Syracuse City School District
Elementary Science
Grade 3
Living Environment
Essential Question: How can you recognize living things?
Benchmark
I.1
I.2
Declarative Knowledge:
To Know
* Living things depend on
availability of food, water,
air, light, shelter
Vocabulary
water
air
light
shelter
mate
biome
Procedural Knowledge:
To Do
*Chart different areas of the
world and the availability of
food, water, light and shelter
upon living things growth
rate
* Chart different plants and
animals living in different
biomes
* Investigate and record
living/non-living things in a
plotted school yard, park
area
* Write about the living/nonliving things they found,
identifying characteristics of
both groups
Use of Knowledge
* Experimental inquiry
* Compare
* Classify
Assessment
* Group projects
* Teacher made
assessments
* Written work
Timeline
1 Week
Syracuse City School District
Elementary Science
Grade 3
Essential Question: How do living things adapt to survive in their environment?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
Use of Knowledge
To Know
To Do
III.1
* Characteristics of 5 main
* Classify and list
* Compare
animal groups
characteristics of animals
* Classify
* Adaptive characteristics that
into the 5 groups
* Constructing support
ensure a species survival
* Analyze how adaptive
* Experimental inquiry
characteristics ensure
* Problem solving
species survival
- many young
- care for young
- body covering
- life cycle
II.2
* Various methods of seed
* Classify and chart seed
dispersal
dispersal methods by air,
* Methods of plant
water, and animals
reproduction without seeds
* Identify and explain
- cuttings
methods in which plants
- dividing
reproduce without seeds
- bulbs
* Observe, label and chart
- tubers
parts and functions of each
- runners
seed part
* Name the function of parts
* Establish plant growth
of a seed
through non-seed methods;
observe, chart, and write
Vocabulary
observations into a lab report
classify
function
* Analyze and compare
adapt
label
effectiveness of different
species
reproduce
plant reproduction methods
survival
tuber
life cycle
runner
cutting
bulb
Assessment
* Performance tasks
* Charts, graphs,
student presentations
and lab report
Timeline
4 Weeks
2-3 Weeks
Syracuse City School District
Elementary Science
Grade 3
Essential Question: How is one generation similar to the previous or the following generation?
Benchmark
II.1
II.2
Declarative Knowledge:
To Know
* Characteristics inherited
from their parents for each
of the 5 animal groups:
mammal, insect, bird,
reptile, amphibian
* Individual plants produce
specific seeds
* Animals that grow through
metamorphosis do not
resemble parent at various
stages
Vocabulary
mammal
reptile
amphibian
bird
insect
metamorphosis
inherit
generation
Procedural Knowledge:
To Do
* List and use a graphic
organizer for characteristics
inherited from parents for
each of the 5 animal groups:
mammal, bird, insect,
reptile, amphibian
* Match seed to adult plant
* Sequence insect and
amphibian metamorphic
stages
* Compare and contrast adult
to youth
* Research (write) and
illustrate a particular animal
and explain its
characteristics and
generational changes related
to the environment
Use of Knowledge
* Deductive reasoning
* Compare
Assessment
* Teacher made
assessments and
rubrics
* Performance tasks
Timeline
4 Weeks
2-4 Weeks
Syracuse City School District
Elementary Science
Grade 3
Essential Question: What sustains the continuity of life?
Benchmark
IV.1
Declarative Knowledge:
To Know
* Life cycle of 5 main animal
groups
* Define generation and life
span of animal or plant
* Behaviors and adaptation of
parent animals to ensure
high survival rate of young
Vocabulary
life cycle
life span
generation
survive
adapt
behavior
Procedural Knowledge:
Use of Knowledge
To Do
* Sequence life cycle of 5
* Compare
main animal groups
* Classify
* Describe and compare
methods parents exhibit to
ensure high survival rate of
young
* Classify such methods by
behavior or body adaptation
* Develop a classroom
presentation for one plant or
animal and explain the life
cycle (use picture) and any
adaptations (multi-media
presentation is a possibility)
Assessment
* Performance tasks
* Rubric for
presentation
Timeline
4 Weeks
Syracuse City School District
Elementary Science
Grade 3
Essential Question: How do plants and animals respond to their environment?
