Elementary Curriculum Guidelines for Science (Sunshine State...

A Correlation of

to the

Palm Beach County

Elementary Curriculum Guidelines for Science (Sunshine State Standards)

Grade Three

T/S-45_G3

Introduction This document demonstrates how Scott Foresman Science meets the Palm Beach County Elementary Curriculum Guidelines for Science (Sunshine State Standards). Page references are to the Teacher’s Edition or to the ancillary. Scott Foresman Reading selections that support the Palm Beach County guidelines are also cited. Pearson Scott Foresman is proud to introduce our all new Scott Foresman Science, Kindergarten through Grade Six. Extensive research and analysis is the foundation for Scott Foresman Science and guides the instructional design.

Scaffolded Inquiry Scott Foresman Science is built on three levels of inquiry: Directed Inquiry, Guided Inquiry, and Full Inquiry. All three levels engage students in activities that build a strong science foundation and help them develop a full understanding of the inquiry process. How to Read Science Powerful connections between reading skills and science process skills in every chapter advance science literacy for all students.

Differentiated Instruction Leveled Readers for every Student Edition chapter teach the same science concepts, vocabulary, and reading skills — at each student’s reading level.

Time-Saving Strategies Time-saving strategies are built right into the Teacher’s Edition that will save the teacher hours of time in lesson preparation.

Quick Teaching Plans cover the standards even when class time is short.

Everything needed for each activity comes in its own chapter bag. With the Activity Placemat and Tray, activity setup takes only 30 seconds.

Premade Bilingual Bulletin Board Kits save time by creating attractive bulletin boards quickly and easily.

Technology Scott Foresman Science brings teaching and learning together in one convenient spot—the computer. From sfsuccessnet.com to educational CDs and DVDs, this program provides a variety of interactive tools to help support, extend, and enrich classroom instruction. The Online Teacher’s Edition provides access to the same printed content, so the teacher can plan lessons with the customizable Lesson Planner from home or school computers. The Online Student Edition allows students, teachers, and parents to access the content of the textbook from computers at school or at home.

Scott Foresman Science to the

Palm Beach County Elementary Curriculum Guidelines for Science (Sunshine State Standards) Grade Three

STRAND A: THE NATURE OF MATTER

GRADE 3: STANDARD 1. The student understands that all matter has observable, measurable properties.

REPORT CARD S1. Understands that all matter has observable, measurable properties.

BENCHMARK SC.A.1.2.1 The student determines that the properties of materials can be compared and measured. (AA: MC)

ESSENTIAL QUESTIONS

? What are some physical properties that can be measured? Physical properties that can be measured are length, width, height, mass, volume, and temperature. ? How are rulers, balance scales, graduated cylinders, and thermometers used to measure the physical properties of matter? Metric rulers and meter sticks measure length, balance scales with gram weights measure mass, graduated cylinders or metric measuring cups measure volume, and thermometers measure temperature. ? When can the physical properties of one material be compared to another material? The physical properties of one material can be compared to another material only when they are measured in like units, such as comparing meters to meters, grams to grams, etc. Like units are used to compare and order or classify (group) matter.

Scott Foresman Science Teacher Edition

Scott Foresman Science

Scott Foresman Resources GRADE LEVEL EXPECTATIONS AND CONCEPTUAL FRAMEWORK

Lessons Pages Assessments SF Science SF Reading GLE 1 - The student determines the physical properties of matter using metric measurements and tools such as rulers, graduated cylinders, balance scales, and thermometers. 1. Student measures length, width, and height of regular- shaped, solid objects in meters (m) and centimeters (cm). 2. Student measures liquid volume in liters (L) and milliliters (mL) with a graduated cylinder or metric measuring cups.

Science Tools Chapter 10 Lesson 2 Chapter 10 Review & Test Prep

xxix 284-289 295

Examview 273C, 273H, 294 FCAT Science Test Prep Ancillary 32, 68, 97

Activity Flip Chart 273E Leveled Readers 273A Every Student Learns 285

1


Teacher Edition Scott Foresman

Science Scott Foresman Resources GRADE LEVEL EXPECTATIONS

AND CONCEPTUAL FRAMEWORK Lessons Pages Assessments SF Science SF Reading

(continued) 3. Student measures their body mass in kilograms (kg) and other smaller objects masses in grams (g) and kilograms (kg) using a scale and balance. 4. Student measures temperature in degrees Celsius (oC) using a thermometer or temperature probe.

Assessment Book Chapter 10 Test, 65-68; Unit C Test, 85-88

Quick Study Ancillary 68, 69 Take It to the Net 273 Quick Activity Transparencies 284 FCAT Benchmark Mini-Lesson Ancillary 34

2

STRAND A: THE NATURE OF MATTER GRADE 3: STANDARD 1. The student understands that all matter has observable, measurable properties.


