East Hanover Township Public Schools Science Curriculum Based on the 2009 New Jersey Core Curriculum Content Standards Grades K 5 Board of Education Approval: April 11, 2011
Acknowledgements East Hanover Township Science Curriculum Team Kathleen Fitzsimmons Gail Canova Marie Bender Jennifer Nadel Heather Feggans Debbi Wilson The team wishes to thank the Hanover Township Administration and the Science Curriculum Team for sharing their Science Curriculum with us in a collaborative gesture to align curriculum across districts.
East Hanover Township Public Schools Science Curriculum This Science Curriculum is supported by the following textbook series: Scott Foresman Science, Scott Foresman, 2006 https://www.pearsonsuccessnet.com/snpapp/login/login.jsp In addition to the science series, numerous media resources including SMART Board presentations and other technological media enrich the learning for students. Additional Resources SMART Exchange - http://exchange.smarttech.com/#tab=0 Animals http://www.crickweb.co.uk/ks1science.html#younganimals http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ey/science/animal_h/index.htm http://kinderwebgames.com/brownbearbody.shtml Weather http://www.fossweb.com/modulesk-2/airandweather/activities/whatstheweather.html Seasons http://www.enchantedlearning.com/subjects/plants/seasonsprintout.shtml Recycling http://www.starfall.com/n/holiday/earthday/play.htm?f Plants http://www.starfall.com/n/holiday/gardenshop/load.htm?f&n=main Senses http://library.thinkquest.org/3750/ Kid Port - http://www.kidpost.com/grade1/science/sience/scienceindex.htm Gameaquarium - http://www.gamequarium.com Fun Brain - http://www.funbrain.com/cgi-bin/getskill.cgi?a4=1 Enchanted Learning - http://www.enchantedlearning.com Science Monster - http://amazing-space.stsci.edu Kid Port - http://www.kidpost.com/grade1/science/sience/scienceindex.htm Learning Center for young astronomers - http://starchild.gsfc.nasa.gov www.edu/webweatherforkids www.soarviews.com www.space.com www.wikianswers.com www.netaxs.com www.allaboutbirds.org www.madsci.org
EAST HANOVER TOWNSHIP SCHOOLS Science Scope and Sequence Grades K-5 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Life Science: Life Science: Plants and Plant Cells and Animals Plants September Seasons Senses Sound Unit C, Chapter 11 October Seasons Matter Unit C, Chapter 8 November Senses Animals Unit A, Chapter 2 December Senses Animals Unit A, Chapter 2 January Animals Weather and Seasons Unit B, Chapter 6 February Animals Weather and Seasons Unit B, Chapter 6 March Weather Earth and Space Unit D, Chapter 12 Energy Unit C, Chapter 9 Forces and Motion Unit C, Chapter 10 Forces and Motion Unit C, Chapter 10 Living Things that Grow and Change Unit A, Chapter 4 Living Things that Grow and Change Unit A, Chapter 4 Fossils and Dinosaurs Unit B, Chapter 7 Life Science: Animals Life Science: Ecosystems Earth Science: Water Earth Science: Weather Earth Science: Weather/ Water Cycle Space and Technology: Solar System Life Science: Plants Ecosystems Life Science: Human Body Earth Science: Weather/ Water Cycle Earth Science: Rocks and Minerals Physical Science: Properties of Matter Physical Science: Properties of Matter Life Science: Classifying Organisms and Cells to Systems Life Science: Classifying Organisms and Cells to Systems Life Science: Classifying Organisms and Cells to Systems Life Science: Changes in Ecosystems Space and Technology: Stars and Galaxies Earth in Space Space and Technology: Stars and Galaxies Earth in Space Space and Technology: Stars and Galaxies Earth in Space
April Recycling Earth and Space Unit D, Chapter 12 May June Life Cycles and Plants Life Cycles and Plants Plants Unit A, Chapter 1 Earth s Land, Air, and Water Unit B, Chapter 5 Fossils and Dinosaurs Unit B, Chapter 7 Plants and Animals Growing Together Unit A, Chapter 3 Technology and the World Unit D, Chapter 13 Space and Technology: Solar System Physical Science: Properties of Matter Physical Science: Properties of Matter Physical Science: Simple Machines Space and Technology: Earth's Cycles Space and Technology: Earth's Cycles Earth Science: Protecting Earth's Resources Physical Science: Forces of Motion Physical Science: Forces of Motion
Grade: Kindergarten Topic One: Seasons 1. Know the four seasons 2. Know the changes that occur during the four seasons Science Practices: Generate Scientific Evidence Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.3 A Life Science: Organization and Development Living organisms are Composed of cellular Units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. September and October Literature Weekly Reader Publications Role playing, performance tasks Teacher Observation
Grade: Kindergarten Topic Two: Senses Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit 1. Know by observing your senses help you to learn about the world 2. Know the five senses and their related body parts 3. Understand and know use of their own senses help observe characteristics of things around them Science Practices: Generate Scientific Evidence Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.1 D Science Practices: Participate Productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. Physical Science: Forms of Energy Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. November Literature Weekly Reader Publications Role playing, performance tasks Teacher Observation
