School Administrative District #4
Unity of purpose
CORE CURRICULUM: SCOPE AND SEQUENCE
Department: Science
CONTENT STANDARD: INQUIRY AND PROBLEM SOLVING
Scientific inquiry, problem solving, and the technological method provide insight into and comprehension of the world. A variety of tools, including emerging technologies, assist the inquiry processes; and models are used to aid understanding. All students will apply inquiry and problem-solving approaches in science and technology.
Performance Indicators: The learner will·
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Grade 3 |
1. Review and extend prior learning
2. Ask questions and propose strategies and materials to seek answers to questions, i.e., conduct an investigation
á Convert questions into statements (hypotheses) that can be tested
á Use operational definitions
á Make accurate observations, using tools and units of measure
á Measure length, mass, volume, temperature, and time to the nearest centimeter, meter, gram, kilogram, milliliter and liter, degree Celsius, second and minute, respectively
á Recognize, extend, and create a variety of patterns and cycles
á Plant life cycles
á Water cycle
á Collect data, using a variety of instruments
á Construct abstract models to make sense of data
3. As part of a group, design, construct, and evaluate a product, i.e., conduct a technological investigation
CONTENT STANDARD: SCIENTIFIC REASONING
Scientific reasoning involves framing and supporting arguments, recognizing patterns and relationships, identifying bias and stereotypes, brainstorming alternative explanations and solutions, judging accuracy, analyzing situations, and revising studies to improve their validity. All students will learn to formulate and justify ideas and to make informed decisions.
Performance Indicators: The learner will·
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Kindergarten-Grade 4 |
1. Review and extend prior learning
2. Participate in brainstorming activities
3. Discover relationships and patterns
4. Make observations and draw conclusions about those observations
5. Explore alternative explanations for observed phenomena
6. Examine strengths and weaknesses of simple arguments
7. Distinguish between "important" and "unimportant" information in simple arguments
8. Know that feelings can distort reasoning
9. Provide support for a claim, using various types of evidence (e.g., logical, quantitative)
10. Demonstrate an understanding that ideas are more believable when supported by good reasons
11. Practice and apply simple logic and intuitive thinking
CONTENT STANDARD: COMMUNICATION
Clear and accurate communication employs appropriate symbols and terminology, models, and a variety of media and presentation styles. Communication includes constructing knowledge through reflection, evaluation, refocusing, and critically analyzing information from a variety of sources. Both individuals and groups must learn to communicate effectively. All students will communicate effectively in the applications of science and technology.
Performance Indicators: The learner will·
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Kindergarten-Grade 4 |
1. Review and extend prior learning
2. Describe and compare things in terms of number, shape, texture, color, size, mass, and behavior
3. Read and write instructions to follow or explain procedures
4. Ask clarifying and extending questions
5. Use sketches, tables, bar graphs, physical representations, and manipulatives to explain scientific and technological procedures and ideas
6. Demonstrate an initial understanding of how to gather and present information using a variety of media, including the effective use of the computer
á Simple spreadsheet
á Simple database
á Simple word processing
á Simple graphics
7. Record results of experiments or activities (e.g., interviews, discussions, field work), summarize, and communicate what he/she has learned
á Write a simple lab report
8. Demonstrate an initial understanding of how to cite examples of bias in information sources and question the validity of information from varied sources
9. Function effectively in a group with various assigned roles (e.g., reader, recorder)
10. Reflect on work in science and technology via discussions, journals, and self-assessment
CONTENT STANDARD: IMPLICATIONS OF SCIENCE AND TECHNOLOGY
Scientific and technological breakthroughs are influenced by prevailing beliefs and conditions which in turn are impacted by new ideas and inventions. By assessing the impacts of technological activity on the environment, one can develop his/her own sense of global stewardship. All students will understand the historical, social, economic, environmental, and ethical implications of science and technology.
Performance Indicators: The learner will·
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Kindergarten-Grade 4 |
1. Review and extend prior learning
2. Demonstrate an understanding that legend, story, and scientific explanation are different ways to explain the world
3. Describe some inventions: what they do, how they work, and how they have made life easier
4. Identify commonly used resources, their sources, and the place where their waste products go
5. Demonstrate some recycling practices and care of resources
6. Investigate and describe the role of scientists and inventors
7. Explain how his/her life would be different without specific inventions or scientific knowledge
8. Explore how cultures have found different technological solutions to deal with similar needs or problems (e.g., construction, clothing, agricultural tools and methods)
9. Explore how technology (e.g., transportation, irrigation) has altered human settlement
10. Demonstrate an understanding that renewable and non-renewable resources have limits and explain practices for conservation in daily life
11. Explain the connections between and among industry, natural resources, population, and economic development
CONTENT STANDARD: EARTH-AND-SPACE SCIENCE
Earth-and-space science is the study of the Earth, its history, changes, and place in the universe. Students will gain knowledge about (1) the Earth and processes that change it and (2) the universe and how humans have learned about it and the principles upon which it operates.
