State Assessed items are printed in GREEN.
Third Grade Science
Cell Structure and Function
The student will investigate the structure and function of plant and animal cells.
The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.
Recognize that living things are made up of smaller parts.
use magnifiers to study the smaller parts of plants and identify their functions (3-S[MH/Ch 1 Lesson 1]M)
determine the parts of an object (3-S[MH/Ch 1 & 2]M/IT)
identify the functions of an object’s parts (3-S[MH/Ch 1 & 2]M/IT)
explain that organisms are made of smaller parts (3-S[MH/Ch 1 & 2]M/IT)
distinguish among the parts of organisms (3-S[MH/Ch 1 & 2]M/IT)
use appropriate tools to observe and identify the parts of an organism (3-S[MH/Ch 1 & 2]M/IT)
identify the functions of different parts of organisms (e.g., thumbs/grasping, beaks/feeding, roots/obtaining nutrients) (3-S[MH/Ch 2]M/IT)
create a model of an organism and describe the function of its parts (3-S[MH/Ch 1 & 2]M/IT)
examine the major parts of plants and determine their functions (3-S[MH/Ch 1 & 2]IB)
Recognize that smaller parts of living things contribute to the operation and well being of entire organisms (3-S[MH/A,B]D)
use magnifiers to observe and describe what occurs when a plant loses a specific part (e.g., leaves, roots) (3-S[MH/Ch 1]M/IT)
identify the part that belongs to a specific plant or animal) (3-S[MH/Ch 1 & 2]A/IT)
identify the part that belongs to a specific plant or animal (3-S[MH/Ch 1 & 2]M/IT)
identify the function of specific plant and animal parts (3-S[MH/Ch 1 & 2]A/IT)
predict the effects on an object that loses an essential part. (3-S[MH/Ch 1 & 2]D/IT)
examine the parts of organisms that are essential for life. (3-S[MH/Ch 1 & 2]M/IT)
determine the outcome when an organism is missing a specific part (3-S[MH/Ch 1 & 2]M/IT)
conduct a simple study to evaluate the effect on a plant that has lost a part (3-S[MH/Ch 1 & 2]M/IT)
identify what plants need (i.e., water, sunlight, and carbon dioxide) to manufacture food (3-S[MH/Ch 1]M/IT)
Checks for Understanding (Formative/Summative Assessment)
•Use a magnifier to investigate root hairs, stem cross sections, and leaf veins and explain their function.
•Use a magnifier to investigate pores, hair follicles, veins, and cuticle, etc. and describe their function.
Possible State Assessment Question(s):
•Identify specific parts of a plant and describe their functions.
Recognize the basic requirements of all living things.
explain how animals depend on plants to meet their need for energy (3-S[MH/Ch 1 & 2]M/IT)
identify the basic needs of plants and animals (3-S[MH/Ch 1 & 2]AM/IT)
recognize that animals obtain their food by eating plants or other animals (3-S[MH/Ch 1, 2, & 3]AM/IT)
illustrate the basic life requirements necessary for plants and animals (3-S[MH/Ch 1,2, & 3]M/IT)
differentiate between how plants and animals are able to satisfy their energy requirements (3-S[MH/Ch 1 , 2, & 3]M/IT)
create a diagram showing the food relationships between plants and animals (3-S[MH/Ch 1,2, & 3]M/IT)
identify photosynthesis as the food manufacturing process in plants (3-S[MH/Ch 1 & 2]M/IT)
examine fossils and explain how they provide information about the types of organisms that lived in the past (3-S[MH/Ch 5 Lesson 3]I/IT)
match the animal with their means of obtaining oxygen (3-S[MH/A,B]I) (3-S[MH/Ch 1 & 2]M/IT)
Checks for Understanding (Formative/Summative Assessment)
•Label a diagram to illustrate the food relationships that exist between plant and animals.
•Create a chart to show how plants and animals satisfy their energy requirements.