Grade: Kindergarten Topic Three: Animals 1. Identify animals by body covering 2. Know how to care for pets 3. Identify baby animals 4. Know what animals need 5. Know animals environment 5.1B Science Practices: Generate Scientific Evidence Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.3 B Life Science: Matter and Energy Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms January Literature Weekly Reader Publication Achievement on teacher activities and book activities Role playing, performance tasks
Grade: Kindergarten Topic Four: Weather 1. Know that weather changes daily 2. know that weather changes from season to season 3. Know how to observe and record daily weather and temperature 5.1B Science Practices: Generate Scientific Evidence Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.4 F Earth Systems Science: Climate and Weather Earth s weather and climate systems are the result of complex interactions between land, ocean, ice, and atmosphere March Literature Weekly Reader Publications Role playing, performance tasks Teacher Observation
Grade: Kindergarten Topic Five: Recycling 1. Identify things they can do to protect the Earth 2. Identify natural resources that needs to be protected 3. Identify and list ways they can recycle 5.1B Science Practices: Generate Scientific Evidence Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time April Literature Weekly Reader Publications Role playing, performance tasks Teacher Observation
Grade: Kindergarten Topic Six: Plants 1. Know basic needs of all living things 2. Identifies ways seeds travel 3. Know different ways things can be grouped 4. Know plants and animals are adapted to different ranges of temperature and moisture 5.1B Science Practices: Generate Scientific Evidence physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.3A Life Science: Organization and Development Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions 5.3 D Life Science: Heredity and Reproduction Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction 5.3 C Life Science: Interdependence All animals and most plants depend on both other organisms and their environment to meet their basic needs May Planting Project Butterfly/Ladybug Life cycle kits Literature Weekly Reader Publications Role playing, performance tasks Teacher Observation
Grade: First Topic One: Senses 1. Know by observing your senses help you to learn about the world 2. Know the five senses and their related body parts 3. Understand and know use of their own senses help observe characteristics of things around them 5.1B Science Practices: Generate Scientific Evidence Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.1 D Science Practices: Participate Productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. September Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities and book activities Role playing, performance tasks Performance on (Teacher-Created) Assessment
Grade: First Topic Two: Matter 1. Know common objects are composed of parts that are too small to be seen without magnification 2. Know ways objects can be grouped according to similarities of differences 3. Know examples of solids, liquids, gases and their properties 4. Know that thing can be done to materials to change some of their physical properties (e.g. cutting, heating, freezing) 5.1B Science Practices: Generate Scientific Evidence physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.2 B Physical Science: Changes In Matter Substances can undergo physical or chemical changes to form new substances. Each change involves energy 5.2 A Physical Science All students will understand That physical science principles, Including fundamental ideas about matter,energy, motion, are powerful conceptual tools for Making sense of phenomena in physical, living, and Earth systems science 5.2 D Physical Science :Energy: Transfer and Conservation The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another October Textbooks(Scott Foresman-Unit C, Chapter 8) Leveled Readers Transparencies Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities and book activities Role playing, performance tasks Performance on (Teacher-Created) Assessment
Grade: First Topic Three: Animals 1. Know life occurs on or near the surface of the Earth on land, air, or water 2. Know and describes characteristics of plants and animals 3. Identifies and compares the characteristics of thing that live on land, in the water, and in the air 4. Know that living organisms need to be adapted to their environment to survive 5. Know the characteristics of the vertebrate group Science Practices: Generate Scientific Evidence physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.3A Life Science: Organization and Development Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions 5.3 D Life Science: Heredity and Reproduction Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction 5.3 C Life Science: Interdependence All animals and most plants Depend on both other Organisms and their environment to meet their basic needs November-December Textbooks(Scott Foresman-Unit A, Chapter 2) Leveled Readers Transparencies Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities and book activities Role playing, performance tasks Performance on (Teacher-Created) Assessment
