Third Grade Life Science
Syllabus
1. Welcome to Third Grade Life Science
Have you ever wondered why certain animals and plants
are found in different places? For instance, why does a
polar bear live in an arctic habitat? In this course you will
learn about each type of environment and why certain
animals choose it for their habitat.
Course Outline (tentative and subject to change)
I.
II.
III.
IV.
V.
Characteristics of Environments
Food Chains
Changes in Habitats
Response of Animals to Environmental Changes
Infer Characteristics of Early Environments
Requirements
Students need to have completed Grade 2 and have previous knowledge in the following:
• Basic needs of organisms (air, water, food, shelter) (K.L.2A.5)
• Characteristics of animals for distinct environments (salt and freshwater, deserts,
forests, wetlands, or polar lands) (2.L.5B.2)
• Relationships between plants and animals (2.L.5B.1)
• Plant responses (turning leaves toward the sun, leaves changing colors, leaves wilting,
trees shedding leaves) (1.L.5B.3)
• Characteristics of animals for distinct environments (salt and freshwater, deserts,
forests, wetlands, or polar lands) (2.L.5B.2)
• Animal response to environment (eating behaviors, hibernation, migration) (2.L.5B.3)
Delivery
This course will consist of 5 modules each containing topics pertinent to the study of Animals,
Environments, and the interaction of the two.
Workload
This course will last approximately 5-6 weeks with each Module taking about 1-1.5 weeks to
complete. It is expected that the student should devote about 1 hour each day (5 hours total each
week) to complete a Module.
Mrs. Christine Hofmann, Grade 3 Teacher
Third Grade Life Science
Syllabus
2. Preface (optional)
This course serves as an introductory course to the Earth’s Environments and the Interaction of
the Animals living within the Environments.
3. Course Information
Course Title: Environments and Habitats
Prerequisites: Students taking this course should have knowledge of the following:
• Basic needs of organisms (air, water, food, shelter) (K.L.2A.5)
• Characteristics of animals for distinct environments (salt and
freshwater, deserts, forests, wetlands, or polar lands) (2.L.5B.2)
• Relationships between plants and animals (2.L.5B.1)
• Plant responses (turning leaves toward the sun, leaves changing
colors, leaves wilting, trees shedding leaves) (1.L.5B.3)
• Characteristics of animals for distinct environments (salt and
freshwater, deserts, forests, wetlands, or polar lands) (2.L.5B.2)
• Animal response to environment (eating behaviors, hibernation,
migration) (2.L.5B.3)
Description: In this course, the student will learn:
The characteristics of an environment (including physical characteristics,
temperature, availability of resources, or the kinds and numbers of
organisms present) influence the diversity of organisms that live there.
Organisms can survive only in environments where their basic needs are
met. All organisms need energy to live and grow. This energy is obtained
from food. The role an organism serves in an ecosystem can be described by
the way in which it gets energy. When the environment or habitat changes,
some plants and animals survive and reproduce, some move to new
locations, and some die. Fossils can be used to infer characteristics of
environments from long ago.
Intended Audience: Third Grade Students in South Carolina
Program: Third Grade Life Science and Biology
School: Ocean Bay Elementary School
Third Grade Life Science
Syllabus
4. Goals and Outcomes
Course Goals
The objective of this course is for a student to demonstrate an understanding of how
the characteristics and changes in environments and habitats affect the diversity of
organisms. (Standard 3.L.5)
Course Outcomes
After completing this course, students will be able to:
Analyze and interpret data about the characteristics of environments
(including salt and fresh water, deserts, grasslands, forests, rain forests,
and polar lands) to describe how the environment supports a variety of
organisms. (3.L.5A.1)
Develop and use a food chain model to classify organisms as producers,
consumers, and decomposers and to describe how organisms obtain
energy. (3.L.5A.2)
Obtain and communicate information to explain how changes in
habitats (such as those that occur naturally or those caused by
organisms) can be beneficial or harmful to the organisms that live
there. (3.L.5B.1)
Develop and use models to explain how changes in a habitat cause
plants and animals to respond in different ways (such as hibernating,
migrating, responding to light, death, or extinction). (3.L.5B.2)
Construct scientific arguments using evidence from fossils of plants
and animals that lived long ago to infer the characteristics of early
environments. (3.L.5B.3)
Third Grade Life Science
Syllabus
5. Grading
Course Assessments
Quizzes
Five (5) quizzes will be administered during the session. You will
complete each quiz online using Moodle. Each quiz will be considered
open-book; you may consult all online course materials, or even
external Internet resources. You will be allowed a maximum of 24
hours to complete each quiz, which must be submitted before the
deadlines posted in Moodle.
