials, documenting and communicating observations, designs, procedures, and results. GRADING PERIOD Describe how to separate and classify matter based on it properties. States of matter (solid, liquid, gas) Ice, water, water vapor Mass, volume, chemical change, physical change, mixture, solution Motion and Forces Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the same basic rules. In the elementary years of conceptual development, students need multiple opportunities to experience, observe, and describe (in words and pictures) motion, including factors ( pushing and pulling) that affect motion. At the middle level, qualitative descriptions of the relationship between forces and motion will provide the foundation for quantitative applications of Newton’s Laws. These ideas are more fully developed at the high school level along with the use of models to support evidence of motion in abstract or invisible phenomena such as electromagnetism. Physical Science Know that magnets Demonstrate and explain Kentucky Learns Links 3 SC-EP-1.2.1 have poles (north and how magnets can make (Magnets) Students will describe and make inferences south) and these attract some things move without about the interactions of magnets with other and repel each other touching them. Magnets magnets and other matter (e.g., magnets can and certain other kinds (Power Point) make some things move without touching of materials. Describe how magnets them). can be used to sort Forces materials by their (Unit) Magnets have observable properties that allow Know that magnetism is a force. properties and explain them to attract and repel each other, and how magnets influence magnets attract certain kinds of other Ask questions about daily life. materials (e.g., iron). Based on the knowledge motion, magnetism, of the basic properties of magnets, predictions and sound, and use a Demonstrate and explain can be made and conclusions drawn about variety of print and how one magnet can repel their interactions with other common objects. non-print sources to or attract another. DOK 3 gather and synthesize Bold – State Assessment Content Statement Italics – Supporting Content Statement 2 updated 1/11/07 3rd Grade Science GRADE LEVEL STANDARDS/DOK PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS information. SC-EP-1.2.2 Students will describe the change in position over time (motion) of an object. An object’s motion, such as rolling different objects (e.g., spheres, toy cars) down a ramp, can be observed, described, compared, and graphed by measuring its change in position over time. DOK 2 Know the definitions of motion, position, relative motion, frame of reference. Know that the position and motion of an object can be changed by pushing or pulling. Know the six simple machines and how they are used. SC-EP-1.2.3 Students will describe the position and motion of objects and predict changes in position and motion as related to the strength of pushes and Use tools (timer, meter stick, balance) to collect data about the position and motion of objects in order to predict changes resulting from pushes and pulls. Know that the position and motion of an object can be described by comparing it to another Bold – State Assessment Content Statement Italics – Supporting Content Statement GRADING PERIOD Demonstrate and explain how and why magnetic poles act. Magnets, attract and repel Iron and steel Magnetic fields, magnetic poles (north and south poles) Force Explain the relevance of the position of an object as compared to another object or its background. Kentucky Learns Links (Positions of Objects) 4 Forces (Unit) Demonstrate how an objects motion can be described by measuring its change in position over time. Gravity Motion, position, push, pull, friction Relative motion, frame of reference Simple Machines (lever, inclined plane, pulley, wheel and axle, wedge, screw) Work, effort force Explain why a force has to act on an object before it can move. Kentucky Learns Links (Motion and Position) 4 3 updated 1/11/07 3rd Grade Science GRADE LEVEL STANDARDS/DOK PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS pulls. object or background. The position and motion of objects can be changed by pushing or pulling, and can be explored in a variety of ways (such as rolling different objects down different ramps). The amount of change in position and motion is related to the strength of the push or pull (force). The force with which a ball is hit illustrates this principle. By examining cause and effect relationships related to forces and motions, consequences of change can be predicted. DOK 2 SC-EP-1.2.4 Students should understand that the position of an object can be described by locating it relative to another object or the background. The position can be described using phrases such as to the right, to the left, 50 cm from the other object. Know about friction (rough, smooth, ease of movement over varied surfaces). Force (pushing and