Benchmark
V.1
V.2
Declarative Knowledge:
To Know
* Individual species of plants
and animals compete for
- food
- water
- mates
- shelter
* Plants and animals that
adapt to meet needs for
food, water, shelter space,
light and temperature
VOCABULARY
species
competition
adapt
germs
Procedural Knowledge:
Use of Knowledge
To Do
* Research a particular plant
* Experimental inquiry
or animal and identify food, * Observation
water, mates and shelter
variables as they respond to
their environment
* Observe and record various
plant structures (root, stem,
leaf etc.) and adaptation to
obtain water, light, correct
growing temperature
* Observe and create a
brochure of various animals’
physical and behavioral
adaptations to obtain
optimal growth conditions
(e.g., food, water, space,
shelter, body, temperature)
* Read a book about a person
or animal that has to change
to survive in the
environment
* Write an essay explaining
the character/animal’s
survival
Assessment
* Journals
* Reports/presentations
* Brochure
Timeline
2 Weeks
Syracuse City School District
Elementary Science
Grade 3
Essential Question: What is the relationship between plants, animals and their environment?
Benchmark
VI.1
Declarative Knowledge:
To Know
* Characteristics of a habitat
* Characteristics of an
environment
* All animals depend on
plants
* Some animals depend on
each other
Vocabulary
habitat
environment
depend
forest
desert
pond
ocean
city field
shelter
Procedural Knowledge:
To Do
* List and describe different
habitats/environments
- forest
- desert
- pond
- ocean
- city
- field
* Identify, observe, and record
ways animals depend on
plants
- food
- shelter
* Identify, observe and record
ways animals depend on
each other
- food, etc.
* Make a collage that shows
how animals or plants
depend on each other and
show how it differs from
forest, desert, pond, ocean,
city, field
Use of Knowledge
* Deductive reasoning
Assessment
* Reports
*Presentation/collage
Timeline
2-3 Weeks
Syracuse City School District
Elementary Science
Grade 3
Essential Question: Are human decisions and activities helpful or harmful?
Benchmark
VII.1
Declarative Knowledge:
To Know
* Man-made materials such as
plastics, aluminum, etc. are
large contributors to waste
management problem
* Various waste materials can
be recycled into new
products
* Understands that germs are
found every where
Vocabulary
man-made
decompose
plastic
aluminum
natural
recycle
Procedural Knowledge:
To Do
* Compare and record
decomposition rate of
various material and manmade materials
* Give examples of recycled
products and sequence this
process
* Make recycled paper
*Identify and chart where
germs are found in the
environment
* Use a microscope to
examine a sample from
under your fingernail
* discuss the sample and if it
is a germ
Use of Knowledge
* Investigation
* Problem solving
* Invention
Assessment
* Performance tasks
* Group projects
Timeline
2-3 Weeks
Syracuse City School District
Elementary Science
Grade 3
Physical Setting
Essential Question: How can the movement of the Earth and celestial bodies be observed and measured over time? What impact does this
movement have on daily life?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
Use of Knowledge
Assessment
Timeline
To Know
To Do
I.1
* Earth rotates once every 24 * Explain and model Earth’s
* Invention
* Teacher observation 2-4 Weeks
hours causing night and day
daily rotation causing day
* Experimental inquiry
* Journal and records
* One day = 24 hours
and night
* Performance
* One day is divided into 24
* Build and use sundial, star
assessment – student
one hour blocks
clocks
models
* Each hour is divided into 60 * Observe movement through
* Teacher assessment
minutes
planetarium field trip, video,
* Sun and stars remain
etc.
constant – earth rotates
* Build and use
creating apparent movement
constellation/star wheel
* North Star remains constant * Explain and model Earth’s
while others seem to circle
yearly revolution around the
the Earth
Sun
* Earth revolves around the
* Create daily moon charts
Sun resulting in one year
* Model moon’s rotation
* One year equals 365 days
around sun to observe
* Weather changes daily and
changing phases
seasonally
* Recognize major
* Moon’s rotation around the
constellations and
Earth and resulting shadow
create/write a myth
causes the moon’s phases
* Stars appear in patterns or
groups called constellations
Vocabulary
rotate
revolve
constellation year
day
sun
moon
Earth
Syracuse City School District
Elementary Science
Grade 3
Essential Question: How do air, water, and land interact?