Performance Indicators: The learner will·
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Grade 3 |
1. Review and extend prior learning
2. Recognize that many things about the Earth (such as climate) occur in cycles that vary in length and frequency
á Model and explain the water cycle
3. Describe the change in position of the continents over time
á Illustrate and explain what the continents looked like millions of years ago and compare their appearance then with their appearance today
4. Describe differences among minerals, rocks, and soils
á Compare samples of different minerals, rocks, and soils and describe their characteristics
5. Illustrate the relative positions of the sun, moon, and planets
á Create models and arrange planets in relation to one another
6. Trace the sources of the Earth's heat and light energy to the sun
7. Describe the Earth's rotation on its axis and its revolution around the sun
á Model the Earth's rotation on its axis and its revolution around the sun
8. Explore the relationship between the Earth and its moon
á Explain the lunar cycle
CONTENT STANDARD: BIOLOGY
The study of biology is the study of life, including how life forms, develops, reproduces, obtains energy, and responds to the environment. The functions performed by organelles (specialized structures found in cells) within individual cells are also carried out by the organ system in multi-cellular organisms. All students are expected to understand that cells are the basic units of life and to be conversant with magnifying devices, cell structure and function, body systems, causes of disease, and the body's defense against disease. Modern classification systems are based on comparisons of the structure, function, life cycles, and behavior of organisms. All students are expected to understand that there are similarities within the diversity of all living things. Fossils show past life, extinct species, and environmental changes over time. Organisms change and new species may arise because of genetically coded adaptations. All students are expected to understand the basis for all life and the fact that all living things change over time. Energy takes many forms which can exert forces and do work. The conversion of energy from one form to another offers useful applications and sometimes presents problems. All students are expected to understand concepts of energy as they relate to the study of living things. Balance in ecosystems is based on an intricate web of relationships among populations of living organisms, as well as non-living factors such as water and temperature. Changes in specific populations or conditions affect other parts of the ecosystem. Individual systems continually change in response to human and other factors. All students are expected to understand how living things depend on one another and on non-living aspects of the environment.
Performance Indicators: The learner will·
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Grade 3 |
1. Review and extend prior learning
2. Describe characteristics of different living things: plants
á Differentiate among plants using distinctive life functions
á Recognize that plants can be classified as edible/nonedible, flowering/nonflowering, evergreen (conifer)/leaf-bearing (deciduous)
3. Group the same objects in different ways, using different characteristics: plants
á Order plant organisms in the same group, using different characteristics
4. Design and describe a classification system: plants
á Group plants according to similar physical attributes
5. Identify ways that organisms depend on their environment: plants
á Associate unfamiliar plants with their environments
6. Demonstrate an initial understanding that organisms are made up of cells that have distinguishing characteristics
7. Explore how the use of a microscope enables individuals to see cells: plants
á Observe cells in plants and describe what he/she sees
8. Compare and contrast the life cycles, behavior, and structure of different organisms: plants
9. Investigate and demonstrate an understanding of the basic sequences and cycles occurring in nature (e.g., plant life cycles, day and night, seasons, phases of the moon and tides)
10. Demonstrate an understanding that living and nonliving things can change over time, sometimes in predictable ways: non-living things
á Explain how weather and seasonal changes produce weathering and erosion
11. Demonstrate an initial understanding of the various mechanisms found in the natural world for transporting living and non-living matter and the results of such movement
12. Recognize that organisms that are present now have not always existed and that some forms of life have become extinct
á Generate a list of species which have become extinct
13. Describe how fossils form
á Create a fossil impression
14. Explain how adaptations enable different species to survive: plants
á Describe how a plant has adapted to its environment (e.g., tundra, desert)
15. Describe ways in which organisms may be similar to and different from their parents and explore possible reasons for these similarities and differences
á Describe ways offspring are similar to and different from their parents
16. Compare and contrast physical and living components of different biomes (e.g., tundra, rain forest, ocean, desert, grasslands)
á Model the physical and living components of tundra, rain forest, ocean, desert, and grasslands
CONTENT STANDARD: CHEMISTRY
The study of chemistry is the study of matter; its structure, properties, and composition; and the processes of change. Matter is made of atoms, each with its characteristic properties, which can combine to form all substances in the universe. The state and properties of matter may differ when it experiences chemical, physical, and nuclear changes. All students are expected to understand the structure of matter and the changes it can undergo.
Performance Indicators: The learner will·
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Grade 3 |
1. Review and extend prior learning
2. Demonstrate an understanding of the basic properties of solids, liquids, and gases and the processes involved with changes from one state to another
á Properties
á Mass
á Volume/capacity
á Processes
á Condensation
á Evaporation
á Melting
á Freezing
á Expanding
á Contracting
CONTENT STANDARD: PHYSICS
The study of physics is the study of the basic physical laws that can be applied to all the sciences. All objects are in motion, at least at an atomic/subatomic level. By understanding how forces (e.g., gravity, friction, and magnetism) act on objects, students can predict the effects of those forces on the motion of an object. All students are expected to understand the motion of objects and the manner in which forces can change that motion. Energy takes many forms which can exert forces and do work. The conversion of energy from one form to another offers useful applications and sometimes presents problems. All students are expected to understand concepts of energy.
Performance Indicators: The learner will·
|
Grade 3 |
1. Review and extend prior learning
2. Demonstrate an initial understanding of the effects of different forces on motion
á Magnetic
á Mechanical
3. Draw conclusions about how the amount of force affects the motion of more massive and less massive objects
4. Generate examples illustrating that when something is pushed, it exerts a reaction force
5. Demonstrate an initial understanding of different forms of energy (e.g., light, heat, sound)
á Sort illustrations of sources of different forms of energy
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07/16/98 |
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