•Identify structures that different plants and animals use to meet their basic energy requirements.
•Use a brief informational text to obtain basic information needed to understand how plants and animals obtain food.
Possible State Assessment Question(s):
•Identify the basic needs of plants and animals.
•Recognize that animals obtain their food by eating plants and other animals.
Recognize the basic parts of plants.
examine the major parts of plants and determine their functions (3-S[MH/Ch 1 & 2]M/IT)
recognize that plants use sunlight, water, and air for photosynthesis (3-S[MH/Ch 1 & 2]A/IT)
identify the structures that plants and animals use to meet their basic energy requirements(3-S[MH/Ch 1 & 2]M/IT)
Checks for Understanding (Formative/Summative Assessment)
•Use a magnifier to investigate root hairs, stem cross sections, and leaf veins and explain their function.
•Use a magnifier to investigate pores, hair follicles, veins, and cuticle, etc. and describe their function.
Possible State Assessment Question(s):
•Identify specific parts of a plant and describe their functions.
Ecology
The student will investigate how living things interact with one another and with non-living elements of their environment. The student will understand that living things have characteristics that enable them to survive in their environment.
Recognize the distinction between living and non-living things.
distinguish between living and nonliving things in an illustration (3-S[MH/Ch 3]A/IT))
examine an object’s characteristics to determine if the object is living or nonliving (3-S[MH/Ch 3]D/IT)
explain how plants and animals depend upon each other and the nonliving elements of an environment to meet basic needs (3-S[MH/Ch 1,2,3,4, 5]D/IT)
distinguish between living and non-living objects by their observable characteristics (3-S[MH/Ch 3]A/IT)
contrast the characteristics of living and non-living things (3-S[MH/Ch 1,2,3,4, 5]D/IT)
Checks for Understanding (Formative/Summative Assessment)
•Use a T-Chart to compare and contrast the characteristics of living and non-living things.
•Label a drawing of an environment to illustrate the interrelationships among plants and animals.
•Construct a diagram to demonstrate how plants, animals, and the environment interact to provide basic life requirements.
Possible State Assessment Question(s):
•Distinguish between living and non-living things.
•Determine the different major roles of plants and animals in the environment.
Realize that organisms use their senses to interact with their environment.
identify the sense used to collect specific information (3-S[MH/Ch 1 Lesson 1/Ch 2 Lesson 6/Ch 3 Lesson 3]A/IT)
collect information about the environment using the senses
explain how organisms meet their survival needs (3-S[MH/Ch 1 Lesson 1/Ch 2 Lesson 6/Ch 3 Lesson 3]A/IT)
demonstrate how the loss of one of the five senses affects an animal’s interactions with the environment (3-S[MH/Ch 1 Lesson 1/Ch 2 Lesson 6/Ch 3 Lesson 3]A/IT)
describe how environments are affected by various kinds of pollution (3-S[MH/Ch 4 Lesson 6/Ch 5 Lesson 5]D/IT)
identify groups of similar organisms (i.e., plants and animals) (3-S[MH/Ch 1 &Ch 2]A/IT)
specify the features that enable a plant or animal to survive in its environment (3-S[MH/Ch 1, 2, & 3]D/IT)
identify an organism that belongs in a specific environment (3-S[MH/Ch 1-4]A/IT)
identify the characteristics that enable a specific plant and/or animal to survive in its environment (3-S[MH/Ch 1-4]A/IT)
identify a plant or animal adaptation to a particular environmental condition (3-S[MH/Ch 1 -4]A/IT)
Examine interrelationships among plants, animals, and their environment.
select the plants and animals found in a specific environment (3-S[MH/Ch 1-4]A/IT)
associate an organism with its environment (3-S[MH/Ch 3 & 4]D/IT)
diagram ways that plants and animals assist each other in meeting basic life requirements (3-S[MH/Ch 3 & 4]D/IT)
create an environment that depicts the interrelationships between living and non-living things (3-S[MH/Ch 1- 4]D/IT)
Recognize that the environment and the organisms that live in it can be affected by pollution.
