THIRD GRADE
Students in Grade 3 are becoming more aware of scientific concepts. They are active, inquisitive, and have a greater interest in their environment and an increased capacity for intellectual growth. Through varied and appropriate activities, third-grade students begin to develop a sense of where they are in their world. Teachers extend the natural inclinations of students to ask questions and investigate their world through an inquiry-based classroom environment. In this learning environment, students apply process skills, engage in hands-on activities, and participate in cooperative groups to conduct investigations that begin with questions and progress toward the communication of answers.
The development of critical-thinking and problem-solving skills is a major goal of the third-grade science program. In Grade 3, the study of science includes planning and implementing simple classroom and field investigations. Students describe the layers of Earth, including the inner and outer cores, mantle, and crust. They observe the force and motion of objects, identify weather phenomena, organize weather data into tables or charts, describe the life cycle of plants, and determine the effect of environmental conditions on plant growth and survival.
Cherokee County Schools: The documents for third, fourth and fifth grades are written to follow the basic order of the Alabama Course of Study: Science. Life sciences are listed first for two reasons. One is that the first unit in each grade level science book begins with the life sciences. The second reason is that the life sciences are sometimes more interesting to elementary students. This observation is the opinion of several elementary teachers. Of course, teachers should teach in the order that they wish as long as the state mandated mastery level standards are met.
The timelines listed are just a suggestion and can be manipulated as needed. Some standards may be harder to meet and need to be covered longer or returned to at a later time. And of course, some standards may be imprinted more into a group of student’s background knowledge and can be cut short.
Matching SAT objectives are noted where they fit in with the ACOS objectives. Many of the objectives are on similar matter, but may be worded differently or cover a slightly different aspect of the common subject. Several SAT objectives are not related to objectives on this document; therefore teachers must find time to review and cover those objectives that are not related.
Alabama High School Graduation Exam objectives are also listed where they overlap with ACOS objectives. Again, sometimes this overlapping is broad but will contain common subjects.
For most standards from the course of study, there are correlating textbook pages and activities listed. However, a few were not mentioned in the grade level books so there is nothing listed. Luckily, the Internet and ALEX are available to find endless information and resources that are needed. Proteacher.com is a great resource for science. Of the activities listed, most are found in the textbook and are simple to prepare.
3rd Grade
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Alabama Course of Study: Science
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Timeline
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Stanford 10 |
Alabama High School Graduation Exam |
Textbook:Scott Foresman |
Additional Resources/ Activities |
The students will: |
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LIFE SCIENCE |
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6. Identify structures and functions of the muscular and skeletal systems of the human body. |
Week 1 & 2 |
X |
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PowerPoint: Human Body (in packet) |
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7. Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. |
Week 3 |
X |
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Ch. 1, lessons 4 |
Create a poster for a student model to copy and discuss. Com/110062 |
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· Describing the role of plants in the food chain |
Week 4 |
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Standard II, Objective 1, Bullet 2: Trace the flow of energy through food chains, food webs, and energy pyramids. |
Ch. 4, lessons 3 pages 2 & 3 |
Investigate, page 128: What can happen in a place without predators? |
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· Identifying plant and animal cells |
Week 5 |
X |
Standard V, Objective 1, Bullet 3: Identify and define similarities and differences between plant and animal cells. |
Ch. 1, page 5 |
Complete models of plant and animal cells. Complete a Compare and Contrast chart (textbook pg. EMix) |
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· Describing how plants occupy space and use light, nutrients, water, and air
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Week 6 |
X |
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Ch. 1, lessons 1 & 2 Ch. 4, lessons 2 Ch. 5, Lessons 1 |
Take care of a classroom plant, keeping a journal of care and changes in the plant. Complete a four or five column chart (textbook pg. EMiv) |
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· Classifying plants according to their features Examples: evergreen or deciduous, flowering or nonflowering |
Week 7 |
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Ch. 1, lessons 3 Ch. 3, lessons 3 |
Explore, page 4: How are plants alike and different? |
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· Identifying helpful and harmful effects of plants Examples: helpful—provide food, control erosion; |
Week 8 |
X |
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Ch. 4, lesson 1 Ch. 8, lesson 3 |
On a T chart list harmful and helpful qualities of plants. (textbook pg. EMii) |
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· Identifying how bees pollinate flowers |
Week 9 |
X |
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Ch. 4, lesson 1 |
On a five-column chart show the flow of pollination by bees. (textbook pg. EMv) |
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· Identifying photosynthesis as the method used by plants to produce food |
Week 10 |
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Complete a sequence chart to show the process. (textbook pg. EMiii) Com/110013 |
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8. Identify how organisms are classified in the Animalia and Plantae kingdoms. |
Week 11 & 12 |
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Standard III, Objective 1, Bullet 2: Classify organisms into the five kingdoms based on recognizing two or more characteristics associated with organisms in a given kingdom. |
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Complete a T Chart identifying characteristics of both kingdoms. (textbook pg. EMii) |
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9. Describe how fossils provide evidence of prehistoric plant life. Example: plant fossils in coal or shale providing evidence of existence of prehistoric ferns |
Week 13 |
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Ch. 1, lessons 5 Ch. 2, lessons 4 |
Investigate, page 58: What can you learn from an imprint? |
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10. Determine habitat conditions that support plant growth and survival. Examples: deserts support cacti, wetlands support ferns and mosses |
Week 14 |
X |
Standard III, Objective 2, Bullet 4: Demonstrate knowledge of which characteristics/traits would be best suited for plants growing in different environments and /or exposed to different pests. |
Ch. 1, lessons 1 Ch. 2, lessons 3 Ch. 3, lessons 1, 2 & 4 pages 66 & 67 |
Explore, page 68: In which soil do grass seeds grow best? |
