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Education
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 Science.qxd
Revised 2004 38 Grade 3 Science GRADE THREE Goal Third grade continues to use the unifying concepts taught in grades K-2 including evidence, explanation, measurement, order and organization, and change. Students at third grade focus on the study of systems as their unit of investigation. They...
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Revised 2004 38 Grade 3 Science GRADE THREE Goal Third grade continues to use the unifying concepts taught in grades K-2 including evidence, explanation, measurement, order and organization, and change. Students at third grade focus on the study of systems as their unit of investigation. They learn that a system is an interrelated group of objects or components that form a functioning unit. The natural and human designed world is complex; it is too large and complicated for students to investigate and
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http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=41
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=41
Revised 2004 38 Grade 3 Science GRADE THREE Goal Third grade continues to use the unifying concepts taught in grades K-2 including evidence, explanation, measurement, order and organization, and change. Students at third grade focus <span class="highlight">on</span> the study of systems as their unit of investigation. They learn that a <span class="highlight">system</span> is an interrelated group of objects or components that form a functioning unit. The natural and human designed world is complex; it is too large and complicated for students to investigate and
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tissue type into which they develop. #0;93216.6.5 Describe how the nervous and endocrine systems coordinate various body functions. #0;93216.6.6 Develop a multimedia product for an immune disorder or infectious disease to demonstrate the impact on the individual organism. #0;93216.6...
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tissue type into which they develop. #0;93216.6.5 Describe how the nervous and endocrine systems coordinate various body functions. #0;93216.6.6 Develop a multimedia product for an immune disorder or infectious disease to demonstrate the impact on the individual organism. #0;93216.6.7 Observe, model, manipulate, and/or dissect representative specimens of major animal groups. #0;93216.6.8 Compare and contrast the function of the major organ systems found in representative animal species
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http://www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=11
www.state.tn.us/education/ci/sci/doc/SCI_3216.pdf#page=11
tissue type into which they develop. #0;93216.6.5 Describe how the nervous and endocrine systems coordinate various body functions. #0;93216.6.6 Develop a <span class="highlight">multimedia</span> product for an immune disorder or infectious disease to demonstrate the impact <span class="highlight">on</span> the individual organism. #0;93216.6.7 Observe, model, manipulate, and/or dissect representative specimens of major animal groups. #0;93216.6.8 Compare and contrast the function of the major organ systems found in representative animal species
2006 Science and Technology/Engineering Curriculum Framework
distributed to the floor below. (2.5, 2.6) • Identify ways to protect a watershed (e.g., silt barriers, hay bales, maintenance of watershed areas). (2.5) 3. Energy and Power Technologies—Fluid Systems • Demonstrate how appropriate selection of piping materials, pumps, and other mate...
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distributed to the floor below. (2.5, 2.6) • Identify ways to protect a watershed (e.g., silt barriers, hay bales, maintenance of watershed areas). (2.5) 3. Energy and Power Technologies—Fluid Systems • Demonstrate how appropriate selection of piping materials, pumps, and other materials is based on hydrostatic effects. (3.1, 3.5) • Demonstrate how a hydraulic brake system operates in an automobile. (3.1, 3.5) • Design a private septic system while considering the type of soil in the leach field. (3.1, 3.4
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=17
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=17
supported in the classroom by demonstrations, experiments, or simulations that deliberately manage features of a natural object or process. Whatever the instructional <span class="highlight">approach</span>, science instruction should include both concrete and manipulable materials, along with explanatory diagrams and texts. Investigations An inquiry-based <span class="highlight">approach</span> to science education also engages students in hands-<span class="highlight">on</span> investigations that allow them to draw upon their prior knowledge and build new understandings and skills. Hands-<span class="highlight">on</span>
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=106
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=106
distributed to the floor below. (2.5, 2.6) • Identify ways to protect a watershed (e.g., silt barriers, hay bales, maintenance of watershed areas). (2.5) 3. Energy and Power Technologies—Fluid Systems • Demonstrate how appropriate selection of piping materials, pumps, and other materials is based <span class="highlight">on</span> hydrostatic effects. (3.1, 3.5) • Demonstrate how a hydraulic brake <span class="highlight">system</span> operates in an automobile. (3.1, 3.5) • Design a private septic <span class="highlight">system</span> while considering the type of soil in the leach field. (3.1, 3.4
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package for processing and analysis. s visit businesses, laboratories, environmental areas, and universities to obtain on-site information s recieve news reports from abroad, and work in groups to produce newspapers reflecting the perspectives of different countries. s join a list serve and s...