Grade: First Topic Four: Weather and Seasons 1. Know patterns in weather 2. Know people use scientific processes when exploring the natural world 3. Know that weather conditions occur in patterns over time 4. Know some impacts of bad weather 5. Know ways to stay safe in bad weather 6. Know how to keep science records 7. Know variety of tools used to observe, record, analyze, predict changes in weather 5.1B Science Practices: Generate Scientific Evidence Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.1 D Science Practices: Participate Productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. Physical Science: Forms of Energy Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. January - February Textbooks(Scott Foresman-Unit B, Chapter 6) Leveled Readers Transparencies Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities and book activities Role playing, performance tasks Performance on (Teacher-Created) Assessment
Grade: First Topic Five: Earth and Space 1. Know and describe characteristics of the Sun and importance to Earth 2. Know each time the Earth completes one rotation one day has passed and that takes 24 hours 3. Know the appearance of the sunrise and sunset is due to the rotation of Earth every 24 hours 4. Know the Moon moves around the Earth, the Earth moves around the Sun, and the Moon is visible when it reflects the light from the Sun Science Practices: Generate Scientific Evidence Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.4 A Earth System Science All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe 5.4 C Earth System Science: Properties of Earth Materials Earth s composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life March-April Textbooks(Scott Foresman-Unit D, Chapter 12) Leveled Readers Transparencies Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities and book activities Role playing, performance tasks Performance on (Teacher-Created) Assessment
Grade: First Topic Six: Plants 1. Know basic needs of all living things 2. Identifies ways seeds travel 3. Know different ways living things can be grouped 4. Know plants and animals are adapted to different ranges of temperature and moisture 5,1B Science Practices: Generate Scientific Evidence Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.3A Life Science: Organization and Development Living organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions 5.3 D Life Science: Heredity and Reproduction Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction 5.3 C Life Science: Interdependence All animals and most plants depend on both other organisms and their environment to meet their basic needs May Textbooks(Scott Foresman-Unit A, Chapter 1) Leveled Readers Transparencies Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities and book activities Role playing, performance tasks Performance on (Teacher-Created) Assessment
Grade: First Topic Seven: Earth s Land, Air and Water 1. Know some of Earth s natural resources, including land, air, and water 2. Know that the surface of the Earth is composed of different types of solid material that comes in all sizes 3. Know ways people use natural resources 4. Describes ways the Earth changes 5. Know and displays solutions to problems by generating, collecting, organizing, and analyzing data using simple charts and graphs 5.1B Science Practices: Generate Scientific Evidence Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time June Textbooks(Scott Foresman-Unit B, Chapter 5) Leveled Readers Transparencies Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities and book activities Role playing, performance tasks Performance on (Teacher-Created) Assessment
Grade: Second Grade Topic One: Sound Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit 1. Know that sound is caused by vibrations (pushing and pulling) to cause waves 2. Know that properties of sound such as pitch and loudness can be altered by changing the properties of the sound source 3. Understand that sound travels differently through different media 4. Know that animals produce sounds in a variety of ways 5. Identify and describe different sounds in the environment Science Practices: Generate Scientific Evidence Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.1 D Science Practices: Participate Productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.2 C Physical Science: Forms of Energy Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable. September Textbooks (Scott Foresman Unit C, Chapter 11) Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities and book activities Role playing, performance tasks Performance on (Teacher-Created) Assessment
Grade: Second Grade Topic Two: Energy Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit 1. Know that the Sun supplies heat and light energy to Earth 2. Know that light can pass through some objects and not others 3. Know that heat can be produced in many ways (e.g., by burning and rubbing) 4. Know that every human action requires energy that comes from food 5. Know that people use scientific processes including hypotheses, making inferences, and recording and communicating data when exploring the natural world 5.3 B Science Practices: Generate Scientific Evidence Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.2 C Physical Science: Forms of Energy Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the natural world can be explained and is predictable 5.2 D Physical Science: Energy Transfer and Conservation The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another October Textbooks (Scott Foresman Unit C, Chapter 9) Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities and book activities Role playing, performance tasks Performance on (Teacher-Created) Assessment