pulling) Friction GRADING PERIOD Forces and Motion (Power Point) Motion and Forces (Power Point) Forces (Unit) Use standard units of measurement (meters, inches, seconds) during investigations to evaluate/compare results. Know that sounds are caused by vibrations. Relative position Kentucky Learns Links (Position of Objects) 4 Explain how sound travels. Kentucky Learns Links (Sound) 3, 4 Know the difference between pitch and loudness. Demonstrate that sound is a movement of air and is produced by objects vibrating at various rates. Forces (Unit) Know how sound travels. Explain the relationship of pitch to vibrations. Know how different speeds of vibrations cause different pitches. Explain how sound travels through various materials. Know what a sound wave is. Sound, vibration Pitch (high and low) Bold – State Assessment Content Statement Italics – Supporting Content Statement 4 updated 1/11/07 3rd Grade Science GRADE LEVEL STANDARDS/DOK PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS Know how sound travels through different materials. GRADING PERIOD Loudness (loud and soft) Sound waves, speed of sound, rate of vibration The Earth and the Universe The Earth system is in a constant state of change. These changes affect life on earth in many ways. Development of conceptual understandings about processes that shape the Earth begin at the elementary level with understanding what Earth materials are and that change occurs. At the middle level, students investigate how these changes occur. Finally, at the high school level, most of the emphasis is on why these changes occur. An understanding of systems and their interacting components will enable students to evaluate supporting theories of earth changes. At the heart of elementary students’ initial understanding of the Earth’s place in the universe is direct observation of the earth-sun-moon system. Students can derive important conceptual understandings about the system as they describe interactions resulting in shadows, moon phases, and day and night. The use of models and observance of patterns to explain common phenomena is essential to building a conceptual foundation and supporting ideas with evidence at all levels. In middle school, students begin to look beyond what can be directly observed as they explore the earth-sun-moon system, as well as the rest of our solar system, employing the concept of scale within their models. Patterns play an important role as students seek to develop a conceptual understanding of gravity in their world and in the universe. High school is the time to bring all of the ideas together to look at the universe as a whole. Students will use evidence to evaluate and analyze theories related to the origin of the universe and all components of the universe. Earth/Space Science 2, 3 Know what the rock Explain the rock cycle and Earth Rocks SC-EP-2.3.1 cycle is. how rocks change forms. Students will describe and classify earth Kentucky Learns Links materials (solid rocks, soils, water, and gases of Know how one type of (Earth Materials) Demonstrate how to the atmosphere) using their properties. rock changes into separate, sort, classify another type of rock. Sorting Game rocks/minerals based on Earth materials include solid rocks and soils, their properties. water, and the gases of the atmosphere. Use senses and Minerals that make up rocks have properties scientific observations Sedimentary Rock Compare and contrast the of color, luster and hardness. Soils have to describe, sort, and different layers of earth. properties of color, texture, the capacity to classify rocks based on retain water, and the ability to support plant Rocking Rock Review Rock/mineral properties growth. Water on Earth and in the atmosphere their physical (Power Point) properties. (color, texture, luster, can be a solid, liquid, or gas. hardness, streak color, DOK 2 Know the different Layers of the Earth cleavage, fracture) (Power Point) layers of the earth. Types of rocks (igneous, sedimentary, Know the various rock/ metamorphic) mineral properties. Rock Cycle Bold – State Assessment Content Statement Italics – Supporting Content Statement 5 updated 1/11/07 3rd Grade Science GRADE LEVEL STANDARDS/DOK PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS (color, texture, luster, hardness, streak color, cleavage, fracture) and how they are used because of their properties. SC-EP-2.3.2 Students will describe patterns in weather and weather data in order to make simple predictions based on those patterns discovered. Weather changes from day to day and over seasons. Weather can be described using observations and measurable quantities such as temperature, wind direction, wind speed and precipitation. Simple predictions can be made by analyzing collected data for patterns. DOK 2 Know the different types of rocks. (igneous, sedimentary, metamorphosis) Know the things that make up the weather (e.g., temperature, wind, precipitation) Know how the tilt of