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package for processing and analysis. s visit businesses, laboratories, environmental areas, and universities to obtain on-site information s recieve news reports from abroad, and work in groups to produce newspapers reflecting the perspectives of different countries. s join a list serve and send electronic mail to other persons sharing mutual concerns and interests. s use computer software to simulate and graph the motion of an object. s study a system in a dangerous setting (e.g., a nuclear power plant). 2
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http://www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=18
www.emsc.nysed.gov/ciai/mst/pub/mststa1_2.pdf#page=18
package for processing and analysis. s visit businesses, laboratories, environmental areas, and universities to obtain <span class="highlight">on</span>-site information s recieve news reports from abroad, and work in groups to produce newspapers reflecting the perspectives of different countries. s join a list serve and send electronic mail to other persons sharing mutual concerns and interests. s use computer software to simulate and graph the motion of an object. s study a <span class="highlight">system</span> in a dangerous setting (e.g., a nuclear power plant). 2
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from one part of a system, which can include material, energy, or information, can become the input to other parts and this feedback can serve to control what goes on in the system as a whole. Models and Scale 7.7.2 Use different models to represent the same thing, noting that t...
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from one part of a system, which can include material, energy, or information, can become the input to other parts and this feedback can serve to control what goes on in the system as a whole. Models and Scale 7.7.2 Use different models to represent the same thing, noting that the kind of model and its complexity should depend on its purpose. Constancy and Change 7.7.3 Describe how physical and biological systems tend to change until they reach equilibrium and remain that way unless their surroundings change
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-science-grade07.pdf#page=10
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-...
from one part of a <span class="highlight">system</span>, which can include material, energy, or information, can become the input to other parts and this feedback can serve to control what goes <span class="highlight">on</span> in the <span class="highlight">system</span> as a whole. Models and Scale 7.7.2 Use different models to represent the same thing, noting that the kind of model and its complexity should depend <span class="highlight">on</span> its purpose. Constancy and Change 7.7.3 Describe how physical and biological systems tend to change until they reach equilibrium and remain that way unless their surroundings change
INTRODUCTION TO BIOLOGY
2010 Mississippi Science Framework Approved July 25, 2008 154 Predict – suggesting what will occur in the future; based on observations, measurements, and inferences about relationships between or among observed variables; speculation of what will happen based on past experienc...
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2010 Mississippi Science Framework Approved July 25, 2008 154 Predict – suggesting what will occur in the future; based on observations, measurements, and inferences about relationships between or among observed variables; speculation of what will happen based on past experiences; accuracy of a prediction is affected by the accuracy of the observation; conjecture about how a particular system will behave, followed by observations to determine if the system did
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http://www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Science_Framework_July_25_2008.pdf#page=154
www.mde.k12.ms.us/acad/id/curriculum/Science/2010Framework/2010_MS_Scienc...
2010 Mississippi Science Framework Approved July 25, 2008 154 Predict – suggesting what will occur in the future; based <span class="highlight">on</span> observations, measurements, and inferences about relationships between or among observed variables; speculation of what will happen based <span class="highlight">on</span> past experiences; accuracy of a prediction is affected by the accuracy of the observation; conjecture about how a particular <span class="highlight">system</span> will behave, followed by observations to determine if the <span class="highlight">system</span> did
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2.1 Explain that Antoine Lavoisier invented a whole new field of science based on a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his approach accounted for the expe...
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2.1 Explain that Antoine Lavoisier invented a whole new field of science based on a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his approach accounted for the experimental results better than other chemical systems. C.2.2 Describe how Lavoisier’s system for naming substances and describing their reactions contributed to the rapid growth of chemistry by enabling scientists everywhere to
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-science-chemistryi.pdf#page=4
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-...