Grade: Second Grade Topic Three: Forces and Motion Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit 1. Know that heat can be produced in many ways (e.g., by burning and rubbing) 2. Understand that different things move at different speeds 3. Know that there is a relationship between force and motion 4. Know that one way to change how something is moving is to give it a push or a pull 5. Use senses, tools, and instruments to obtain information from his or her surroundings 5.2 E Physical Science: Forces and Motion It takes energy to change the motion of objects. The energy change is understood in terms of forces November and December Textbooks (Scott Foresman Unit C, Chapter 10) Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities and book activities Role playing, performance tasks Performance on (Teacher-Created) Assessment
Grade: Second Grade Topic Four: Living Things (that Grow and Change) Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit 1. Apply knowledge about life processes to distinguish between living and nonliving things 2. Describe how organisms change as they grow and mature 3. Know that all living things have offspring that resemble their parents 5.3 A Life Science: Organization and Development Living Organisms are composed of cellular units (structures) that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions 5.3 D Life Science: Heredity and Reproduction Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction January and February Textbooks (Scott Foresman Unit A, Chapter 4) Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities and book activities Role playing, performance tasks Performance on (Teacher-Created) Assessment
Grade: Second Grade Topic Five: Fossils and Dinosaurs Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit 1. Know that fossils provide evidence about the plants and animals that lived long ago 2. Describe how fossils are formed 3. Recognize that scientists such as paleontologists use technology in scientific research 4. Describe characteristics of different dinosaurs 5.4 B Earth Systems Science: History of Earth From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geologic, biological, physical, and chemical processes March and April Textbooks (Scott Foresman Unit B, Chapter 7) Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities and book activities Role playing, performance tasks Performance on (Teacher-Created) Assessment
Grade: Second Grade Topic Six: Plants and Animals (Growing Together) Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit 1. Know the basic needs of all living things 2. Know that plants and animals are dependent upon each other for survival 3. Know that living things do not get food, water, shelter, and space, they will die 4. Know that people use scientific processes including hypotheses, making inferences, and recording and communicating data when exploring the natural world 5.3 B Life Science: Matter and Energy Transformations Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms 5.3 C Life Science: Interdependence All animals and most plants depend on both other organisms and their environment to meet their basic needs 5.3 E Life Science: Evolution and Diversity Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time May Textbooks (Scott Foresman Unit A, Chapter 3) Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities and book activities Role playing, performance tasks Performance on (Teacher-Created) Assessment
Grade: Second Grade Topic Seven: Technology and The World Objective NJCCCS Suggested Materials & Length of Study/Resources/Technology for Unit 1. Understand that people influence the quality of life of those around them 2. Identify ways that changes in technology have helped to improve various means of transportation and communication 3. Identify ways that technology affects people s everyday lives 4. Identify and describe examples of natural and human-made materials 5. 1 C Science Practices: Reflect on Scientific Knowledge Scientific knowledge build on itself over time June Textbooks (Scott Foresman Unit D, Chapter 13) Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities and book activities Role playing, performance tasks Performance on (Teacher-Created) Assessment
Grade: Third Grade Topic One: Plants & Animals 1. Understand that although plants and animals are different, they also share common characteristics. 2. Know behavioral and structural adaptations that allow plants and animals to survive in an environment. 3. Understand similarities and differences among plants. 4. Recognize that fossils provide evidence about plants that lived long ago. 5.1 A Science Practices: Understand Scientific Explanations Students understand core concepts and principals of science and use measurement and observation tools to assist in categorizing, representing, Generate Scientific Evidence physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.1 D Participate productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.3 B Matter and Energy Transformations Matter and Energy transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food. and some organisms obtain their food directly form other organisms. 5.3 C Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs 2-4 weeks Suggested Resources Textbooks Demonstration of students knowledge through: Correct completion of activities on a teacher made checklist Content on conversation and questions, answers projects and oral presentations. -Achievement on test performance tasks.