the Earth affects the weather. Be able to recognize weather patterns and weather maps. Know the stages in the water cycle. Observe weather conditions and record weather data over time using appropriate tools, and make simple predictions based on patterns (e.g., daily, weekly, seasonal patterns). Bold – State Assessment Content Statement Italics – Supporting Content Statement GRADING PERIOD Soil formation (weather rocks, air, water, humus) humus- soil made from once living things Soil properties (color, texture, support growth, retain water) Layers of the earth (crust, mantle, core) Matter (solid, liquid, gas) Explain why it is important to collect and communicate weather information. Explain how fronts and air masses control weather. Explain why weather changes from day to day and over seasons. Identify which science tools are useful when dealing with different weather conditions. Diagram and explain the water cycle. Temperature, wind direction, wind speed Wind and water erosion, weathering Tools (thermometer, Weather Map 2 Kentucky Learns Links (Weather) OR Question Water Cycle (Power Point) Water Cycle (Power Point) A Weather Predictor (Power Point) The Water [H2O} Cycle (Power Point) Weather (Unit) 6 updated 1/11/07 3rd Grade Science GRADE LEVEL STANDARDS/DOK PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS GRADING PERIOD weather vane, rain gauge, anemometer, barometer) Front, air masses SC-EP-2.3.3 Students will describe the properties, locations, and real or apparent movements of objects in the sky (Sun, moon). Know how the angle of the sun affects weather. Know the objects in the sky. Objects in the sky have properties, locations and real or apparent movements that can be observed and described. Observational data, patterns and models should be used to describe real or apparent movements. DOK 2 Describe how the angle of the sun affects weather. Objects in the sky Sun as a star, angle of sun Inner planets (Mercury, Venus, Earth, Mars) Outer planets (Jupiter, Saturn, Uranus, Neptune, Pluto) Kentucky Learns Links (Solar System) 3 OR-Solar System Model The Solar System (Power Point) The Solar System Review (Power Point) Soaring in the Solar System (Power Point) The Sun, Moon, and Stars (Power Point) SC-EP-2.3.4 Students will describe the movement of the sun in the sky using evidence of interactions of the sun with the earth (e.g., shadows, position of sun relative to horizon) to identify patterns of movement. Changes in movement of objects in the sky have patterns that can be observed and described. The Sun appears to move across the sky in the same way every day, but the Sun’s apparent path changes slowly over seasons. Recognizing relationships between movements Know the difference in a revolution and rotation. Know what causes a change in the seasons and day and night. Communicate observations, investigations, and conclusions orally and with written words, Bold – State Assessment Content Statement Italics – Supporting Content Statement Compare and contrast a revolution and rotation. Revolution (365 days/1 year- causes a change in the seasons) Rotation (24 hours/1 daycauses a change in day and night) The Earth (Power Point) OR-Earth Cycles 3 Kentucky Learns Links (Seasons) 7 updated 1/11/07 3rd Grade Science GRADE LEVEL STANDARDS/DOK PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS of objects and resulting phenomena, such as shadows, provides information that can be used to make predictions and draw conclusions about those movements. DOK 2 SC-EP-2.3.5 Students should understand that the moon appears to move across the sky on a daily basis much like the Sun. The observable shape of the moon can be described as it changes from day to day in a cycle that lasts about a month. charts, and diagrams. Know why the moon seems to change shapes during a month. Know how to draw and explain the moon cycle. Demonstrate an understanding of how and why the moons shape seems to change during the course of a month. Planet Video GRADING PERIOD 3 Kentucky Learns Links (Moon Phases) OR-Earth and Moon Diagram and explain the moon cycle. Moon phases, moon cycle, orbit Satellite, constellations Unity and Diversity All matter is comprised of the same basic elements, goes through the same kinds of energy transformations, and uses the same kinds of forces to move. Living organisms are no exception. Elementary students begin to observe the macroscopic features of organisms in order to make comparisons and classifications based upon likenesses and differences. Looking for patterns in the appearance and behavior of an organism leads to the notion that offspring are much like the parents, but not exactly alike. In middle school, students begin to compare, contrast, and classify the microscopic features of organisms—the cells, as well as investigate reproduction as the essential process to the continuation of all species. Expected patterns of genetic traits are predicted. Distinctions are made between learned