Portland Public Schools Content Standards Science Scientific Inquiry Grade 3

Portland Public Schools Content Standards Science Scientific Inquiry Grade 3 Use interrelated processes to pose questions and investigate the physical and living world. 1. Formulate and express scientific questions and hypotheses to be investigated. 2. Design scientific investigations to address and explain questions and hypotheses. 3. Conduct procedures to collect, organize and display scientific data. 4. Analyze scientific information to develop and present conclusions. Content Standard: Formulate and express scientific questions and hypotheses to be investigated. Ask questions about objects, organisms and events that are based on observations and can be explored through simple investigations. Example Focus Question: How do you know which questions to ask? Hide an object in a paper bag. Have students ask questions to determine what the object is and what it is used for. Content Standard: Design scientific investigations to address and explain questions and hypotheses. Plan a simple investigation. Example Focus Question: Does your heart beat faster walking, running or playing basketball? Have students plan an investigation to answer the question. Content Standard: Conduct procedures to collect, organize and display scientific data. Collect data from an investigation. Example Focus Question: How can you describe and measure change? Make observations and record data. Content Standard: Analyze scientific information to develop and present conclusions. Use data collected from an investigation to explain results through speaking, writing, drawings, graphs and/or charts. Example Focus Question: In what ways can you explain your observations to other people? Practice making physical models, bar graphs, and drawings to explain observations. Example Focus Question: What kind of paper airplane flies the farthest? Work Sample: Have students make paper airplanes. Test fly planes and measure the distance each plane flies. Present observations in graph form. PPS Grade Level Content Standards 1 January 1998

Portland Public Schools Content Standards Science Science and Technology Grade 3 Understands the interconnections among science, technology and society. 1. Understand the relationship that exists between science and technology. The following language is to clarify the CCG Students demonstrate an understanding of the relationship between science and technology as well as competent use of tools and technologies to collect and analyze data. 2. Understand the process of technological design to solve problems and meet needs. Content Standard: Discuss the relationship that exists between science and technology. Use simple technology and other tools to gather data and extend the senses (rulers, balances, thermometers, watches, magnifiers and microscopes). Collect and describe data using charts, graphs and tables. Acquire information from print and non-print sources. Example Focus Question: How can you describe change using a thermometer (or ruler, or balance, or etc.)? Measure, measure, measure - use standard and non-standard units. Example Focus Question: How can you describe and measure change? Make observations, record data, display data. Example Focus: Research a topic from a variety of sources (photo, CD-ROM, videotapes, books, Internet). Content Standard: Discuss the process of technological design to solve problems and meet needs. Describe how technology has changed over time. Example Focus Question: How has transportation changed over time? Make a timeline for modes of transportation. Example Focus Question: How have methods of measurement changed over time? Research how timekeeping devices have changed over time. Example Focus Question: How have safety devices for car passengers changed over time? Research how seat belt use and construction has changed over time. PPS Grade Level Content Standards 2 January 1998

Portland Public Schools Content Standards Science Unifying Concepts & Processes - Grade 3 Understand and apply major concepts and processes embedded within all sciences. Concepts 1. Apply foundation concepts of: change, cycle, cause and effect, energy and matter, evolution, perception, and fundamental entities. Content Standard: Use concepts and processes of: Change, constancy, and measurement. Identify examples of change. Example Focus Question: How does a change in the environment affect the growth of plants and animals? Study the effects of seasonal weather changes and how they affect the growth of plants and animals in your community - nature walk around school, nearby park. Arrange parts of a cycle. Example Focus Question: What are the seasonal changes in the weather and environment? See previous work sample. 2. Apply explanatory concepts (some of which may be transitory in nature) of model, system, theory, and probability. 3. Apply comparison concepts of: gradient, scale, symmetry, quantification, and invariance. Content Standard: Use concepts and processes of: Systems, order and organization. Recognize and diagram parts of a system. Example Focus Question: How are rocks similar and different? Examine rock samples, sort them into groups based on common characteristics. Learn about conventional classifications of rocks. Content Standard: Use concepts and processes of: Evidence, model and explanation. Compare objects, drawings and constructions to the real things they represent. Example Focus Question: How does a model compare with the real thing? Build models of Portland bridges. Take a field trip to study the real bridges - meet with a bridge tender. PPS Grade Level Content Standards 3 January 1998