describe how environments are affected by various kinds of pollution (3-S[MH/Ch 3 & 4]D/IT)
identify the environment that has been impacted by pollutants (3-S[MH/Ch 3 & 4]D/IT)
identify the characteristics of polluted environments (3-S[MH/Ch 3 & 4]D/IT)
investigate what can happen to an organism when there is an environmental change due to pollution (3-S[MH/Ch 3 & 4]D/IT)
propose a plan for eliminating a specific pollutant from an environment (3-S[MH/Ch 4]D/IT)
provide specific examples of differences among plants of the same kind (3-S[MH/Ch 1]M/IT)
Recognize the differences among plants and animals of the same kind.
Provide specific examples of differences among plants of the same kind (3-S[MH/Ch 1]D/IT)
identify groups of similar organisms (i.e., plants and animals) (3-S[MH/Ch 1 &Ch 2]D/IT)
classify living things as plants or animals (3-S[MH/Ch 1 &Ch 2]M/IT)
Recognize that living things have features that help them to survive in different environments.
Specify the features that enable a plant or animal to survive in its environment (3-S[MH/Ch 1-4]M/IT)
identify an organism that belongs in a specific environment (3-S[MH/Ch 1 &Ch 2]A/IT)
identify the characteristics that enable a specific plant and/or animal to survive in its environment (3-S[MH/Ch 3-4]D/IT)
group organisms according to the environment in which they live (3-S[MH/Ch 3-4]D/IT)
investigate the relationship between an organism’s characteristics and its ability to survive in a specific environment (3-S[MH/Ch 1 -4]A/IT)
create representations of animals that have characteristics necessary to survive in a given environment (3-S[MH/Ch 2-4]A/IT)
Checks for Understanding (Formative/Summative Assessment)
•Create representations of animals that have characteristics necessary to survive in a particular environment.
•Investigate the connection between an organism’s characteristics and its ability to survive in a specific environment.
•Describe how environmental variables change over space and time.
•Determine how a change in an environmental variable can affect the plants and animals of an area.
•Construct a diorama that shows plants and animals in an appropriate environment.
Possible State Assessment Question(s):
•Investigate an organism’s characteristics and evaluate how these features enable it to survive in a particular environment.
Life Cycles and Biological Change
The student will understand that living things have changed over time.
The student will understand the basic principles of inheritance.
Recognize that living things reproduce.
recognize that organisms develop the ability to reproduce as they mature (3-S[MH/Ch 1 Lesson 1, 3/Ch 2 Lesson 5]D/IT)
Recognize that offspring tend to resemble their parents.
note similarities and differences between parents and offspring (3-S[MH/Ch 1 Lesson 1, 3/Ch 2 Lesson 5]D/IT)
choose the diagram that depicts a parent with its offspring (3-S[MH/Ch 1 Lesson 1, 3/Ch 2 Lesson 5]A/IT)
compare and contrast individual organisms of the same type (3-S[MH/Ch 1 &Ch 2]D/IT)
examine the similarities and differences between parents and their offspring (3-S[MH/Ch 1 Lesson 1, 3/Ch 2 Lesson 5]I/IT)
relate the characteristics of a parent to those of its offspring (3-S[MH/Ch 1 Lesson 1, 3/Ch 2 Lesson 5]I/IT)
Recognize that the appearance of plants and animals changes as they mature.
describe how an organism (e.g., frog, butterfly) changes as it matures (3-S[MH/Ch 1 Lesson 1, 3/Ch 2 Lesson 5]D/IT)
select the illustration that shows an adult organism (3-S[MH/Ch 1 Lesson 1, 3/Ch 2 Lesson 5]D/IT)
select the illustration that shows how an organism changes as it mature (3-S[MH/Ch 1 Lesson 1, 3/Ch 2 Lesson 5]A/IT)
differentiate among the stages in the life cycle of a butterfly, a frog, and plants (3-S[MH/Ch 1 & 2]D/IT)
describe the life cycle of an organism (3-S[MH/Ch 1 & 2]D/IT)
create a timeline that depicts the changes that occur during an organism’s life cycle (3-S[MH/Ch 1 & 2]D/IT)
Checks for Understanding (Formative/Summative Assessment)
•Sequence illustrations that show various stages in the development of an organism.