Discussions
Module discussions are designed to engage a student’s interaction with
others in the course and provide constant, helpful feedback and
assistance when dealing Environments, Habitats and Animals.
Discussion postings should be courteous, thoughtful, and carefully
written. To facilitate the discussion and prevent procrastination, two
deadlines are scheduled for each discussion. Pay attention to each date.
Assignments
These written items and online activities are opportunities for
the students to demonstrate their abilities to apply the
knowledge gained in the course to be used in future learning
throughout elementary, middle, and high school.
Assessment
Weight
5 Quizzes
25% (5% each)
5 Discussions
25% (5% each)
10 Assignments
50% (5% each)
Third Grade Life Science
Syllabus
Grades
Grades will be calculated by converting point accumulations for each assessment using the table
below. The grading scale is that used by Horry County Schools. You can consult the Parent
Handbook for more information.
Score
Grade
93-100
A
85-92
B
77-84
C
70-76
D
Below 69
F
Incomplete
A grade of incomplete may be granted to students who have suffered serious personal illness or
critical emergency circumstances during the academic term, resulting in failure to complete all
assignments by the end of the quarter. Documentation from a physician is required and must be
attached to the petition for a temporary grade of incomplete.
Third Grade Life Science
Syllabus
6. Textbooks and Supplies
Required Texts
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Science: A Closer Look Grade 3 MacMillan/McGraw Hill (2008) South Carolina Edition
Recommended Texts
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Science: A Closer Look Grade 3 MacMillan/McGraw Hill (2008) South Carolina Edition
Activities accessible via:
http://www.macmillanmh.com/science/2008/student/na/grade3/index.html
Planet Pals accessible via: http://www.planetpals.com/habitats.html
A Rain Forest Habitat byMolly Alloian and Bobbie Kalman
A Desert Habitat by Kelley Macaulay and Bobbie Kalman
Water Habitats byMolly Alloian and Bobbie Kalman
Forest Habitats by Bobbie Kalman
The Arctic Habitat by Molly Alloian and Bobbie Kalman
7. Schedule
Weeks 1 & 2: Module 1: Characteristics of Environments
The characteristics of an environment (including physical characteristics, temperature,
availability of resources, or the kinds and numbers of organisms present) influence the diversity
of organisms that live there. Organisms can survive only in environments where their basic
needs are met
Topic 1: Salt Water Environments
Topic 2: Fresh Water Environments
Topic 3: Desert Environments
Topic 4: Grassland Environments
Topic 5: Polar Environments
Topic 6: Rain Forest Environments
Topic 7: Temperate Forest Environment
Third Grade Life Science
Syllabus
Week 3-Module 2: Food Chains
All organisms need energy to live and grow. This energy is obtained from food. The role an
organism serves in an ecosystem can be described by the way in which it gets energy.
Topic 1: Obtaining Energy
Topic 2: Food Chain
Topic 3: Producers
Topic 4: Consumers
Topic 5: Decomposers
Week 4-Module 3: Changes in Habitats
When the environment or habitat changes, some plants and animals survive and reproduce, some
move to new locations, and some die.
Topic 1: Changes Caused by Nature
Topic 2: Changes Caused by Organisms
Week 4-Module 4: Response of Animals to Changes in Their Habitats
When the environment or habitat changes, some plants and animals survive and reproduce, some
move to new locations, and some die
Topic 1: Hibernating
Topic 2: Migrating
Topic 3: Responding to light
Topic 4: Death
Topic 5: Extinction
Week 5-Module 4: Characteristics of Early Environments
Fossils can be used to infer characteristics of environments from long ago.