Unifying Concepts & Processes - Grade 3, continued Content Standard: Use concepts and processes of: Evolution, equilibrium, and structure and function. 4. Apply relationship concepts of: population, equilibrium, force, interaction, field, structure and function, time and space, and order. Identify examples of change over time. Example Focus Question: What changes in the Earth s crust have been caused by erosion, flooding and/or glaciers? Build a stream table to study erosion. Flood the stream banks to learn the effects of flooding. Build a clay mountain and a papier-mâché glacier; pull the glacier over the clay mountain (valley) to discover some effects of glaciation. Describe how some things change and some things remain the same. Example Focus Question: How is this winter different from last winter? Interview a meteorologist to learn about seasonal patterns of temperature and precipitation, and what normal variation can be expected. Example Focus Question: Is it easy to tell how old things are? Have students look at various items and discuss if they think the items are new or old. Use apples, pencils, both sharpened or not, sharpened ones (long and short), paper, newspapers, coins and other items. With items that are dated, ask if they can tell before they are allowed to see the dates. Have students explain their reasons. Example Focus Question: What purpose does the stem of a plant serve? Identify structures that serve different functions. Observe the effects on a celery stalk when it is placed in colored water. Example Focus Question: What purposes do ramps in your building serve? Locate ramps in your building, discuss their use. PPS Grade Level Content Standards 4 January 1998

Unifying Concepts & Processes - Grade 3, continued Process Skills 5. Use basic scientific process skills to: observe, measure, use numbers, classify, question, infer, hypothesize, and communicate. 6. Use integrated scientific process skills to: predict, design experiments, control variables, interpret data, define operations, formulate models with attention to replication and validation of results. Content Standard: The State has not described any content standard or performance benchmarks. We assume assessment of students will be done through work samples. PPS Grade Level Content Standards 5 January 1998

Portland Public Schools Content Standards Science Physical Science - Grade 3 Understand structures and properties of matter and changes that occur in the physical world. Matter 1. Understand structure and properties of matter, including atomic structure. 2. Understand chemical and physical changes of matter. Content Standard: Identify structures and properties of matter. Describe objects according to their physical properties. Example Focus Question: How can you use attributes of objects to help you construct a new object (i.e., design a simple machine, construct weather instruments, time sticks, compasses)? Build simple machines, list desirable properties of the materials used (strength, hardness, etc.). Content Standard: Describe chemical and physical changes. Describe different states of matter, (i.e., solid, liquid, gas). Example Focus Question: When and how can we use the states of water to help us in our daily lives (e.g., popcorn, washing, bathing, cooking, irrigating, freezing, cooling)? Partially fill a plastic bottle with water (leave the cap off) and mark the water level with permanent marker. Freeze it and observe its expansion. Set it in a sunny location and observe its change to a liquid. Force and Motion 3. Understand fundamental forces, their forms and effect on motion. Add salt to water to change freezing point. Content Standard: Describe electrical, magnetic, gravitational and other forces and the motions resulting from them. Describe an object s position and how to affect its movement. Example Focus Question: How can things that are not alive move (i.e., pushing, pulling, spinning, putting wheels on them)? Find machines used in the classroom, home and community - describe how they move or list objects and the jobs they do (i.e., lawnmower, scanners, weather stations). PPS Grade Level Content Standards 6 January 1998

Physical Science - Grade 3, continued Continued Content Standard: Describe electrical, magnetic, gravitational and other forces and the motions resulting from them. Describe the bouncing pattern of a basketball, comparing movement patterns of balls used in different sports. Energy Content Standard: Explain the interaction of energy and matter. 4. Understand the interaction of energy and matter. Identify common forms of energy. Example Focus Question: What are forms of energy that affect us? (Natural gas, coal, heating oil, electricity, gasoline, solar, hydroelectric power, etc.). Consumption experiment, e.g., go without electricity for an amount of time--both in school and at home in the evening. PPS Grade Level Content Standards 7 January 1998

Organisms 1. Understand the characteristics, structure and functions of organisms. Heredity 2. Understand the transmission of hereditary traits in living things. Diversity - Interdependence 3. Understand the relationships among living things and between living things and their environments. Portland Public Schools Content Standards Science Life Science - Grade 3 Understand structure, functions, and interactions of living organisms and the environment. Content Standard: Describe the characteristics, structure and functions of organisms. Classify organisms based on a variety of characteristics. Example Focus Question: Describe common characteristics of plants and common characteristics of animals. Use Venn diagrams, charts, graphs to list characteristics and categorize. Content Standard: Describe the transmission of hereditary traits in living things. Explain why animals give birth to their own kind. Example Focus Question: What are the characteristics of certain animals? Visit zoo. Observe several different species of animals and list characteristics of parents and their offspring. Discuss common characteristics of parents and their offspring. Content Standard: Explain the behavior and interdependence of organisms in their natural environment. Describe a habitat and the organisms that live there. Example Focus Question: What are some of the habitats in your neighborhood? What organisms live in them? What organisms do not? Take a walking tour of the neighborhood and observe the animals and plants and note the habitats in which they live. Content Standard: Describe the principles of natural selection and adaptation. Identify how some animals gather and store food, defend themselves, and find shelter. Example Focus Question: How does the climate affect plant and animal life? Discuss the seasonal shedding patterns of cats and dogs. Visit a local park and observe squirrels. What is their camouflage? Where do they store food? What is their habitat? Observe the annual migration of Canadian geese flying south - research why they do. PPS Grade Level Content Standards 8 January 1998