behaviors and inherited traits. At the high school level, an in-depth study of the specialization and chemical changes occurring at the cellular level builds upon the foundational ideas developed earlier to investigate DNA and effects of alterations in DNA for an individual organism as well as for a species. Emphasis at every level should be placed upon the understanding that while every living thing is composed of similar small constituents that combine in predictable ways, it is the subtle variations within these small building blocks that account for both the likenesses and differences in form and function that create the diversity of life. Biological Science Know the process of Describe the process that Vocabulary Study (Plants) 1 SC-EP-3.4.1 photosynthesis. allows plants to produce (Power Point) Students will explain the basic needs of their own food. organisms. Know the basic needs Science Vocabulary (Plants) of plants. Explain why all animals (Power Point) Organisms have basic needs. For example, must depend on plants in animals need air, water, and food; plants need order to survive. air, water, nutrients, and light. Organisms can Know that animals Bold – State Assessment Content Statement Italics – Supporting Content Statement 8 updated 1/11/07 3rd Grade Science GRADE LEVEL STANDARDS/DOK PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS survive only in environments in which their needs can be met. DOK 2 must depend on plants to survive. Know the parts of a plant and how they work. Know the difference in a learned behavior and instinct. Identify the characteristics that define a habitat. SC-EP-3.4.2 Students will understand that things in the environment are classified as living, nonliving, and once living. Living things differ from nonliving things. Organisms are classified into groups by using various characteristics (e.g., body coverings, body structures). Know the difference in living, once-living, and non-living things. Know how to classify organisms based on their body covering. Use scientific tools (e.g., hand lens/magnifier, metric ruler, balance) to Bold – State Assessment Content Statement Italics – Supporting Content Statement Diagram and explain how the parts of a plant work together. Compare and contrast a learned behavior and an instinct. Basic needs of plants (air, water, nutrients, sunlight, carbon dioxide) Plant parts (roots, stem, leaves, flower) Photosynthesis Basic needs of animals (air, water, food, oxygen) Instinct and learned behavior Adaptations (camouflage, hibernation, migration, mimicry) Habitat Demonstrate how to sort, classify, group materials based on living, onceliving, and non-living. Identify how to sort organisms based on their features. GRADING PERIOD Looking at Plants and Animals (Power Point) Photosynthesis and Respiration (Power Point) Science (Animal/Plant Review) (Power Point) Animal Diversity (Power Point) Animal Characteristics (Power Point) Kentucky Learns Links (Plant/Animal Needs) Kentucky Learns Links (Living/Nonliving Things) 1 Types of Animals (Power Point) The World of Living Things (Power Point) Body coverings of various animals (birds, mammals, reptiles, fish) 9 updated 1/11/07 3rd Grade Science GRADE LEVEL STANDARDS/DOK SC-EP-3.4.3 Students will describe the basic structures and related functions of plants and animals that contribute to growth, reproduction, and survival. Each plant or animal has observable structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking. These observable structures should be explored to sort, classify, compare and describe organisms. DOK 2 SC-EP-3.4.4 Students will describe a variety of plant and animal life cycles to understand patterns of the growth, development, reproduction and death of an organism. Plants and animals have life cycles that include the beginning of life, growth and development, reproduction and death. The details of a life cycle are different for different organisms. Observations of different life cycles should be made in order to identify patterns and recognize similarities and differences. DOK 2 PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS observe and make comparisons of organisms using one or more of their external characteristics (e.g., body coverings, body structure). Body structures of animals Living, once-living, nonliving Know about a plants growth, survival, and reproduction. Growth, survival, reproduction Describing Animals (Power Point) Know requirement for plant growth. (light, water, nutrients) Know how to draw the life cycle of an animal. Know the difference in a plant and animal life cycle. Bold – State Assessment Content Statement Italics – Supporting Content Statement 1 Animal Characteristics (Power Point) Know the changes in a plant as it grows. (lifecycle) Know how to draw the life cycle of a plant. Kentucky Learns Links (Plants) GRADING PERIOD Types of Animals and their Traits (Power Point) Diagram the life cycle of a plant and animal and