BENCHMARK SC.A.1.2.2 The student knows that common materials can be changed from one state to another by heating and cooling. (CS: MC)

ESSENTIAL QUESTIONS

? How does heating change matter? Solids eventually melt into liquids and liquids eventually vaporize into gases. ? How does cooling change matter? Gases usually change into liquids and liquids eventually change into solids (Note: There are some exceptions, for example, dry ice (frozen carbon dioxide) changes from a solid to a gas (or sublimates) skipping the liquid stage when heated. Teach to the norm, not the exception.) ? How do solids, liquids and gases differ? Solids have a measurable shape, and volume (they keep their shape to take up the same amount of space). Liquids change shape (take the shape of their containers), and have a measurable volume. Gases take the shape of their containers, but do not have a definite volume (they will escape from their container once the lid is removed). The volume of a gas can be measured, but changes with any increase or decrease of temperature or pressure. ? What is evaporation? Evaporation is the change of matter from a liquid state to a gaseous state at a temperature below its boiling point. (The change from liquid to gas at or above the boiling point is called vaporization. Many liquids evaporate naturally letting molecules escape from their surface below their boiling point, e.g. water.)




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands that a change of state (or phase) is caused when heat energy is added or taken away. 1. Student observes a physical change from solid to

liquid to gas and records temperature changes in degrees Celsius.

2. Student contrasts solids, liquids, and gases in terms of shape and volume.

3. Student identifies evaporation as a change of state from a liquid to a gas (vapor) by heating.

4. Student investigates how water changes in state from solid to liquid.

5. Student investigates how water evaporates.

Chapter 11 Chapter 11 Lesson 1 Chapter 11 Review & Test Prep

297 304-305 318-319

Examview 297C, 297H, 318 FCAT Science Test Prep Ancillary 33, 61, 73, 98, 101, 102 Assessment Book Chapter 11 Test, 69-72; Chapter 13 Test, 77-80; Unit C Test, 85-88

Leveled Readers 297A Every Student Learns 304 Quick Study Ancillary 70, 71 Take It to the Net 297 FCAT Benchmark Mini-Lesson Ancillary 35

3

STRAND A: THE NATURE OF MATTER GRADE 3: STANDARD 1. The student understands that all matter has observable, measurable properties.


BENCHMARK SC.A.1.2.3 The student knows that the weight (mass) of an object always equals the sum of its parts. (CS: MC)

ESSENTIAL QUESTIONS

? Will the weight of an object equal the sum of all its disassembled parts? The weight of an object will equal the sum of all its disassembled parts only when all the parts are weighed together and no parts are missing.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that the mass of an object is equal to the sum of all its disassembled parts. 1. Student compares the mass in grams of a whole object

with all the pieces of the same object disassembled to show that the physical change of taking the whole object apart does not change the total amount of matter.

Chapter 10 Lesson 2 Chapter 10 Guided Inquiry Chapter 10 Math in Science Chapter 10 Review & Test Prep Chapter 11 Math in Science

284-287 290-291 292-293 294-295 316-317

Examview 273C, 273H, 294

Leveled Readers 273A Every Student Learns 285 Quick Study Ancillary 68, 69 Take It to the Net 273 Quick Activity Transparencies 284

4

STRAND A: THE NATURE OF MATTER

GRADE 3: STANDARD 2. The student understands the basic principles of the atomic theory.

REPORT CARD S2. Understands the basic properties of atomic theory.

BENCHMARK SC.A.2.2.1 The student knows that materials may be made of parts too small to be seen without magnification. (CS: MC)

ESSENTIAL QUESTIONS

? What are atoms? Atoms are the smallest unit of a chemical element that can still retain the properties of that element. ? What tool can scientists use to observe the minute details of objects or organisms other than a hand lens? A scientist would use a

compound microscope. Compound means two or more lenses, an eyepiece lens and objective lens. Light is used to illuminate the object, so very small thin pieces of matter are best.

? How does a hand lens or a microscope help us see more detail? A hand lens or microscope lenses magnify a virtual image of the object making it look much bigger.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows matter is made of particles too small to be seen.

Nature of Matter 1. Student identifies the atom as the smallest part of

matter and too small to be seen even using a microscope.

GLE 2 - The student uses scientific tools (hand lens and/or microscope) to observe and study minute details of objects.

Life Science (Organic Matter) 1. Student knows how to use a hand lens and

microscope. 2. Student observes pond water for organisms using a

microscope. 3. Student compares and contrasts observations using

different magnifications.

Chapter 7 Directed Inquiry Chapter 7 Guided Inquiry Chapter 10 Lesson 1 Chapter 10 Lesson 2 Chapter 10 Review & Test Prep

193D 210-211 282-283 288-289 294-295

Examview 193C, 193H, 214, 273C, 273H, 294 FCAT Science Test Prep Ancillary 67, 69, 71, 102 Assessment Book Chapter 10 Test, 65-68; Unit C Test, 85-88

Lab Zone Science 193D, 210 Leveled Readers 193A, 273A Every Student Learns 281, 285 Quick Study Ancillary 66, 67, 68, 69 Take It to the Net 210, 273 Quick Activity Transparencies 206

3.1 What Are Viruses? 108-109n

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STRAND B: ENERGY

GRADE 3: STANDARD 1. The student recognizes that energy may be changed in form with varying efficiency.