Benchmark
II.1
Declarative Knowledge:
To Know
* Thermometer reflects
temperature
* Wind direction and speed
can be determined
* Precipitation is water that
falls to Earth as rain, snow,
sleet or hail
* Evaporation is the changing
of liquid water to a gas
(water vapor)
* Properties of rocks
- color
- texture
- size
- luster
- hardness
* Soil and rocks can be
moved by air, water, wind
and gravity
Vocabulary
thermometer
temperature
precipitation
evaporation
liquid
gas
solid
sleet
hail
texture
luster
hardness
degree
property
attribute
Procedural Knowledge:
To Do
* Experiment with and record
thermometer to nearest
degree by changing
temperatures
* Observe and record wind’s
speed and direction
* Describe type and amount of
daily precipitation and effect
on land
* Observe evaporation rate of
water
* Identify and classify rocks
by 5 attributes
* Observe and describe effect
of heavy winds and floods
on earth’s materials both
negatively and positively
* Research kinds of rock
formations and where they
are found; report to class
* Take notes from a video,
televised program, internet
or presentation on other
rocks or soil
* Use these notes to develop a
chart and report
comparing/contrasting
different rocks and where
they are found
Use of Knowledge
* Classification
* Comparison
Assessment
Timeline
* Teacher observation
* Journal
* Records and graphs
* Performance
assessment
* Teacher assessment
3-4 Weeks
Syracuse City School District
Elementary Science
Grade 3
Essential Question: How can matter be described?
Benchmark
III.1
III.2
Declarative Knowledge:
To Know
* Mass is measured by a scale
* Volume is measured by
graduated cylinders, beakers,
measuring cups – milliliter,
liter are units of volume
* Ruler, tape measure, yard or
meter stick measure length
* Objects can be classified by
given properties
* Properties of a solid, liquid or
gas
* Liquids take shape of container
* Gases do not have given shape
or volume
* Temperature affects state of
matter
Vocabulary
property
solid
ruler
yard stick
mass
weight
meter
ounce
liquid
gas
tape measure
meter stick
volume
centimeter
pound
scale
gram
liter
milliliter
beaker
matter
shape
graduated cylinder
Procedural Knowledge:
To Do
* Determine mass of given
object using pan balance scale
to nearest gram
* Determine volume of liquid
using beakers, graduated
cylinders to nearest 10
milliliters
* Determine dimensions of given
objects to nearest centimeter
* Sort objects by at least 3
properties (color, shape, size,
weight, volume, etc.)
* Describe properties of a solid,
liquid or gas
* Classify materials as solid,
liquid or gas
* Pour constant volume of a
liquid into various containers
(beaker, graduated cylinder) to
observe shape change but
constant volume
* Observe properties of air as a
gas
* Demonstrate the effect of hot
and cold upon material’s state:
example:
- heat – solid ice - liquid –
water vapor
- cold – liquid water – ice
- heat – liquid – solid (eggs,
cake batter)
- cold – liquid – solid
(Popsicles, Jell-O)
Use of Knowledge
* Inductive reasoning
* Compare
* Classify
Assessment
Timeline
* Teacher observation
* Journal
* Records and graphs
* Performance
assessment
* Teacher made
assessment
2-4 Weeks
2-4 Weeks
Syracuse City School District
Elementary Science
Grade 3
Essential Question: How does energy change things?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
To Know
To Do
IV.1
* Energy causes change
* Observe and predict change
* Materials as conductors
in object due to interaction
* Materials as electrical
with the following energy
conductors
forms
* Electricity travels in a
- heat
closed circuit
- electricity
* Difference between open
- sound
and closed circuit
- mechanical
- light
* Classify materials as heat
conductors or insulators
* Classify materials as
electrical conductors or
insulators
* Build a model circuit
* Demonstrate open and
closed circuit
IV.