Portland Public Schools Content Standards Science Earth and Space Science - Grade 3 Understand physical properties of the Earth, how those properties change, and the Earth s relationship to other celestial bodies. The Dynamic Earth 1. Understand the properties and limited availability of the materials which make up the Earth. 2. Understand changes occurring within the lithosphere, hydrosphere and atmosphere of the Earth-both uniquely and in combination. The Earth in Space 3. Understand the Earth s place in the solar system and the universe. Content Standard: Identify the structure of the Earth system and changes that can occur in its physical properties. Identify materials that make up the Earth. Example Focus Question: What is the Earth made of? Have students bring in rocks, soil, water samples they have found. Discuss similarities/differences between these materials; order AV rock kit and try to identify students rock samples by comparing with AV rocks. Content Standard: Explain changes occurring within the lithosphere, hydrosphere and atmosphere of the Earth - both uniquely and in combination. Identify daily and seasonal weather changes. Example Focus Question: How do cloud patterns and storms change from season to season (e.g., severe weather, water cycles, precipitation)? Keep track of weather patterns: daily temperature, cloud cover, wind direction, amount of rainfall, wind speed. Content Standard: Explain relationships among the Earth, sun, moon and the solar system. Identify and trace the movement of objects in the sky. Example Focus Question: In what way do objects in our solar system move (e.g., rotation, revolution)? Observe the length of daylight with the seasons and the position of the sun from fall to spring by the length and size of shadows. The Universe 4. Describe natural objects, events and processes outside the Earth (past, present and future). Content Standard: Describe natural objects, events and processes outside the Earth (past, present and future). Identify a cycle in our solar system. Example Focus Question: How often do we have a full moon? Observe and document the phases of the moon. PPS Grade Level Content Standards 9 January 1998

Portland Public Schools Content Standards Science History and Nature of Science - Grade 3 Understand science as a human endeavor, the nature of scientific knowledge and the history of science as it relates to and clarifies scientific inquiries. 1. Understand that science is a human endeavor practiced by individuals from many cultures. Content Standard: Describe science as a human endeavor. Describe what you as a scientist do. Example Focus Question: What do you think scientists do? What do you think scientists did long ago? What do you think scientists from other countries, cultures do? Field trips, films, guest speakers, books. 2. Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation. Draw a scientist. Keep a picture folder of pictures of scientists from various cultures, countries. Content Standard: Explain how scientific knowledge changes by evolving over time, almost always building on earlier knowledge. Describe how people in early historic times explained natural phenomena such as weather. Example Focus Question: What did people long ago think was responsible for weather? Read and discuss folk tales from various cultures and countries. Example Focus Question: How did/do people tell wind speed without a weather instrument? 3. Understand that scientific knowledge distinguishes itself through the processes of data collection, hypothesizing and use of logical arguments and skepticism. Examine wind speed with a Beaufort Chart. Content Standard: Explain that scientific knowledge is developed through the processes of data collection, hypothesizing and use of logical arguments and skepticism. Recognize the difference between scientific questions and non-scientific questions. Sample Focus Question: What makes a scientific question? Sample Experience/Work Sample: Students brainstorm questions about any topic. Discuss if and how an experiment could be conducted to test the question. PPS Grade Level Content Standards 10 January 1998

Role of Science and Technology in Society 1. Describe the role of science and technology in local, national and global issues. Portland Public Schools Content Standards Science Science in Personal and Social Perspectives - Grade 3 Understand that science provides a basis for understanding and acting on personal and social issues. Content Standard: Identify the historical and contemporary role of science and technology in examining local, national and global issues. Recognize the science and/or technology issue(s) in a current event. Example Focus Question: When you watch, read, or listen to the news, what evidence of science can you see? Weather forecasting - Will it rain today? How do we know? List science and technology portions of the evening news. Content Standard: Use different points of view to make informed decisions and evaluate decision making policy on public issues involving scientific information. Use scientific information to make a decision. Example Focus Question: Which paper towel is the best buy? (Consider cost, environment) Choices and Consequences 2. Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems and natural resource supplies. Through investigation decide which brand of paper towel is the best buy, write an advertisement for it that highlights the findings of the investigation. Content Standard: Recognize the impact (including trade off, constraints, feedback, risk) of scientific information on personal choices and how these choices affect the world. Identify renewable resources. Example Focus Question: Why are you given a 5 refund when you return a bottle or can? Invite a recycling company representative to discuss reasons for recycling. PPS Grade Level Content Standards 11 January 1998

Science in Personal and Social Perspectives - Grade 3, continued Risks and Benefits 3. Explain risks and benefits in personal and community health from a science perspective. Content Standard: Explain, from a science perspective, how nutrition, exercise and disease; toxic substances; safety; and relationships with the environment, are important to the health and safety of individuals and the community as a whole. Identify health and physical risks to students at their school. Example Focus Question: How can we prevent the spread of germs in the school lunch line? Observe school lunchroom behavior and keep a log of health risks. Write a plan of preventative measures for the school. PPS Grade Level Content Standards 12 January 1998