REPORT CARD S3. Understands the interaction of matter and energy.

BENCHMARK SC.B.1.2.2 The student recognizes various forms of energy. (AA: MC Assesses SC.B.1.2.4) [Link instruction with SC.B.1.2.4.]

ESSENTIAL QUESTIONS

? What is thermal energy? Thermal energy is the energy that we feel as heat. It moves the tiny particles in matter. The hotter something is, the faster its tiny particles of matter move.

? What is heat and how does it move? Heat is the movement of ‘thermal energy’ from one place to another. Heat always moves from a hot place to a cold place. It never moves from a cold place to a hot place. (Association heat-thermal energy-thermometer)

? What is light? Light is a form of radiant energy and part of the electromagnetic spectrum we can see (produced by the vibration of electrically –charged particles of matter).

? How does light behave? Light normally travels in straight lines (rays) until it comes into contact with matter when it can be absorbed, reflected, refracted, or separated into colors.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows that heat is the thermal energy humans can feel. 1. Student identifies heat as a type of thermal energy. 2. Student conducts an investigation that shows how

heat moves.

Chapter 13 Chapter 13 Lesson 3 Chapter 13 Guided Inquiry Chapter 13 Math in Science Chapter 13 Review & Test Prep

353 366-369 378-379 380-381 382-383

Examview 353C, 353H, 382 FCAT Science Test Prep Ancillary 85, 87, 88 Assessment Book Chapter 13 Test, 77-80; Unit C Test, 85-88

Lab Zone Science 353D, 378-379 Leveled Readers 353A Every Student Learns 369 Quick Study Ancillary 86, 87 Take It to the Net 353 Quick Activity Transparencies 366

6





(continued) FCAT Benchmark Mini-Lesson Ancillary 33

GLE 2 – The student knows light is the radiant energy humans can see. 1. Student identifies light as a type of radiant energy and

constructs a diagram showing how light travels away from its source.

2. Student observes, describes and diagrams the behaviors of light, reflection, refraction, and color.


353 370-373 382-383

Examview 353C, 353H, 382 FCAT Science Test Prep Ancillary 85, 87, 88 Assessment Book Chapter 13 Test, 77-80; Unit C Test, 85-88

Activity Flip Chart 353E Leveled Readers 353A Every Student Learns 373 Quick Study Ancillary 88, 89 Take It to the Net 353 Quick Activity Transparencies 370 FCAT Benchmark Mini-Lesson Ancillary 34

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STRAND B: ENERGY



BENCHMARK SC.B.1.2.3 The student knows most things that emit light also emit heat. (CS: MC)

ESSENTIAL QUESTIONS

? What object gives off heat and light energy? Fire, the sun, a light bulb (incandescent only, florescent give off light but low heat), a TV, and an overhead projector give off heat and light energy. Light and heat are both forms of thermal (electromagnetic) energy and usually occur together.

? What type of energy does the Earth get from the sun? The Earth gets both light (radiant energy) and heat (thermal energy) from the sun. Light can travel through the vacuum (emptiness) of space to our planet Earth, and when it enters the atmosphere begins to increase the motion of all the particles of matter it comes into contact with transforming into heat. The more light that is absorbed, the hotter the temperature.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows that the sun provides energy for the Earth in the form of heat and light. 1. Student identifies the sources of energy that emit both

light and heat in a system. (light bulb, campfire, candle, sun, etc.).

2. Student describes light as radiation that travels through empty space to Earth in rays.

3. Student identifies two types of energy Earth gets from the sun (light and heat).

Chapter 3 Lesson 1 Chapter 13 Lesson 1 Chapter 13 Lesson 4 Chapter 13 Review & Test Prep Chapter 15 Lesson 1

70-75 358-361 370-373 383 422-427

Examview 65C, 65H, 94, 353C, 353H, 382, 417C, 417H, 444 FCAT Science Test Prep Ancillary 85, 87 Assessment Book Chapter f13 Test, 77-80; Unit C Test, 85-88; Chapter 15 Test, 99-102; Unit D Test, 111-114

Lab Zone Science 353D, 356 Leveled Readers 65A, 353A, 417A Every Student Learns 72, 360, 373, 424 Quick Study Ancillary 20, 21, 82, 83, 88, 89, 96, 97

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(continued) Take It to the Net 356 Quick Activity Transparencies 70, 358, 370, 422

9

STRAND B: ENERGY



BENCHMARK SC.B.1.2.4 The student knows the many ways in which energy can be transformed from one type to another. (Assessed as SC.B.1.2.2.) [Link instruction with SC.B.1.2.2.]