Grade: Third Grade Topic Two: Animals 1. Identify the needs of animals 2. Know the common and distinguishing characteristics of groups of vertebrate animals 3. Recognize that animals go through predictable stages within their life cycles of birth, growth, development, reproduction and death. 4. Recognize that fossils provide evidence about the animals that lived long ago. 5.1 A Science Practices: Understand Scientific Explanations Students understand core concepts and principals of science and use measurement and observation tools to assist in categorizing, representing, Generate Scientific Evidence physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.1D Participate productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.3 B Life Science Matter and Energy transformations: Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food and some organisms obtain their food directly from other organisms. 5.3 C Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs 2-4 weeks Suggested Resources Textbooks Demonstration of students knowledge through: Correct completion of activities on a teacher made checklist Content on conversation and questions, answers projects and oral presentations. Achievement on test performance tasks.
Grade: Third Grade Topic 3: Ecosystems 1. Know that some source of energy is needed for organisms to stay alive and grow. 2. Understand that the sun provides energy for the Earth in the form of heat and light. 3. Distinguish between kinds of ecosystems 4. Understand the various ways that animals depend on plants for survival. 5.1 A Science Practices: Understand Scientific Explanations Students understand core concepts and principals of science and use measurement and observation tools to assist in categorizing, representing, Generate Scientific Evidence Through Active Investigations physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.1D Participate productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 2-4 weeks Suggested Resources Textbooks Demonstration of students knowledge through: Correct completion of activities on a teacher made checklist Content on conversation and questions, answers projects and oral presentations. Achievement on test performance tasks.
Grade: Third Grade Topic 4: Water 1. Recognize the importance of water to living things. 2. Know the uses people derive from water resources. 3. Understands how water changes form. 4. Understands the stages of the water cycle. 5. The student knows that approximately 75 percent of the Earth is covered by water. 5.1 A Science Practices: Understand Scientific Explanations Students understand core concepts and principals of science and use measurement and observation tools to assist in categorizing, representing, Generate Scientific Evidence Through Active Investigations physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.1D Participate productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 3-5 weeks Suggested Resources Textbooks Demonstration of students knowledge through: Correct completion of activities on a teacher made checklist Content on conversation and questions, answers projects and oral presentations. Achievement on test performance tasks.
Grade: Third Grade Topic 5: Weather 1. Describe the parts of weather 2. Identify ways of measuring and predicting weather. 3. Compare types of severe weather 4. Evaluate ways weather affects people through their daily activities. 5.1 A Science Practices: Understand Scientific Explanations Students understand core concepts and principals of science and use measurement and observation tools to assist in categorizing, representing, Generate Scientific Evidence Through Active Investigations physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.1 D Participate productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.4 F Climate and Weather Earth s weather and climate systems are the result of complex interactions between land, ocean, ice and atmosphere. 2-4 weeks Suggested Resources Textbooks Demonstration of students knowledge through: Correct completion of activities on a teacher made checklist Content on conversation and questions, answers projects and oral presentations. Achievement on test performance tasks.
Topic Six: Solar System Grade: Third Grade The students will be able to: 1. Know that the sun is a star that is much closer to the Earth than the other stars. 2. Understand that the planets differ in size, characteristic, and composition and that they orbit the sun in our Solar System. 3. knows the relative positions of all the planets 4. Identify characteristics of Mercury Venus, Earth and Mars 5.1 A Science Practices: Understand Scientific Explanations Students understand core concepts and principals of science and use measurement and observation tools to assist in categorizing, representing, Generate Scientific Evidence Through Active Investigations physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.1 D Participate Productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.4 A Objects in the Universe Our Universe has been expanding and evolving for 13.7 billion years under the influence of gravitational and nuclear forces. 2-4 weeks Suggested Resources Textbooks Demonstration of students knowledge through: Correct completion of activities on a teacher made checklist Content on conversation and questions, answers projects and oral presentations. Achievement on test performance tasks.
Grade: Third Grade Topic Seven: Matter The students will be able to: 1. Observe and describe the properties of matter 2. Compare and contrast the forms of matter 3. Explain the makeup of matter 4. Determine the physical properties of matter using metric measurements that incorporate tools such as rulers, thermometers and balances. 5.1 A Science Practices: Understand Scientific Explanations Students understand core concepts and principals of science and use measurement and observation tools to assist in categorizing, representing, Generate Scientific Evidence physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.1D Participate productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.2 A Physical Science: Properties of Matter All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: Matter takes up space, and matter has inertia. 5.2 B Physical Science: Changes in Matter Substances can undergo physical or chemical changes to form new substances. Each change involves energy. 2-4 weeks Suggested Resources Textbooks Demonstration of students knowledge through: Correct completion of activities on a teacher made checklist Content on conversation and questions, answers projects and oral presentations. Achievement on test performance tasks.