describe how they differ. Life cycles (egg, larva, pupa, adult) Growth, development, reproduction, death Kentucky Learns Links (Plant/Animal Life Cycles) 1 The Life Cycle of a Frog (Power Point) Life Cycle of a Plant (Power Point) Life Cycle of a Bean (Power Point) 10 updated 1/11/07 3rd Grade Science GRADE LEVEL STANDARDS/DOK PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS GRADING PERIOD Biological Change The only thing certain is that everything changes. Elementary students build a foundational knowledge of change by observing slow and fast changes caused by nature in their own environment, noting changes that humans and other organisms cause in their environment, and observing fossils found in or near their environment. At the middle school level, students study relationships among populations and ecosystems that contribute to the success or demise of a specific population or species. Students construct basic explanations that can account for the great diversity among organisms. The stage is set for high school students to evaluate the role natural selection plays in the diversity of species. Modern ideas of evolution provide a scientific explanation for three main sets of observable facts about life on earth: the enormous number of different life forms we see about us, the systematic similarities in anatomy and molecular chemistry we see within that diversity, and the sequence of changes in fossils found in successive layers of rock that have been formed over more than a billion years (Science for All Americans, p. 67). Biological Science SC-EP-3.5.1 Students will describe fossils as evidence of organisms that lived long ago, some of which may be similar to others that are alive today. Fossils found in Earth materials provide evidence about organisms that lived long ago and the nature of the environment at that time. Making observations of fossils, describing them and using those descriptions as evidence to draw conclusions about the organisms and basic environments represented by the fossils should occur in order to promote understanding. DOK 2 Know why fossils are important. Know what fossils tell us. Know the difference in a fossil and trace fossil. Know the difference in extinct and endangered animals. Explain what can be told about an organism based on its fossils and what cannot. Compare and contrast a fossil and trace fossil. Food Chain (Power Point) 1 Kentucky Learns Links (Fossils) Fossils and Dinosaurs (Unit) Identify why the location at which a fossil is found is significant. Demonstrate an understanding of extinct and endangered animals and what caused the species to become endangered/extinct. Fossils, trace fossils Extinct, endangered Bold – State Assessment Content Statement Italics – Supporting Content Statement 11 updated 1/11/07 3rd Grade Science GRADE LEVEL STANDARDS/DOK PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS GRADING PERIOD Energy Transformations Energy transformations are inherent in almost every system in the universe—from tangible examples at the elementary level, such as heat production in simple earth and physical systems to more abstract ideas beginning at middle school, such as those transformations involved in the growth, dying and decay of living systems. The use of models to illustrate the often invisible and abstract notions of energy transfer will aid in conceptualization, especially as students move from the macroscopic level of observation and evidence (primarily elementary school) to the microscopic interactions at the atomic level (middle and high school levels). Students in high school expand their understanding of constancy through the study of a variety of phenomena. Conceptual understanding and application of the laws of thermodynamics connect ideas about matter with energy transformations within all living, physical, and earth systems. Unifying Concepts Know the definitions of Compare and contrast a Kentucky Learns Links 3, 4 SC-EP-4.6.1 producers, consumers, producer, consumer, and (Food Chains) Students will describe basic relationships of and decomposers. decomposer. plants and animals in an ecosystem (food Describe what would chains). happen to humans without Know what would happen to humans plants. Plants make their own food. All animals without plants. Diagram a food chain and depend on plants. Some animals eat plants for explain how energy is food. Other animals eat animals that eat the transferred within that Know how to draw a plants. Basic relationships and connections food chain. food chain. between organisms in food chains can be used to discover patterns within ecosystems. Food chains (producers, Know how energy is DOK 2 transferred in a food consumers, decomposers) chain. Photosynthesis, chlorophyll Herbivores, carnivores, omnivores Predators, prey SC-EP-4.6.2 Students will describe evidence of the sun providing light and heat to the Earth. Know why the sun is important to earth. Simple observations and investigations