ESSENTIAL QUESTIONS

? How can energy be transformed (changed) from one form to another? Friction can change into heat (rubbing hands), electricity into light and heat (light bulb), mechanical (machine) energy to heat (from friction), mechanical energy into electricity (by a generator), chemical energy into light (glow stick), etc.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows that heat can be produced by chemical reactions, electrical machines, and friction. 1. Student illustrates several ways friction is transformed

into heat energy. 2. Given a light bulb, battery, and wire, the student makes

the bulb light. 3. Student observes ways a chemical reaction produces

heat and/or light (match, candle, glow sticks, etc.). 4. Student maps ways machines transform energy from

one form to another using a flowchart (Toaster = Electricity Heat Light)

Chapter 12 Lesson 2 Chapter 12 Review & Test Prep Chapter 13 Lesson 3

333-335 348-349 366-369

Examview 321C, 321H, 348, 353C, 353H, 382 FCAT Science Test Prep Ancillary 79, 83, 85, 86, 90, 100, 119, 120 Assessment Book Chapter 12 Test, 73-76; Chapter 13 Test, 77-80; Unit C Test, 85-88

Activity Flip Chart 321E Leveled Readers 321A, 353A Quick Study Ancillary 78, 79, 86, 87 Take It to the Net 321, 353 Quick Activity Transparencies 366 FCAT Benchmark Mini-Lesson Ancillary 29, 43

10

STRAND B: ENERGY



BENCHMARK SC.B.1.2.5 The student knows that various forms of energy (e.g. thermal) can be measured in ways that make it possible to determine the amount of energy transformed. (CS: MC Assesses B.1.2.6.) [Link instruction with SC.B.1.2.6.]

ESSENTIAL QUESTIONS

? What is a thermometer? A thermometer is a tool used to measure temperature, how hot or cold a substance is. ? How does a thermometer measure temperature? A thermometer measures the gain or loss in heat by placing it in or on a substance and

recording the change in the red fluid’s position by numbered degrees up or down. The higher the number (integer), the more heat. (Temperature is actually a measure of the average (kinetic) energy of the moving particles in a substance. The faster the particles are moving, the more energy the substance has and the hotter it gets.)




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student uses a variety of tools to measure the gain or loss of energy. 1. Student selects a Celsius thermometer and measures

the change in temperature of a substance. 2. Student records the temperature of a substance in

degrees Celsius (oC) over a period of time to determine the gain or loss of heat.

Chapter 13 Directed Inquiry Chapter 13 Guided Inquiry

353D 378-379

Examview 353C, 353H, 382 Assessment Book Chapter 13 Test, 77-80; Unit C Test, 85-88

Activity Flip Chart 353E Lab Zone Science 353D, 378 Leveled Readers 353A Every Student Learns 376 Quick Study Ancillary 90, 91 Take It to the Net 353, 378

11





(continued) Quick Activity Transparencies 374

12

STRAND B: ENERGY



BENCHMARK SC.B.1.2.6 The student knows ways that heat can move from one object to another. ( Assessed as B.1.2.5.) [Link instruction with SC.B.1.2.5.]

ESSENTIAL QUESTIONS

? What is conduction? Conduction is when heat moves from a warmer material to a colder material it is touching. ? What is the difference between a conductor and an insulator? A conductor is a material that heat can easily move through. An insulator is a

material that heat can’t easily move through. ? How does conduction move heat from one object to another? When two substances come into contact, their particles touch and the energy

of the faster moving particles is transferred to the slower moving particles until the particles in both substances are moving at the same speed (their temperature is equalized).

? What is radiation and how is it different from conduction? Radiation is the movement of heat from one place to another without touching, like feeling warm when standing in the sunlight but not touching the sun, or like the Earth being warmed by the sun without touching the sun.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows that when a warmer object comes into contact with a cooler object, the warmer object loses heat and the cool one gains it until they both are the same temperature. 1. Student identifies ‘conductors’ and ‘insulators’ of heat in

terms of how thermal energy moves through materials.

2. Student conducts an investigation to determine which materials conduct heat better.

3. Student explains heat conduction in terms of particle movements in solids, liquids and gases.

4. Student illustrates the radiation of light and heat from the sun to the Earth.

Chapter 13 Lesson 3 Chapter 13 Review & Test Prep

366-369 382-383

Examview 353C, 353H, 382 FCAT Science Test Prep Ancillary 87, 88, 98, 136 Assessment Book Chapter 13 Test, 77-80; Unit C Test, 85-88


3.5 Brave Irene, 198a-223n

13

STRAND B: ENERGY GRADE 3: STANDARD 2. The student understands the interaction of matter and energy.


BENCHMARK SC.B.2.2.1 The student knows that some source of energy (e.g. sunlight) is needed for organisms to stay alive and grow. (CS: MC) [Also see SC.G.1.2.3.]