Grade: Third Grade Topic Eight: Matter The students will be able to : 1. Describe features of matter involved in physical changes 2. Understands that physical changes in the states of matter can be produced by heating and cooling 3. Describe ways matter can undergo a physical and chemical change 4. Explain the difference between physical and chemical changes. 5.1 A Science Practices: Understand Scientific Explanations Students understand core concepts and principals of science and use measurement and observation tools to assist in categorizing, representing, Generate Scientific Evidence Through Active Investigations physical, and computational tools that need to be applied when constructing and evaluating claims. Science Practices: Reflect on Scientific Knowledge Scientific knowledge builds on itself over time 5.1D Participate productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 2-4 weeks Suggested Resources Textbooks Demonstration of students knowledge through: Correct completion of activities on a teacher made checklist Content on conversation and questions, answers projects and oral presentations. Achievement on test performance tasks.
Grade: Fourth Grade Topic One: Plant Cells/Plants 1. Know that living things are composed of cells. 2. Know that processes needed for life are carried out by the cells. 3. Understand that energy of the Sun can be captured as a source of heat and light on Earth. 4. Understand that green plants use carbon dioxide, water and sunlight energy to turn minerals and nutrients into food for growth, maintenance, and reproduction. 5. Identify plant structures that serve different functions in growth, survival, and reproduction. 6. Collect, share, and record information for a specific investigation. Grade: Fourth Grade 5.1 A Scientific Practices: Understands Scientific Explanations Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Scientific Practices: Generate Scientific Evidence Through Active Investigations physical, and computational tells that need to be applied when constructing and evaluating claims. Scientific Practices: Reflect on Scientific Knowledge Scientific knowledge builds itself over time. 5.1 D Scientific Practices: Participate Productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.3 A Life Science: Organization and Development Living organisms are composed of cellular units that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. 5.3 B Life Science: Matter and Energy Transformations Food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms. 5.3 C Life Science: Interdependence All animals and most plants depend on both other organisms and their environment to meet their basic needs. 5.3 D Life Science: Heredity and Reproduction Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction. September Textbooks (Scott Foresman Unit A, Chapter 2) Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities, projects and oral presentations Achievement on test performance tasks
Topic Two: Ecosystems 1. Describe the basic characteristics of an ecosystem. 2. Know how plants and animals interact with one another in an ecosystem. 3. Understand patterns of interdependency in ecological systems. 4. Know that most living things use energy from the Sun to live and grow. 5. Understand the relationship among organisms in aquatic and terrestrial food chains. 6. Trace the flow of energy in a system. 7. Know that organisms are growing, dying, and decaying and that new organisms are being produced. 8. Know that organisms act as decomposers. 9. Understand the process of decay. Grade: Fourth Grade 5.1 A Scientific Practices: Understands Scientific Explanations Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Scientific Practices: Generate Scientific Evidence physical, and computational tells that need to be applied when constructing and evaluating claims. Scientific Practices: Reflect on Scientific Knowledge Scientific knowledge builds itself over time. 5.1 D Scientific Practices: Participate Productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.3 C Life Science: Interdependence All animals and most plants depend on both other organisms and their environment to meet their basic needs. 5.3 D Life Science: Heredity and Reproduction Organisms reproduce, develop, and have predictable life cycles. Organisms contain genetic information that influences their traits, and they pass this on to their offspring during reproduction. 5.3 E Life Science: Evolution and Diversity Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. October Textbooks (Scott Foresman Unit A, Chapter 3) Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities, projects and oral presentations Achievement on test performance tasks
Topic Three: Human Body 1. Know that complex animals have specialized organs to carry out life processes. 2. Name the major organ systems of the human body. 3. Understand the functions of various body systems. 4. Know that living things are composed of cells. 5.1 A Scientific Practices: Understands Scientific Explanations Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Scientific Practices: Generate Scientific Evidence physical, and computational tells that need to be applied when constructing and evaluating claims. Scientific Practices: Reflect on Scientific Knowledge Scientific knowledge builds itself over time. 5.1 D Scientific Practices: Participate Productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.3 A Life Science: Organization and Development Living organisms are composed of cellular units that carry out functions required for life. Cellular units are composed of molecules, which also carry out biological functions. November Textbooks (Scott Foresman Unit A, Chapter 5) Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities, projects and oral presentations Achievement on test performance tasks Grade: Fourth Grade