* Energy can be transferred
* Investigate energy transfer
from one form to another
as the following
- chemical – electrical
Vocabulary
battery
energy
insulator
- electrical – heat
conductor
transfer
electric stove
circuit
mechanical
- electrical – sound
door bell
- mechanical – sound
musical instruments
- electrical – light
light bulb
Use of Knowledge
* Experimental inquiry
* Classify
* Inductive reasoning
* Deductive reasoning
Assessment
Timeline
* Teacher observation
* Journal
* Records
* Performance
assessment
* Teacher made
assessment
2-4 Weeks
1-2 Weeks
Syracuse City School District
Elementary Science
Grade 3
Essential Question: How do energy and matter interact to create change in motion?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
Use of Knowledge
To Know
To Do
V.1
* A force is a push or pull
* Observe objects change of
* Experimental inquiry
* Gravity pulls objects toward
direction or position due to
* Inductive reasoning
the Earth
application of various forces * Problem solving
* Varying the angle of an
* Observe effect of object’s
* Invention
inclined plane will affect the
weight, shape, size upon
distance an object will travel
gravity
* Amount of change in
* Experiment with the affect
motion is affected by
of angle, of inclination upon
friction
on objects travel distance
* Magnetic force can travel
* Observe, record, and predict
through various materials
object’s travel distance as
* Magnetic force decreases
affected by surface material
with distance from an object * Observe, record, and explain
* A magnet’s like poles repel
the effect upon a magnet’s
while unlike poles attract
force when traveling through
* The greater the force the
various materials
greater the change of motion * Chart the distance of various
objects and magnet
Vocabulary
effectiveness and
motion
force
analyze/discuss why there is
pole
gravity
a difference
attract
angle
* Experiment with variables
repel
friction
of distance and mass upon
surface
magnet
the amount of force applied
to an object
* Observe and record the
effect two magnets have
upon each other
- like poles repel
- unlike attract
Assessment
Timeline
* Teacher observation
* Journal
* Records/charts/
graphs
* Performance
assessment (student
model)
* Teacher assessment
2-4 Weeks
Benchmark
Declarative Knowledge:
To Know
Procedural Knowledge:
To Do
* Design a model that
demonstrates a change in
motion by varying energy or
matter
Use of Knowledge
Assessment
Timeline
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Scientific Inquiry/Mathematical Analysis
Essential Question: What do I need to know? How can I find out?
Benchmark
I.1
II.1
Declarative Knowledge:
To Know
* Formatting of questions
who, what, where, when,
why
* Tools to record observations
- graphs
- charts
- drawings and labeling
- narratives
* Recognize similarities and
differences
* Roles of cooperative groups
- facilitator
- materials manager
- observer
- recorder
Procedural Knowledge:
To Do
* Develop and answer
appropriate questions to seek
greater understanding of
observed objects and events
* Record observations and
develop relationships
- graphs
- charts
- drawing & labeling
- narratives
* Compare and contrast
personal observations with
others
* Work in cooperative groups
* Scientific tools used for
measuring
- thermometer
- beakers, cups, etc.