ESSENTIAL QUESTIONS

? What do plants need to carry out photosynthesis? Plants need carbon dioxide, water, light, and chlorophyll in their leaves to carry out

photosynthesis. ? What do plants make during photosynthesis? Plants make sugar (glucose) and oxygen in their leaves during photosynthesis. ? What do plants give off into their surroundings during photosynthesis? Plants give off oxygen into the air during photosynthesis. ? What source of energy do plants need to stay alive and grow? Plants need sunlight (radiant energy) to stay alive and grow. ? What evidence supports the idea that plants use sunlight to make food? Plants don’t eat, but they do live and grow so they must make

their own food.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows that some source of energy is needed for organisms to stay alive and grow. 1. Student knows photosynthesis is a chemical process

that takes place in plants. 2. Student knows plants need carbon dioxide and water to

carry out photosynthesis. 3. Student knows the sun provides light energy and

chlorophyll in plants and helps trap light converting carbon dioxide and water into a simple sugar (carbohydrate called glucose).

4. Student knows during photosynthesis plants also make oxygen and give it off into the air through their leaves.

5. Student knows that plants break down the sugar they make for energy to live and grow.

Chapter 3 Lesson 1 Chapter 3 Guided Inquiry Chapter 4 Lesson 2

70-75 90-91 106-109

Examview 65C, 65H, 94, 97C, 97H, 132 Assessment Book Chapter 3 Test, 9-12; Chapter 4 Test, 13-16; Unit A Test, 17-20

Activity Flip Chart 65E Lab Zone Science 65D, 90 Leveled Readers 65A, 97A Every Student Learns 72, 107 Quick Study Ancillary 20, 21, 30, 31

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(continued) Take It to the Net 90 Quick Activity Transparencies 70, 106

15

STRAND B: ENERGY GRADE 3: STANDARD 2. The student understands the interaction of matter and energy.


BENCHMARK SC.B.2.2.2 The student recognizes the cost and risks to society and the environment posed by the use of nonrenewable energy. (Assessed as SC.G..2.2.1.) [Link instruction with SC.G..2.2.1.]

ESSENTIAL QUESTIONS

? What is a natural resource? A natural resource is any material found in nature that man or other living things use. ? Where do our natural resources come from? Natural resources come from within the Earth, on the Earth, and above the Earth. ? Why are natural resources important to man? Natural resources are important to man because they give us food, shelter, and energy. ? How can resources be grouped? Resources are classified (grouped) as ‘renewable’ meaning they can be replaced in a human lifetime, or

‘nonrenewable’ meaning they can’t be replaced once they are used up. Some resources are considered ‘inexhaustible’ because they are naturally recycled over and over again (e.g. water, and air).

? What is the difference between renewable and nonrenewable resources? Nonrenewable resources can’t be replaced once they are used up ( oil, coal, natural gas, and minerals). Renewable resources can be replaced by nature, ( food crops, lumber, fresh water (renewed by the rain cycle), solar energy, and wind).




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows ways natural resources are important. 1. Student identifies and describes natural resources in

terms of where they are found, how they are used, and why they are important.

Chapter 9 Target Skill Chapter 9 Lesson 1 Chapter 9 Lesson 2

245 246-249 250-253

Examview 241C, 241H, 262 FCAT Science Test Prep Ancillary 55 Assessment Book Chapter 9 Test, 47-50; Unit B Test, 51-54

Leveled Readers 241A Every Student Learns 248, 251 Quick Study Ancillary 60, 61, 62, 63 Quick Activity Transparencies 246, 250

3.4 The Woman Who Outshone the Sun, 116a-137n

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GLE 2 – The student classifies resources as renewable or nonrenewable. 1. Student describes renewable resources as materials

that can be replaced in one human lifetime and gives examples.

2. Students describes nonrenewable resources as materials that cannot be replaced once they are used up.

Chapter 9 Directed Inquiry Chapter 9 Build Background Chapter 9 Directed Inquiry Chapter 9 Target Skill Chapter 9 Lesson 1 Chapter 9 Review & Test Prep

241D 242 244 245 246-249 262-263

Examview 241C, 241H, 262, 473C, 473H, 502 FCAT Science Test Prep Ancillary 39, 40, 55, 56, 57, 58, 59, 60, 63, 65, 116 Assessment Book Chapter 9 Test, 47-50; Unit B Test, 51-54; Chapter 17 Test, 107-110; Unit D Test, 111-114

Lab Zone Science 241D, 244 Leveled Readers 241A Every Student Learns 248, 494 Quick Study Ancillary 60, 61, 112, 113 Take It to the Net 241, 244, 473 Quick Activity Transparencies 246 FCAT Benchmark Mini-Lesson Ancillary 30

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STRAND C: FORCE AND MOTION

GRADE 3: STANDARD 1. The student understands that types of motion may be described, measured, and predicted.

REPORT CARD S4. Understands that motion may be described, measured, and predicted.