•Create a timeline that depicts the changes that occur during an organism’s life cycle.
•Differentiate among the stages in the life cycle of a butterfly, mealworm, frog and plant.
•Draw conclusions about the similarities and differences between parents and their offspring
•Make a list of characteristics that are or are not transmitted from parents to offspring.
Possible State Assessment Question(s):
•Select an illustration that shows how an organism changes as it matures.
•Distinguish between characteristics that are or are not transmitted from parents to offspring.
Recognize that some plants and animals that once lived are no longer found on earth.
give examples of organisms that have become extinct (3-S[MH/Ch 4 Lesson 6]D/IT)
identify an example, other than a dinosaur, of an extinct organism (3-S[MH/Ch 4 Lesson 6]D/IT)
identify evidence used to determine that an organism previously existed (3-S[MH/Ch 4 Lesson 6]A/IT)
match the organism to the evidence for its former existence (3-S[MH/Ch 4 Lesson 6]A/IT)
provide examples of extinct organisms (3-S[MH/Ch 4 Lesson 6]D/IT)
make inferences about extinct organisms from fossil evidence (3-S[MH/Ch 4 Lesson 6/ Ch 5 Lesson 3]D/IT)
observe fossils and describe how they could be related to organisms that are alive today (3-S[MH/Ch 4 Lesson 6/Ch 5 Lesson 3]D/IT)
infer possible causes of extinction (3-S[MH/Ch 4 Lesson 6/Ch 5 Lesson 3]D/IT)
Checks for Understanding (Formative/Summative Assessment)
•Identify evidence used to determine that an organism previously existed.
Possible State Assessment Question(s):
•Investigate populations of different organisms and classify them as thriving, threatened, endangered, or extinct.
•Match the organism with evidence of its prior existence.
Space, Weather, and Climate
The student will investigate the structure of the universe.
The student will investigate the relationships among atmospheric conditions, weather, and climate.
Recognize that different objects appear in the day and nighttime sky.
recognize that a telescope serves as a tool for observing distant objects (3-S[MH/Ch 8]D/IT)
recognize that planets are major features of the universe (3-S[MH/Ch 8]D/IT)
identify objects found in the day or nighttime sky (3-S[MH/Ch 8]A/IT))
choose the appropriate tool for observing a specific distant object (3-S[MH/Ch 8]D/IT)
identify the components of the solar system (e.g., planets, moon) (3-S[MH/Ch 8]A/IT)
determine the tools needed for observing the day and nighttime sky (3-S[MH/Ch 8]D/IT)
identify the major components of the solar system (e.g., moons, planets) (3-S[MH/Ch 8]D/IT)
create a model to explain the cause or day and night (3-S[MH/Ch 8]D/IT)
distinguish among the planets according to specific characteristics (3-S[MH/Ch 8]D/IT)
determine the order of the planets (3-S[MH/Ch 8]D/IT)
Recognize that there are predictable patterns that occur in the universe.
explain how day and night result from the rotation of the Earth relative to the sun (3-S[MH/Ch 8]D/IT)
observe, identify, and order the basic phases of the moon (3-S[MH/Ch 8]D/IT)
identify the approximate time of day from a picture of the sun’s position in the sky (3-S[MH/Ch 8]A/IT)
examine pictures of objects found in the day and nighttime sky and relate them to specific times of the day(3-S[MH/Ch 8]D/IT)
illustrate the changing phases of the moon (3-S[MH/Ch 8]D/IT)
prepare a series of illustrations depicting the sun’s position in the sky at different times of the day (3-S[MH/Ch 8]D/IT)
design an exploration for comparing the length of a shadow at different hours of the day (3-S[MH/Ch 8]D/IT)
identify the four basic phases of the moon. (3-S[MH/Ch 8]A/IT)
Checks for Understanding (Formative/Summative Assessment)
•Create a model of the solar system depicting the major components and their relative positions and sizes.
