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
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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
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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
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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
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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)
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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
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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
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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)
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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
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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