begin to reveal that the Sun provides the light and heat necessary to maintain the temperature of Earth. Based on those experiences, the conclusion can be drawn that the Sun’s light Bold – State Assessment Content Statement Italics – Supporting Content Statement Explain why the sun is crucial to earth. Energy, light, heat, temperature OR-Solar 3, 4 Kentucky Learns Links (The Sun) 12 updated 1/11/07 3rd Grade Science GRADE LEVEL STANDARDS/DOK and heat are necessary to sustain life on Earth. DOK 2 SC-EP-4.6.3 Students will analyze models of basic electrical circuits using batteries, bulbs, and wires, in order to determine whether a simple circuit is open or closed. Electricity in circuits can produce light. Describing and comparing models demonstrates basic understanding of circuits. DOK 2 PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS Know how to diagram a circuit. Know how to make a circuit. Know the difference in an open and closed circuit. Make a model of a circuit. Compare and contrast a open and closed circuit. Compare and contrast a series and parallel circuit. Circuits, open circuit, closed circuit Batteries (positive and negative), bulbs, wire OR-Invention of the Light Bulb GRADING PERIOD 3, 4 Electricity (Power Point) Kentucky Learns Links (Electricity) Forces (Unit) Know the difference in a series and parallel circuit. SC-EP-4.6.4 Students will describe light as traveling in a straight line until it strikes an object. Know the definitions of reflection, refraction, and absorption. Compare and contrast reflection, refraction, and absorption. Light can be observed and described as it travels in a straight line until it strikes an object. DOK 2 Know how light travels. Light, straight line Reflection (bouncing) Refraction (bending) Absorption (stopping) Bold – State Assessment Content Statement Italics – Supporting Content Statement 3, 4 Kentucky Learns Links (Light) 13 updated 1/11/07 3rd Grade Science GRADE LEVEL STANDARDS/DOK PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS GRADING PERIOD Interdependence It is not difficult for students to grasp the general notion that species depend on one another and on the environment for survival. But their awareness must be supported by knowledge of the kinds of relationships that exist among organisms, the kinds of physical conditions that organisms must cope with, the kinds of environments created by the interaction of organisms with one another and their physical surroundings, and the complexity of such systems. Elementary learners need to become acquainted with ecosystems that are easily observable to them by beginning to study the habitats of many types of local organisms. Students begin to investigate the survival needs of different organisms and how the environment affects optimum conditions for survival. In middle school, students should be guided from specific examples of the interdependency of organisms to a more systematic view of the interactions that take place among organisms and their surroundings. At the high school level, the concept of an ecosystem should bring coherence to the complex array of relationships among organisms and environments that students have encountered. Students growing understanding of systems in general will reinforce the concept of ecosystems. Stability and change in ecosystems can be considered in terms of variables such as population size, number and kinds of species, productivity, and the effect of human intervention. (adapted from Benchmarks for Science Literacy, 1993) Unifying Concepts Know the various types Explain how one Kentucky Learns Links 1 SC-EP-4.7.1 of ecosystems. (Ecosystems) ecosystem becomes Students will describe the cause and effect another over time. relationships existing between organisms and Know how one OR-Bald Eagle their environments. ecosystem can become Compare and contrast two Ecosystem another ecosystem different ecosystems. The world has many different environments. (Power Point) Identify environmental Organisms require an environment in which changes that effect their needs can be met. When the environment Know the difference in two different organisms. Land Habitats changes some plants and animals survive and ecosystems. (Power Point) reproduce and others die or move to new Explain the relationships locations. Know how an that exist between DOK 2 environmental change organisms and their affects an organism. environments. Identify the environmental influences that exist in various ecosystems. Environments (desert, woods, fresh water, ocean, tundra) Environmental changes Bold – State Assessment Content Statement Italics – Supporting Content Statement 14 updated 1/11/07 3rd Grade Science GRADE LEVEL STANDARDS/DOK PERFORMANCE ESSENTIAL SUGGESTED ACTIVITIES/ INDICATORS QUESTIONS ASSESSMENTS CONTENT/TERMS GRADING PERIOD Endangered, extinct Reduce, recycle, reuse Bold – State Assessment Content Statement Italics – Supporting Content Statement 15 updated 1/11/07