Grade 3 Science

NECAP Standards
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K-8 Curriculum Alignment
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Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

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207- 363-3403

Grade Three Science
Scope and Sequence

Students will be actively involved in learning experiences focused on:
  • Human Body 
  • Earth, Moon, & Sun
  • Ecosystems (Maine Animal Unit)

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: SCIENCE 
GRADE: 3

Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. UNIFYING THEMES - Students apply the principles of systems, models, constancy and change, and scale in science and technology.
A.1. SYSTEMS Students explain interactions between parts that make up a whole man-made and natural things.
a. Explain how individual parts of organisms, ecosystems or man-made sturctures can influence one another.
Research a Maine animal and describe the ecosystem(s) in which they live.
 
Describe how the muscular/skeletal system fits into the whole body system.
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b. Explain ways that things including organisms, ecosystems or human-made structures may not work as well, (or at all), if a part if missing, broken, worn out, mismatched or misconnected.
Using the human body kit provided for 3rd grade curriculum, construct models of the ball and socket joint and the hinge joints, and demonstrate how they work with all the parts of the model and with a part missing. Discuss the impact on the model when a part is missing or broken.
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A.2. Models Students use models to represent objects, processes, and events from the physical setting, the living environment and the technological world.
a. Represent the features of a real object, event, or process using models including geometric figures, number sequences, graphs, diagrams, sketches, maps, or three-dimensional figures and note ways in which those representations do (and do not) match features of the originals.
A.3. Constancy and Change Students identify and represent basic patterns of change in the physical setting, the living environment and the technological world.
a. Recognize patterns of change - including steady, repetitive, irregular or apparently unpredictable change.
Practice simple logic, critical thinking, and brainstorming skills for various science units.
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b. Make tables or graphs to represent changes.
Create Venn Diagrams contrasting and comparing the environments introduced in the book Cocoa Ice.
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A.4. Scale Students use mathematics to describe scale for man-made and natural things.
a. Measure things to compre sizes, speeds, times, distances, and weights.
(Everyday Math)
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b. Use fractions and multiples to make comparisons of scale.
(Everyday Math)
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B. THE SKILLS AND TRAITS OF SCIENTIFIC INQUIRY AND TECHNOLOGICAL DESIGN - Students plan, conduct, analyze data from and communicate results of in-depth scientific investigations and use a systematic process, tools, equipment, and a variety of materials to create a technological design and produce a solution or product to meet a specified need.
B.1. Skills and Traits of Scientific InquiryStudents plan, conduct, analyze data from and communicate results of investigations, including fair tests.
a. Pose investigations questions and seek answers from reliable sources of scientific information and from their own investigations.

b. Plan and safely conduct investigations including simple experiments that involve a fair test.
c. Use simple equipment, tools, and appropriate metric units of measurement to gather data and extend the senses.
Monitor length of day throughout the year.  

Report findings through class discussions.
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d. Use data to construct and support a reasonable explanation.
Monitor length of day throughout the year using sunrise/sunset data

Report findings through class discussions.
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e. Commuicate scientific procedures and explanations.
B.2. Skills and Traits of Technological Design Students use a design process, simple tools, and a variety of materials to solve a problem or create a product, recognizing the constraints that need to be considered.
a. Identify and explain a simple design problem and a solution relatd to the problem.
b. Propose a solution to a design problem that recognizes constraints including cost, materials, time, space, or safety.
c. Use appropriate tools, materials, safe techniques, and quantitative measurements to implement a proposed solution to a design problem.
d. Balance simple constraints in carrying out a proposed solution to a design problem.
e. Evaluate their own design results as well as those of others, using established criteria.
f. Modify designs based on results of evaluations.
g. Present the design problem, process, and design or solution using oral, written, and/or pictorial means of communication.
C. The Scientific and Technological Enterprise - Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and technological design, and the impacts science and technology have on society and the environment.
C.1. Understandings of Inquiry Students describe how scientific investigations result in explanations that are commnicated to other scientists.
a. describe how scientists answer questions by developing explanations based on observations, evidence, and knowledge of the natural world.
b. Describe how scientists make their explanations public.
C.2. Understandings About Science and Technology Students describe why people use science and technology,  and how scientists and engineers work.
a. Describe how scientists seek to answer questions and explain the natural world.
 
b. Describe how engineers seek solutions to problems through the design and production of products.
C.3. Science, Technology, and Society
Students identify and describe the influences of science and technology on people and the environment.
a. Explain how scientific and technological information can help people make safe and healthy decisions.

b. Give examples of changes in the environment caused by natural or man-made influences.
Research Maine animal.