Topic 1: What are fossils?
Topic 2: What does the location of a fossil tell us?
Topic 3: What does the fossil tell us about the environment?
Topic 4: What does the fossil tell us about the animal?
Topic 5: Review Environments
Third Grade Life Science
Syllabus
8. Course Policies
Time Management
An online course can take a considerable amount of time. As stated in welcome
page, each module requires 5 hours for readings and assignments/assessments.
For this reason, it is highly recommended that you begin each assignment
early. Work on it regularly over the week rather than waiting until the last day
or two. This will allow you to have the chance to work out problems or get help
if needed.
Participation
Depending on the class activities, you are responsible for completing
weekly assignments, participating in discussion groups, and checking in to
the course site on a consistent basis.
Deadlines
You will always be given explicit instructions on where to send your assignments. Assignments
are usually due on a weekly basis – the exact dates will always be found in the activities. If you
wish to complete an assignment prior to the due date, you may (however, a group assignment
must be completed during the week assigned OR upon approval of every member of the group).
NO LATE SUBMISSION WILL BE ACCEPTED. PLEASE BE AWARE OF THIS POLICY
AND SUBMIT YOUR WORK ON TIME. This policy will be strictly enforced in the summer
session due to the condensed schedule.
Turnaround Time
The instructor will be monitoring the discussion board on a daily basis.
Submitted assignments will be graded and feedback will be provided within 3
days after the module is concluded. E-mail messages will be answered within 24
hours on weekdays and 48 hours on weekends.
Third Grade Life Science
Syllabus
Academic Integrity
Under all circumstances, students are expected to be honest in their dealings
with faculty, administrative staff, and fellow students. In speaking and/or
correspondence with members of the college community, students must give
an accurate representation of the facts at hand. Students must submit work that
fairly and accurately reflects their level of accomplishment. Any work that is
not a product of the student’s own effort is considered dishonest. Students
may not submit the same work for more than one course. A student may be
suspended or expelled for academic dishonesty. Please refer to the Student
Handbook for additional information regarding the policy on academic
honesty.
Technical Supports
If you ever encounter any technology difficulties, please contact the following supports:
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Weebly.com (the instructor, chofmann@horrycountyschools.net)
HCS Help Desk
Academic Supports
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Ocean Bay Elementary School Library
Thank you for abiding by the Course Policies.
Third Grade Life Science
Syllabus
9. Other Information
E-mail and Its Etiquette
Students must use their google e-mail accounts for all correspondence with
their teacher. This will help ensure that e-mails are secure and that staff
can assist students with any e-mail related technical problems.
It is expected that all E-mail correspondence to the teacher will be
conducted in a professional manner. When utilizing E-mail for this class,
you should:
1.
2.
3.
4.
include the course code, number, and section in the E-mail subject
address the recipient in an appropriate manner,
utilize proper spelling, grammar, and punctuation,
close with your full name.
Computing Requirements
Required Hardware
To access e-learning courses, a multimedia-class computer (PC or Mac) with Internet
connectivity is required. The minimum system configurations required to view e-learning course
content are described below.
PC
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500 MHz Pentium III
Windows 2000
128 MB RAM (512 MB
recommended)
1 GB free hard disk space
56K modem (broadband
recommended)
Macintosh
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400 MHz G4
OS 9.1 (OS X recommended)
128 MB RAM (512 MB
recommended)
1 GB free hard disk space
56K modem (broadband
recommended)
Third Grade Life Science
Syllabus
Required Browser
Students must have an Internet browser installed on their computers to view and interact with
online courses. Mozilla Firefox, version 1.5 or better, is recommended. Please note that browsers
may need to be further optimized if courses utilizing multimedia require any browser plug-ins or
ancillary players.
Special Services
If you have any learning disabilities or are alternatively-abled in any manner, or if you feel you
need special accommodation, please contact Ocean Bay Elementary School’s Special Education
Department.
Modification of the Syllabus and Schedule
The instructor reserves the right to modify the syllabus and schedule at any time. Notice of any
change will be E-mailed and posted as an announcement.