•Use a table to compare and contrast the major solar system components.
Possible State Assessment Question(s):
•Identify the major components of the solar system.
Recognize daily and seasonal weather changes.
compare cloud types with specific weather conditions (3-S[MH/Ch 7]D/IT)
explain how changes in temperature, precipitation, wind speed/direction result in different weather conditions (3-S[MH/Ch 7]D/IT)
select appropriate clothing for a given weather condition (3-S[MH/Ch 7]A/IT))
identify the season when given a description of weather, plants, and animals (3-S[MH/Ch 7]A/IT))
match the cloud type to a specific kind of weather (3-S[MH/Ch 7]A/IT)
identify clouds associated with a variety of weather conditions (3-S[MH/Ch 7]D/IT)
analyze weather data and associate it with seasonal weather conditions (3-S[MH/Ch 7]D/IT)
Realize that weather is associated with temperature, precipitation, and wind conditions and can be measured using tools and instruments.
relate various temperatures, precipitation, wind speeds and directions with certain weather conditions (3-S[MH/Ch 7]D/IT)
collect and analyze daily weather information (3-S[MH/Ch 7]D/IT)
collect temperature data and relate it to weather conditions and seasonal changes (3-S[MH/Ch 7]D/IT)
use the appropriate instruments for collecting weather data (3-S[MH/Ch 7]D/IT)
conduct experiments and draw conclusions about appropriate clothing for different weather conditions (3-S[MH/Ch 7]D/IT)
choose the appropriate tool for observing a specific distant object water (3-S[MH/Ch 7]A/IT)
match temperature, precipitation, wind speed and direction, and cloud conditions with different weather conditions (3-S[MH/Ch 7]A/IT)
identify the appropriate tools to measure temperature and precipitation (3-S[MH/Ch 7]A/IT))
use data to prepare an illustration of a specific day’s weather (3-S[MH/Ch 7]D/IT)
identify the water cycle (3-S[MH/Ch 7]D/IT)
Checks for Understanding (Formative/Summative Assessment)
•Choose tools used for collecting weather data that correspond to the atmospheric condition being measured.
•Identify major cloud types and associate them with particular weather conditions.
•Associate the sun’s energy with the melting of an ice cube placed in a window.
•Investigate various materials to explore heat conduction.
Possible State Assessment Question(s):
•Choose the correct tool for measuring a particular atmospheric condition.
•Match major cloud types with specific atmospheric conditions.
•Use an illustration to identify various sources of heat energy.
•Classify materials based on their ability to conduct heat.
Earth Features/ Earth Resources
The student will understand that the earth has many geological features that are constantly changing. The student will investigate the properties, uses, and conservation of earth’s resources.
Identify the earth’s major geological features.