Develop and display findings in a format identifying animal, its habitat, its lifecylce, its adaptations to the environment and the human impact on that environment, and construct a project to illustrate findings.
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c. Eplain that natural resources are limited, and that reusing, recycling, and reducing materials and using renewable resources is important.
Create a project to develop and display findings obtained through research on Maine animals that includes information about:
  • the animal
  • its habitat
  • its life cycle
  • its adaptations to the environment
  • the human impact on its environment
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C.4. History and Nature of Science
No performance indicator
Although no performance indicators are stated, students are expected to have instructional experiences that describe how science helps people understand the natural world.
D. The Physical Setting - Students understand the universal nature of matter, energy, force and motion, and identify how these relationships are exhibited in Earth Systems, in the solar system and throughout the universe.
D.1. Universe and Solar System Students describe the positions and apparent motions of different objects in and beyond our solar system, and how these objects can be viewed from Earth.
a. Show the locations of the sun, Earth, moon, and planets and their orbits.

b. Observe and report on observations that the sun appears to move across the sky in the same way every day, but its path changes slowly over the seasons.
Using sunrise/sunset chart, interpret the data to determine what causes the sunlight to increase/decrease over time.
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c. Recognize that the sun is a star and is similar to other stars in the universe.
D.2. Earth Students describe the properties of Earth's surface materials, the processes that change them, and  cycles that affect the Earth.
a. Explain the effects of the rotation of Earth on the day/night cycle, and how that cycle affects local temperature.
Use an Earth, sun, moon model to explain day/night cycle lengths.
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b. Describe the various forms water takes in the air and how that relates to weather.
c.  Explain how wind, waves, water, and ice reshape the surface of Earth.
d. Describe the kinds of materials that form rocks and soil.
 
e. Recognize that the sun is the source of Earth's surface heat and light energy.
 
f. Explain how the substance called air surrounds things, takes up space, and its movement can be felt as wind.
D.3. Matter and Energy Students describe properties of objects and materials before and after they undergo a change or interaction.
a. Describe how the weight of an object compares to the sum of the weight of its parts.
b. Illustrate how many different substances can be made from a small number of basic ingredients.
c. Describe properties of original materials, and the new material(s) formed, to demonstrate that a change has occurred.
d. Describe what happens to the temperatures of objects when a warmer object is near a cooler object.
e. Describe how the heating and cooling of water and other materials can ghange the properties of the materials.
f. Explain that the properties of a material may change but the total amount of material remains the same. 
g. Explain that materials can be composed of parts too small to be seen without magnification.
D.4. Force and Motion Students summarize how various forces affect the motion of objects.
a. Predict the effect of a given force on the motion of an object.
b. Describe how fast things move by how long it takes them to go a certain distance.
c. Describe the path of an object.
 
d. Give examples of how gravity, magnets, and electrically charged materials push and pull objects.
E. The Living Environment - Students understand that cells are the basic unit of life, that all life as we know it has evolved through genetic transfer and natural selection to create a great diversity of organisms, and that these organisms create interdependent webs through which matter and energy flow. Students understand similarities and differences between humans and other organisms and the interconnections to these interdependent webs.
E.1. Biodiversity Students compare living things based on their behaviors, external features, and environmental needs.
a.Describe how living things can be sorted in many ways, depending on which features or behaviors are used to sort them, and apply this understanding to sort living things.
Classify Maine animals into distinct categories.
 
Design and describe a classification system for Maine animals.
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b. Describe the changes in external features and behaviors of an organism during their life cycle.
Describe adaptations of estuary life during seasonal changes.

Identify living things in a local habitat.

Compare and contrast Maine’s biomes to biomes of other regions.
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E.2. Ecosystems Students describe ways organisms depend upon, interact within, and change the living and nonliving environment as well as ways the environment affects organisms
a. Explain how changes in an organism's habitat can influence its survival.
Using information from the Maine Animal Report, and after reading the River Ran Wild,outline the effects to, and on the enviroment by living and non-living influences, and how these impact negarively and positivley to diverse living organisms.
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b. Describe that organisms all over the Earth are living, dying, and decaying and new organisms are being produced by the old ones.
c. Describe some of the ways in which organisms depend on one another, including animals carrying pollen and dispersing seeds.
d. Explain how the food of most animals can be traced back to plants and how the animal uses food for energy and repair.
Using information from the Maine Animal Report, and after reading the River Ran Wild,outline the effects to, and on the enviroment by living and non-living influences, and how these impact negatively and positively to diverse living organisms. 
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E.3. Cells Students describe how living things are made up of one or more cells and the ways cells help organisms meet their basic needs.
a. Give examples of organisms that consist of a single cell and organisms that are made of a collection of cells.
b. Compare how needs of living things are met in single-celled and multi-celled organisms.
E.4. Heredity & Reproduction Students describe characteristics of organisms, and the reasons why organisms differ from or are similar to their parents.
a. Name some likenesses between children and parents that are inherited, and some that are not.
 
b. Explain that in order for offspring to look like their parents, information related to inherited likenesses must be handed from parents to offspring in a reliable manner.
E.5. Evolution Students describe the fossil evidence and  present explanstions that help us understand why there are differences among and between present and  past organisms.
a. Explain advantages and disadvantages gained when some individuals of the same kind are different in their characteristics and behavior.
b. Compare fossils to one another and to living organisms according to their similarities and differences.

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.