2.1 Explain that Antoine Lavoisier invented a whole new field of science based <span class="highlight">on</span> a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his <span class="highlight">approach</span> accounted for the experimental results better than other chemical systems. C.2.2 Describe how Lavoisier’s <span class="highlight">system</span> for naming substances and describing their reactions contributed to the rapid growth of chemistry by enabling scientists everywhere to
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that Antoine Lavoisier invented a whole new field of science based on a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his approach accounted for the experimental res...
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that Antoine Lavoisier invented a whole new field of science based on a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his approach accounted for the experimental results better than other chemical systems. CP.2.2 Describe how Lavoisier’s system for naming substances and describing their reactions contributed to the rapid growth of chemistry by enabling scientists everywhere to share their
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-science-intchemphys.pdf#page=4
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-science/2006-...
that Antoine Lavoisier invented a whole new field of science based <span class="highlight">on</span> a theory of materials, physical laws, and quantitative methods, with the conservation of matter at its core. Recognize that he persuaded a generation of scientists that his <span class="highlight">approach</span> accounted for the experimental results better than other chemical systems. CP.2.2 Describe how Lavoisier’s <span class="highlight">system</span> for naming substances and describing their reactions contributed to the rapid growth of chemistry by enabling scientists everywhere to share their
Core Content For Mathematics Assessment
CCA 4.1 Elementary Mathematics AUGUST 2006 Bold – State Assessment Content Standard 62 Italics – Supporting Content Standard Coordinate Geometry MA-EP-3.3.1 Students will locate points on a grid representing a positive coordinate system. MA-04-3.3.1 Students will identify...
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CCA 4.1 Elementary Mathematics AUGUST 2006 Bold – State Assessment Content Standard 62 Italics – Supporting Content Standard Coordinate Geometry MA-EP-3.3.1 Students will locate points on a grid representing a positive coordinate system. MA-04-3.3.1 Students will identify and graph ordered pairs on a positive coordinate system scaled by ones or locate points on a grid. DOK 2 MA-05-3.3.1 Students will identify and graph ordered pairs on a positive coordinate system scaled by ones, twos
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http://www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=65
www.education.ky.gov/users/OTL/CCA%204%201%20FINAL/CCA_41.pdf#page=65
CCA 4.1 Elementary Mathematics AUGUST 2006 Bold – State Assessment Content Standard 62 Italics – Supporting Content Standard Coordinate Geometry MA-EP-3.3.1 Students will locate points <span class="highlight">on</span> a grid representing a positive coordinate <span class="highlight">system</span>. MA-04-3.3.1 Students will identify and graph ordered pairs <span class="highlight">on</span> a positive coordinate <span class="highlight">system</span> scaled by ones or locate points <span class="highlight">on</span> a grid. DOK 2 MA-05-3.3.1 Students will identify and graph ordered pairs <span class="highlight">on</span> a positive coordinate <span class="highlight">system</span> scaled by ones, twos
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New Hampshire Curriculum Framework Science June 2006 Earth Space Science Overview Page 45 of 123 Science Process Skills SPS4– Science Skills for Information, Communication and Media Literacy (from ICT Literacy Map for Science, www.21stcenturyskills.org) By the end of Grade 11, all students wi...
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New Hampshire Curriculum Framework Science June 2006 Earth Space Science Overview Page 45 of 123 Science Process Skills SPS4– Science Skills for Information, Communication and Media Literacy (from ICT Literacy Map for Science, www.21stcenturyskills.org) By the end of Grade 11, all students will apply skills from previous grades and… 5. CREATIVITY AND INTELLECTUAL CURIOSITY S:SPS4:12:5.1 Prepare multimedia presentations to share results of investigations, demonstrating a clear sense of audience
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http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/ScienceFramework.pdf#page=45
www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...
New Hampshire Curriculum Framework Science June 2006 Earth Space Science Overview Page 45 of 123 Science Process Skills SPS4– Science Skills for Information, Communication and Media Literacy (from ICT Literacy Map for Science, www.21stcenturyskills.org) By the end of Grade 11, all students will apply skills from previous grades and… 5. CREATIVITY AND INTELLECTUAL CURIOSITY S:SPS4:12:5.1 Prepare <span class="highlight">multimedia</span> presentations to share results of investigations, demonstrating a clear sense of audience
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