BENCHMARK SC.C.1.2.1 The student understands that the motion of an object can be described and measured. (CS: MC)

ESSENTIAL QUESTIONS

? What is a force? A force is either a push or a pull applied to an object. ? What causes motion? Motion is caused when unbalanced forces are applied to an object. Forces act in pairs opposite in direction to each

other. If the pair of forces are balanced (equal in strength), the object is ‘at rest’ (not moving). However, when one force becomes stronger than the other (unbalancing the pair of forces), the object begins to move in the direction the stronger force is applied. The more force applied, the faster the object will move.

? How can motion be measured? Motion can be measured by dividing the distance an object moves by the time it takes to move (speed =distance/time). This calculation is called the object’s speed and describes the rate at which the object is moving.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student describes the motion of various objects. 1. Student identifies a force as a push or pull that makes

objects move in the direction in which the force is applied.

2. Student identifies ‘motion’ as a change in position, speed or direction of an object caused by unbalanced forces acting on the object.

3. Student identifies ‘rest’ as being caused by balanced forces acting on an object.

4. Student describes ‘speed’ as the measure of how fast an object is moving (determined by two factors distance and time).

5. Student demonstrates that when more force is applied to the same mass it moves faster.

Chapter 12 Directed Inquiry Chapter 12 Target Skill Chapter 12 Lesson 1 Chapter 12 Review & Test Prep Chapter 14 Review & Test Prep

324 325 326-331 349 406-407

Examview 321C, 321H, 348 FCAT Science Test Prep Ancillary 79, 82, 100, 101, 136 Assessment Book Chapter 12 Test, 73-76; Unit C Test, 85-88

Activity Flip Chart 321E Lab Zone Science 321D, 324 Leveled Readers 321A Every Student Learns 331 Quick Study Ancillary 76, 77 Take It to the Net 385

3.2 Tornado Alert, 188a-207n

18





(continued) Quick Activity Transparencies 326

19

STRAND C: FORCE AND MOTION

GRADE 3: STANDARD 2: The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted.

REPORT CARD S5. Understands the interaction of forces and motion.

BENCHMARK SC.C.2.2.1 The student recognizes that forces of gravity, magnetism, and electricity operate simple machines. (CS: MC)

ESSENTIAL QUESTIONS

? What is gravity? Gravity is the force of attraction (pulling force) between objects that have mass. The strength of gravity between objects depends on two things: the mass of the objects and the distance between them.

? What is weight? Weight is the measure of the pulling force of gravity on an object. Weight can vary depending on mass (more massive objects have more pulling force) or distance. (The further an object is from the center of gravity the less pulling force.)

? What are simple machines? Simple machines are tools people use to make work easier by changing the direction of the force applied and/or the strength of force needed or both.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands that gravity is the force of attraction between all objects that have mass. 1. Student demonstrates that Earth’s gravity is so strong

it causes objects near the Earth to fall towards Earth. 2. Student weighs objects to measure the force of gravity

on them.

Chapter 12 Chapter 12 Lesson 2 Chapter 12 Review & Test Prep Unit C NASA

321 336-337 348 350-351

Examview 321C, 321H, 348 FCAT Science Test Prep Ancillary 84 Assessment Book Chapter 12 Test, 73-76; Unit C Test, 85-88

Activity Flip Chart 321E Leveled Readers 321A Every Student Learns 335 Quick Study Ancillary 78, 79 Take It to the Net 321

20





(continued) Quick Activity Transparencies 332 FCAT Benchmark Mini-Lesson Ancillary 29

GLE 2 - The student knows there are six simple machines: inclined plane, wedge, screw, lever, pulley, and wheel and axle. 1. Student describes simple machines as tools people use

to make work easier. 2. Student identifies the six different simple machines by

name.


340-343 349

Examview 321C, 321H, 348 FCAT Science Test Prep Ancillary 80, 81, 82, 83, 99 Assessment Book Chapter 12 Test, 73-76; Unit C Test, 85-88

Activity Flip Chart 321E Leveled Readers 321A Every Student Learns 342 Quick Study Ancillary 80, 81 Take It to the Net 321 FCAT Benchmark Mini-Lesson Ancillary 40

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STRAND D: PROCESSES THAT SHAPE THE EARTH

GRADE 3: STANDARD 1. The student recognizes that processes in the lithosphere, hydrosphere, and biosphere interact to shape the Earth.

REPORT CARD S6. Recognizes that processes interact to shape the Earth.

BENCHMARK SC.D.1.2.1 The student knows that larger rocks can be broken down into smaller rocks, which in turn can be broken down to combine with organic materials to form soil. (Assessed as SC.D.1.2.4.)