Topic Four: Weather/Water Cycle 1. Identify salt as the major difference between fresh and ocean waters. 2. Explain why some oceans are more salty than others. 3. Understand how the water cycle is influenced by temperature, pressure and land features. 4. Know basic patterns, sequences, and cycles occurring in nature. 5. Describe how air masses form and how warm and cold fronts affect weather. 6. Describe clouds that form when air masses meet. 7. Recognize weather patterns. 8. Understand how meteorologists track and predict the weather. 9. Interpret a weather map. 10. Make predictions based on data from picture graphs, bar graphs, and line graphs. 5.1 A Scientific Practices: Understands Scientific Explanations Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Scientific Practices: Generate Scientific Evidence physical, and computational tells that need to be applied when constructing and evaluating claims. Scientific Practices: Reflect on Scientific Knowledge Scientific knowledge builds itself over time. 5.1 D Scientific Practices: Participate Productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.4 F Earth Systems Science: Climate and Weather Earth s weather and climate systems are the result of complex interactions between land, ocean, ice and atmosphere. 5.4 G Earth Systems Science: Biogeochemical Cycles The biogeochemical cycles in the Earth systems include the flow of microscopic and macroscopic resources from one reservoir in the hydrosphere, geosphere, atmosphere, or biosphere to another, are driven by Earth s internal and external sources of energy, and are impacted by human activity. December Textbooks (Scott Foresman Unit B, Chapter 6) Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities, and projects and oral presentations Achievement on test performance tasks Grade: Fourth Grade
Topic Five: Rocks and Minerals 1. Develop an understanding of the properties of earth materials. 2. Know that larger rocks can be broken down into smaller rocks, which in turn can be broken down to combine with organic material to form soil. 3. Understands the stages of the rock cycle. 4. Know basic patterns, sequences, and cycles occurring in nature. 5. Classify minerals by their properties. 5.1 A Scientific Practices: Understands Scientific Explanations Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Scientific Practices: Generate Scientific Evidence physical, and computational tells that need to be applied when constructing and evaluating claims. Scientific Practices: Reflect on Scientific Knowledge Scientific knowledge builds itself over time. 5.1 D Scientific Practices: Participate Productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.4 B Earth Systems Science: History of Earth From the time that Earth formed from a nebula 4.6 billion years ago, it has been evolving as a result of geological, biological, physical, and chemical processes. 5.4 C Earth Systems Science: Properties of Earth Materials Earth s composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life. September Textbooks (Scott Foresman Unit A, Chapter 8) Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities, and projects and oral presentations Achievement on test performance tasks Grade: Fourth
Topic Six: Properties of Matter 1. Know that materials may be made of parts too small to be seen without magnification. 2. Use a variety of measurements to compare and contrast the physical properties of matter. 3. Know that different materials are made by physically combining substances and that different objects can me made by combining different materials. 4. Understand that heating or cooling of matter will speed up or slow down, causing a phase change. 5. Know that materials made by chemically combining 2 or more substances may have properties different from the original materials. 6. Work collaboratively to collect, share, and record information for a scientific investigation. 5.1 A Scientific Practices: Understands Scientific Explanations Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world. Scientific Practices: Generate Scientific Evidence physical, and computational tells that need to be applied when constructing and evaluating claims. Scientific Practices: Reflect on Scientific Knowledge Scientific knowledge builds itself over time. 5.1 D Scientific Practices: Participate Productively in Science The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. 5.2 A Physical Science: Properties of Matter All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia. 5.2 B Physical Science: Changes in Matter Substances can undergo physical or chemical changes to form new substances. Each change involves energy. September Textbooks (Scott Foresman Unit B, Chapter 11) Correct completion of activities (on a teacher made checklist/based on Scott Foresman Science Teacher Edition) activities, and projects and oral presentations Achievement on test performance tasks Grade: Fourth