compare and contrast a variety of different landforms and bodies of water (3-S[MH/Ch 6]D/IT)
identify the labeled part of a map or illustration as a continent, ocean, lake, river, mountain, or island water (3-S[MH/Ch 7]A/IT)
identify a geological feature given specific information water (3-S[MH/Ch 7A/IT))
explain the relationship between rocks and minerals water (3-S[MH/Ch6 & 7]D/IT)
identify common types of rocks (3-S[MH/Ch 6]D/IT)
identify materials and resources that can be reused (3-S[MH/Ch 6 & 7]D/IT)
identify an object as natural or man-made water (3-S[MH/Ch 6 & 7]A/IT)
recognize the properties used to identify specific earth materials (3-S[MH/Ch 6 & 7]A/IT)
identify methods for conserving natural resources (3-S[MH/Ch 6 & 7]A/IT))
distinguish between renewable and nonrenewable resources (3-S[MH/Ch 6 & 7]D/IT)
determine how wind and water change the earth’s geological features 3-S[MH/Ch 6 & 7]D/IT)
identify various methods to conserve earth’s resources (e.g., soil, trees, and water (3-S[MH/Ch 6 & 7]D/IT)
select the illustration that identifies a specific geological feature ( 3-S[MH/Ch 6 & 7]D/IT)
identify various types of land and water environments (3-S[MH/Ch 6 & 7]D/IT)
classify landforms and bodies of water according to their geologic features (3-S[MH/Ch 6 & 7]D/IT)
compare two different geological formations (3-S[MH/Ch 6 & 7]D/IT)
prepare a map of a country showing different landforms and bodies of water (e.g.,
mountains, valleys, plains, oceans, rivers, and lakes) (3-S[MH/Ch 6 & 7]D/IT)
Recognize that there are a variety of earth materials that have basic observable and measurable properties.
explain the relationship between rocks and minerals (3-S[MH/Ch 6 & 7]D/IT)
identify common types of rocks (3-S[MH/Ch 6 & 7]D/IT)
identify an object as natural or man-made (3-S[MH/Ch 6 & 7]D/IT)
recognize the properties used to identify specific Earth materials (3-S[MH/Ch 6 & 7]D/IT)
explore a variety of earth materials and identify their properties (3-S[MH/Ch 6 & 7]D/IT)
classify materials as natural or man made (3-S[MH/Ch 6 & 7]D/IT)
use hand lenses to observe, describe, and compare various types of earth materials (3-S[MH/Ch 6 & 7]D/IT)
write a story of the life cycle of a boulder that becomes a smaller rock (3-S[MH/Ch 6 & 7]D/IT)
Realize that earth materials can be recycled or conserved.
identify materials and resources that can be reused (3-S[MH/Ch 6 & 7]D/IT)
identify methods for conserving natural resources (3-S[MH/Ch 6 & 7]D/IT)
examine classroom materials that can or have been reused and resources that were saved through conservation (3-S[MH/Ch 6 & 7]D/IT)
identify roles that students can play in conserving natural resources (3-S[MH/Ch 6 & 7]D/IT)
prepare a plan for reusing a classroom material (3-S[MH/Ch 6 & 7]D/IT)
create a web that demonstrates the link between basic human needs and earth’s resources (3-S[MH/Ch 6 & 7]D/IT)
Checks for Understanding (Formative/Summative Assessment)
•Compare and contrast two different landforms or bodies of water using a Venn diagram.
•Analyze the physical characteristics of different kinds of rocks.
•Use a hand lens to observe, describe, and compare materials to determine if they are natural or manmade.
•Design and evaluate a method for reusing or recycling classroom materials.
•Create a table and associated graph of renewable or nonrenewable resources found in the home.
•Create a web that demonstrates the link between basic human needs and the earth’s resources.
Possible State Assessment Question(s):
•Classify landforms and bodies of water according to their geological features and identify them on a map.
•Describe how rocks can be classified according to their physical characteristics.
•Identify an object as natural or manmade.
•Determine methods for conserving natural resources.
•Classify a resource as renewable or nonrenewable.
Forces and Motion, Energy
The student will investigate the effects of force on the movement of objects.
The student will investigate energy and its uses.