ESSENTIAL QUESTIONS

? What is a mineral? A mineral is a naturally-formed solid substance that has never been alive or formed from a living thing. ? What are rocks? Rocks are solid earth materials made of minerals. Most rocks are a mixture of different minerals. Sedimentary rocks may also

contain the remains of living things. ? How do rocks change? Rocks change over time by many processes in the rock cycle. The three basic different types of rocks, ( sedimentary,

igneous, and metamorphic rock), are made and remade as heat, pressure, weathering, erosion, and deposition rearrange and combine their minerals in new ways.

? What are fossils? Fossils are the remains, impressions, tracks, or other evidence of ancient organisms formed in layers of sedimentary rock. ? What can we learn from fossils? Fossils are evidence of what kinds of organisms lived in the past, how long ago they lived, and sometimes

even how they lived.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands the Earth’s crust is made of rocks that change by weathering, erosion, deposition, heat, and pressure in the rock cycle. 1. Student defines rocks as nonliving solids made up of

minerals. 2. Student labels the layers of the Earth. 3. Student identifies types of igneous, sedimentary, and

metamorphic rock and explains how they form. 4. Student investigates the role of heat and pressure in

the formation of rocks. 5. Student knows ways fossils are formed. 6. Student describes how fossils provide evidence life

has changed on Earth over time.

Chapter 1 Lesson 5 Chapter 1 Review & Test Prep Chapter 2 Lesson 4 Chapter 2 Guided Inquiry

22-25 30-31 54-57 58-59

Examview 1C, 1H, 30, 33C, 33H, 62, 193C, 193H, 214, 217C, 217H, 238 FCAT Science Test Prep Ancillary 4, 12, 43, 44, 45, 46, 47, 61, 62, 65, 133, 134

Activity Flip Chart 1E, 193E Lab Zone Science 33D, 58-59, 193D, 196 Leveled Readers 1A, 33A, 193A, 217A

22





(continued) Chapter 2 Review & Test Prep Chapter 7 Chapter 7 Directed Inquiry Chapter 7 Lesson 1 Chapter 7 Review & Test Prep Chapter 8 Lesson 3 Chapter 8 Review & Test Prep

62-63 193 196 199-201 214-215 230-233 238-239

Assessment Book Chapter 1 Test, 1-4; Chapter 2 Test, 5-8; Unit A Test, 17-20; Chapter 7 Test, 39-42; Chapter 8 Test, 43-46; Unit B Test, 51-54

Every Student Learns 24, 56, 201, 232 Quick Study Ancillary 10, 11, 18, 19, 48, 49, 58, 59, 78, 79 Take It to the Net 1, 33, 193, 217 Quick Activity Transparencies 22, 54, 198, 230 FCAT Benchmark Mini-Lesson Ancillary 5, 9, 14, 26

23




BENCHMARK SC.D.1.2.1 (continued) The student knows that larger rocks can be broken down into smaller rocks which in turn can be broken down to combine with organic materials to form soil. (Assessed as SC.D.1.2.4.)

ESSENTIAL QUESTIONS

? What is soil? Soil is a mixture of rock, mineral particles, and organic matter. Soil is a combination of inorganic (nonliving) and organic (once living ) matter.

? How do soils form? Weathering forms the rock and mineral particles of soils. Other inorganic parts of soil include water and air that fill the spaces between soil particles. Most organic material in soil, called humus, comes from animal wastes and decaying animals and plants.

? Are all soils the same? Because soil is a mixture, there are many different types of soil. Some examples include top soil, clay, sandy soil, and loam. Some soils hold more water than others. Soil with more humus can hold more water.

? How can people conserve soil? People can conserve soil by using better farming methods that prevent the soil from eroding or washing away.




Lessons Pages Assessments SF Science SF Reading GLE 2 - The student knows the properties of different types of soil. 1. Student investigates how decay enriches soil. 2. Student describes how soils form. 3. Student contrasts different types of soil. 4. Student identifies ways soil can be harmed. 5. Student investigates how plants can prevent soil

erosion. 6. Student describes methods of conserving soil.

Chapter 7 Chapter 7 Lesson 3 Chapter 7 Guided Inquiry Chapter 7 Math in Science Chapter 7 Review & Test Prep

193 206-209 210-211 212-213 214-215

Examview 193C, 193H, 214 FCAT Science Test Prep Ancillary 44, 45, 46, 58 Assessment Book Chapter 7 Test, 39-42; Unit B Test, 51-54

Activity Flip Chart 193E, 241E Lab Zone Science 193D, 210-211 Leveled Readers 193A, 241A Every Student Learns 209, 251

24





(continued) Unit B NASA Chapter 9 Lesson 2

216 251

Quick Study Ancillary 52, 53, 62, 63 Take It to the Net 193 Quick Activity Transparencies 206 FCAT Benchmark Mini-Lesson Ancillary 16, 21

25




BENCHMARK SC.D.1.2.2 The student knows that 75 percent of the surface of the Earth is covered with water. (Assessed as SC.D.1.2.4.) [Teach along with SC.D.1.2.3.]