PHYSICAL SCIENCE |
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1. Classify substances as soluble or insoluble. Examples: soluble—sugar in water, powdered drink
in water;
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Week 15 |
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Ch. 11, lessons 2 |
Investigate, page 210: How much water can soil hold? Experiment, page 268: What settles first? Investigate, page 314: How can properties help you separate a mixture? |
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2. Identify physical and chemical changes of matter. Examples: physical—chopping wood, |
Week 16 |
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Ch. 5, lessons 2 pages 146 & 147 Ch. 10, page 296 Ch. 11, page 298 Ch. 11, lessons 1, 2 & 3 Ch. 13, lessons 3 |
Investigate, page 162: How can you make a model of the water cycle? Investigate, page 290: How can you measure some physical properties of matter? Explore, page 300: How can matter change? |
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3. Describe ways energy from the sun is used. Examples: plant growth, light, heat |
Week 17 |
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Ch. 3, lessons 1 Ch. 13, page 354 lessons 1 & 2 Ch. 16, lessons 2 Ch. 17, lessons 3 |
Investigate, page 466: How can a planet’s distance from the sun affect its surface temperature? |
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· Identifying fossil fuels as a source of energy |
Week 18 |
X |
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Ch. 13, lessons 1 & 2 |
Complete a word web describing fossil fuels. (textbook pg. EMvi) |
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4. Define force and motion. |
Week 19 |
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Ch. 12, page 322 |
Complete a KWL chart. (textbook pg. EMi) |
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· Identifying forces that change an object’s position or motion Examples: lifting, pushing, pulling |
Week 20 |
X |
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Ch. 12, lessons 1 & 2 |
Explore, page 324: How can you describe motion? Experiment, page 412: How does energy affect the distance a toy car travels? |
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· Identifying sources of friction Examples: rubbing hands together, applying sandpaper to wood |
Week 21 |
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Ch. 12, page 323, lessons 2 |
Investigate, page 344: How much force will you use? |
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· Describing the force of gravity
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Week 22 |
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Ch. 12, lessons 2, pages 350 & 460 |
Experiment, page 508: How does the speed of a meteorite affect the crater its makes? |
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5. Identify the relationship of simple machines to compound machines. Example: pencil sharpener composed of a wheel and axle, inclined plane, and wedge |
Week 23 |
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Ch. 12, lessons 3 Ch. 17, page 474 |
Complete a Main Idea detail page linking simple machines to compound. (textbook pg. EMxiv) |
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EARTH AND SPACE SCIENCE |
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11. Describe Earth’s layers, including inner and outer cores, mantle, and crust. |
Week 24 |
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Ch. 8, page 218, lessons 1 & 2 |
Explore, page 220: How do some mountains form? Activity (ACOS bulletin) “Found a Peanut” |
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· Classifying rocks and minerals by characteristics, including streak, color, hardness, magnetism, luster, and texture |
Week 25 |
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Ch. 7, lessons 1 & 2 pages 194 |
Complete a List-Group-Label chart identifying characteristics. (textbook pg. EMvii) |
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12. Identify conditions that result in specific weather phenomena, including thunderstorms, tornadoes, and hurricanes. |
Week 26 &27 |
X |
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Ch. 6, lessons 2 pages 170 |
Complete a Three-Column chart describing conditions of each. (textbook pg. Emiii) |
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· Identifying cloud types associated with specific weather patterns
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Week 28 |
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Ch. 6, pages 190 & 191 |
Using blue construction paper and cotton balls, create the three cloud types and compare. |
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· Identifying positive and negative effects of weather phenomena Examples: positive—flooding deposits good soil
when waters recede, |
Week 29 |
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Ch. 4, lessons 4 Ch. 8, lessons 3 |
Investigate, page 234: How can observe erosion? |
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· Identifying technology used to record and predict weather, including thermometers, barometers, rain gauges, anemometers, and satellites |
Week 30 & 31 |
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Ch. 6, lessons 1 |
Explore, page 148: Where is Earth’s water? Explore, page 172: How can you measure wind speed? |
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· Explaining symbols shown on a weather map |
Week 32 |
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Ch. 6, lessons 1 |
Print or copy a map and have students create their own weather conditions symbols and map key. /weather/ |
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· Organizing weather data into tables or charts
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Week 33 |
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Standard I, Objective 2, Bullet 1: Use process skills to interpret data from graphs, tables, and charts. |
Ch. 6, pages 186 |
Record weather data for a week, then create a graph or chart to show changes from day to day. |
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13. Describe ways to sustain natural resources, including recycling, reusing, conserving, and protecting the environment. |
Week 34 |
X |
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Ch. 9, lessons 1, 2 & 3 |
Explore, page 148: Where is Earth’s water? Explore, page 244: How can you classify resources? Investigate, page 258: What are some freshwater resources? |
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· Recognizing the impact of society on human health and environmental conditions |
Week 35 |
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Standard VI, Objective 1, Bullet 5: Identify human activities that affect the dynamic equilibrium of populations and ecosystems. |
Ch. 4, lessons 5 & 6 Ch. 6, lessons 1 Ch. 8, page 242 Ch. 17, lessons 1 & 2 |
Work in groups to create posters for display throughout the school, that depict the ways humans are changing their environment. Ex: causes of global warming |
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14. Describe the position of Earth, the moon, and the sun during the course of a day or month. |
Week 36 |
X |
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Ch. 15, page 418, lessons 1, 2 & 3 |
Explore, page 420: How do shadows change? |
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· Describing various forms of technology used in observing Earth and its moon
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Week 37
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Ch. 14, page 446 & 448 Ch. 17, page 504 |
Investigate, page 498: How does a GPS device find your location?
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