Realize the basic concept that forces can move objects (push/pull).
describe the relationship between the amount of force applied to an object and the distance the object moves (3-S[MH/Ch 9 & 10]D/IT)
identify that an unbalanced force is needed to change the direction of an object (3-S[MH/Ch 9 & 10]A/IT)
select how surface characteristics affect the movement of an object (3-S[MH/Ch 9 & 10]A/IT)
analyze data to explain the heating and cooling of land, air, and water (3-S[MH/Ch 9 & 10]A/IT)
identify the force that pulls objects toward the Earth (3-S[MH/Ch 9 & 10]D/IT)
recognize that magnets can move objects without touching them (3-S[MH/Ch 9 & 10]D/IT)
select an object that would be attracted by a magnet (3-S[MH/Ch 9 & 10]A/IT)
describe how changing the position of an object affects a balanced system (3-S[MH/Ch 9 & 10]D/IT)
recognize that objects move differently on different surfaces (3-S[MH/Ch 9 & 10]D/IT)
recognize that magnets can move objects without touching them (3-S[MH/Ch 9 & 10]D/IT)
select an object that would be attracted by a magnet (3-S[MH/Ch 9 & 10]D/IT)
select how surface characteristics affect the movement of an object (3-S[MH/Ch 9 & 10]D/IT)
differentiate between push and pull by moving objects in different directions (3-S[MH/Ch 9 & 10]D/IT)
demonstrate the effect of a force on the movement of an object (3-S[MH/Ch 9 & 10]D/IT)
make predictions about objects that are attracted to a magnet (3-S[MH/Ch 9 & 10]D/IT)
investigate the effect of various surfaces on movement (3-S[MH/Ch 9 & 10]D/IT)
predict the effect of removing support from various objects (3-S[MH/Ch 9 & 10]D/IT)
explain how distance affects the strength of a magnet’s attraction (3-S[MH/Ch 9 & 10]D/IT)
Observe and predict how the weight of an object and its position affect balance.
observe and predict how the weight of an object and its position affect balance (3-S[MH/Ch 9 & 10]D/IT)
describe how changing the position of an object affects a balanced system (3-S[MH/Ch 9 & 10]D/IT)
identify how weights affect a balanced scale (3-S[MH/Ch 9 & 10]D/IT))
identify that an unbalanced force is needed to change the direction of an object (3-S[MH/Ch 9 & 10]D/IT)
balance objects using a scale (3-S[MH/Ch 9 & 10]D/IT)
explore the effect of the weight of an object and its position on a balanced system (3-S[MH/Ch 9 & 10]D/IT)
explore the amount of force needed to move objects of varying mass (3-S[MH/Ch 9 & 10]D/IT)
Checks for Understanding (Formative/Summative Assessment)
•Plan an investigation to illustrate how changing the mass affects a balanced system.
•Experiment with magnets to determine how distance affects magnetic attraction.
•Determine that only certain types of objects are attracted to magnets
Possible State Assessment Question(s):
•Identify how an applied force changes the direction of a moving object.
•Recognize that magnets can move objects without touching them.
•Identify objects that are attracted to magnets.
Realize that the sun is the main source of earth’s heat and light energy.
analyze data to explain the heating and cooling of land, air, and water (3-S[MH/Ch 7 & 12]D/IT)
illustrate how life on earth would change without the sun (3-S[MH/Ch 1-4, 7, 12]D/IT)
investigate the effect of the sun’s energy on different surfaces (3-S[MH/Ch 7 & 12]D/IT)
collect temperature data at various times of the day at the same location. (3-S[MH/Ch 7 & 12]D/IT)
identify the source of the Earth’s heat and light energy (3-S[MH/Ch 7]A/IT)
identify the illustration that demonstrates the effects of the sun on various materials (3-S[MH/Ch 7]A/IT)
recognize that various materials conduct heat (3-S[MH/Ch 7 & 12]D/IT)
recognize how speed affects distance traveled over time (3-S[MH/Ch 9]D/IT)
describe how light behaves when it strikes different surfaces (3-S[MH/Ch 7]D/IT)
recognize simple machines (3-S[MH/Ch 9]D/IT)
identify factors that affect the amount of friction (3-S[MH/Ch 9]D/IT)
identify different forms of energy (3-S[MH/Ch 9]D/IT)