- linear measurement
- scales
- time
* Sequence of events of the
plan
* Create, share and carry out
plans for explaining
phenomena. Indicate
- materials
- procedure
- data collection
through observation and use
of simple measurement
tools
Use of Knowledge
* Compare
* Classify
* Experimental inquiry
* Investigation
* Invention
* Problem solving
* Inductive reasoning
* Deductive reasoning
* Constructing support
* Comparison
* Classification
* Experimental inquiry
* Projective investigation
* Invention
* Problem solving
* Induction
* Deduction
* Constructing support
Assessment
* Teacher observation
* Performance
assessment
* Teacher made/or
program assessment
* Records
* Graphs
* Charts
* Labs
Timeline
On going
Benchmark
III.1
Declarative Knowledge:
To Know
* The format of graphic
organizers
* Inferences gained from data
collection
- patterns
- sequences
* Oral presentation skills,
listening skills
* Editing and revising
Vocabulary
observe
label
graph
facilitator
recorder
compare
contrast
procedure
data
predict
conclusion
hypothesis
edit
revise
diagram
materials
materials manager
Procedural Knowledge:
To Do
* Organize observations
through use of simple charts
and tables
* Develop conclusions based
on interpretation of data
* Share, listen and compare
findings with others
* Modify findings if
necessary
* Write observations, data,
conclusions into lab reports
Use of Knowledge
* Compare
* Classify
* Experimental inquiry
* Ivestigation
* Invention
* Problem solving
* Inductive reasoning
* Deductive reasoning
* Constructing support
Assessment
* Teacher observation
* Performance
assessment
* Teacher program
assessment
* Records
* Graphs
* Charts
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: How many? How much? How do you know?
Benchmark
Declarative Knowledge:
Procedural Knowledge:
To Know
To Do
I.1
* Understand appropriate
* Select appropriate
concepts of addition,
operations and apply
subtraction, multiplication
mathematical skills needed
and division
to solve problems in the
natural world and in science
experiments/labs
II.1
* The process of inductive
* Develop conclusions based
and deductive reasoning
on simple logical reasoning
III.1
* The correct use of scientific
manipulative materials
Vocabulary
addition
subtraction
multiplication
division
tool
thermometer
scale
ruler
measurement
* Select appropriate scientific
tool to solve problems
- thermometer
- scale
- ruler
- microscope
- balance scale
- beaker
- anemometer
- meter stick
Use of Knowledge
Assessment
* Compare
* Abstract
* Problem solving
* Experimental inquiry
* Teacher observation
* Performance
assessment
* Teacher model or
program assessment
* Inductive reasoning
* Deductive reasoning
* Constructing support
* Abstracting
* Teacher observation
* Science labs
* Invention
* Experimental inquiry
* Deductive reasoning
* Compare
Timeline
On going
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: How can matter be described?
Benchmark
PS III.1
PS III.2
Declarative Knowledge:
To Know
*Matter has properties
* Objects can be sorted or
classified according to
their properties
* Measurement can be
made with standard and
non-standard units
* Matter can change
Procedural Knowledge:
To Do
* Observe with eyes and
magnifiers
* Understand color hardness,
weight and size
* Match colors
* Categorize hard/soft
* Name colors
* Sort by shape
* Classify by color
* Seriate height
* Classify wet/dry, heavy/light
* Sort objects by sink/float
* Measure with standard and
non-standard units
* Use and observe rulers,
thermometers balances,
magnets and graduated
cylinders
* Participate in baking activities
* Observe snow melting
* Freeze water
* Help make play dough
* Dissolve
Use of
Knowledge
* Observe
* Classify
* Compare
* Induction
Assessment
* Teacher
observation
* Teacher
observation
Timeline
Syracuse City School District
Elementary Science
Grades Pre-K – 4
Essential Question: What makes it work? How can I make it?
Benchmark
I.1-5
Declarative Knowledge:
To Know
* Attributes or features of
given object that could be
modified
* Process of researching
information
* Process of prioritizing
possible solutions
* Process of design,
construction, and model
building
Vocabulary
attribute
feature
research
design
construct
model
solution
efficient
Procedural Knowledge:
To Do
* Identify objects and their
features that could be
improved upon making them
more efficient; construct
model
* Research history behind the
design of an object; write
report
* Brainstorm possible
technical solutions, evaluate
each and select best choice
* Create age appropriate
design, build and test model
and revise if necessary
Use of Knowledge
* Decision making
* Investigation
* Experimental inquiry
* Invention
* Problem solving
Assessment
* Performance task
* Reports/charts/
graphs/designs
* Inventions
Timeline
On going