ESSENTIAL QUESTIONS

? Why does the Earth look blue from outer space? The Earth appears blue from outer space because most of the planet’s surface is covered

with water. ? If Earth is a planet of water, why do people usually think the land is more important? Most people live, work, and spend most of their time

on the land. So the land is more important to them. ? Where is most of the Earth’s water found? Most of the water on Earth, about 97%, is salt water found in the oceans and seas. The remaining

3% is fresh water of which 2% is ice or snow found at the poles. This means only about 1% of the Earth’s fresh water is drinkable, and most of it is dirty (polluted).




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that 75 percent of the surface of the Earth is covered by water. 1. Student estimates the amount (percent) of water on

Earth’s surface. 2. Student identifies where most of the water on Earth is

found. 3. Student identifies the types of water on the Earth, fresh

and salt, and describes where they are found. 4. Student discusses reasons why water is important.


145 154-155 166-167

Examview 145C, 145H, 166 FCAT Science Test Prep Ancillary 31, 34 Assessment Book Chapter 5 Test, 31-34; Unit B Test, 51-54

Leveled Readers 145A Quick Study Ancillary 40, 41 Take It to the Net 145 Quick Activity Transparencies 151 FCAT Benchmark Mini-Lesson Ancillary 20

3.4 The Woman Who Outshone the Sun, 116a-137n 3.5 Water on Earth, 221-223n 3.5 The Physical World, 196-197n

26




BENCHMARK SC.D.1.2.3 The student knows that the water cycle is influenced by the temperature, pressure, and topography of the land. (CS: MC)

ESSENTIAL QUESTIONS

? What is the atmosphere? The atmosphere is a mixture of gases that surrounds the Earth and extends from the Earth’s surface into space. Scientists use temperature and air pressure to describe five layers in the atmosphere: troposphere, stratosphere, mesosphere, thermosphere, and exosphere. The mixture of gasses in each layer is not the same and changes with altitude. The atmospheric layer that contains most of the water vapor and clouds is the troposphere. Most of the Earth’s weather occurs in the troposphere.

? What is the water cycle? The water or “hydrologic” cycle is the path water takes as it circulates from the Earth’s surface into the atmosphere and back again. The water cycle involves three different physical processes: evaporation, condensation, and precipitation.

? What causes the water cycle? Solar energy, sunlight, and heat cause water particles in the Earth’s surface, water, and plants to evaporate more quickly.

? What is evaporation? Evaporation is the process of the water cycle in which liquid water changes into invisible water vapor. Heat from sunlight makes evaporation happen.

? What is condensation? Condensation is the process of the water cycle in which water vapor changes back into liquid water droplets. Condensation occurs in the atmosphere when water vapor cools. Clouds are evidence of condensation. Clouds are formed when water vapor cools and condenses into tiny water droplets.

? What is precipitation? Precipitation is falling water from clouds in the form of rain, snow, or ice. Precipitation forms when water droplets in clouds become too heavy to stay in the atmosphere. The air temperature determines the type of precipitation – rain, snow, or ice.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student understands the stages of the water cycle. 1. Student identifies the atmosphere as layers of gases

that surround the Earth. 2. Student investigates the variables that affect the

speed of evaporation. 3. Student describes the evaporation and condensation

processes.


145 158-161 166-167

Examview 145C, 145H, 166 FCAT Science Test Prep Ancillary 31, 32, 36, 64, 131

Leveled Readers 145A Every Student Learns 158 Quick Study Ancillary 42, 43

3.4 Crash! Flash, Leveled Reader, LR16-LR18 3.5 Brave Irene, Water on Earth, 198a-223n

27





(continued) 4. Student models the evaporation and condensation

processes. 5. Student predicts the effects different temperatures will

have on precipitation.

Assessment Book Chapter 5 Test, 31-34; Unit B Test, 51-54

Take It to the Net 145 Quick Activity Transparencies 156 FCAT Benchmark Mini-Lesson Ancillary 21

28




BENCHMARK SC.D.1.2.4 The student knows that the surface of the Earth is in a continuous state of change as waves, weather, and shifts of the land constantly change and produce many new features. (AA: MC, SR, ER. Also assesses SC.D1.2.1, D1.2.2, and SC.D.1.2.5.)

ESSENTIAL QUESTIONS

? What is weathering? Weathering is a process by which water, wind, and hot and cold temperatures break down rock into smaller rocks and minerals. ? What is erosion? Erosion transports (moves) weathered rocks and soil from one place to another by moving water, ice (glaciers), and wind. ? How are weathering and erosion different? Weathering just breaks down the rocks; erosion moves them to a new place. ? How are weathering and erosion alike? Both weathering and erosion involve the wind, weather, and water cycle but in different ways.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student understands the processes of weathering and erosion. 1. Student identifies the shapes and features of different

types of landforms. 2. Student identifies weathering as a natural process that

breaks down rock into soil, sand, or other materials. 3. Student describes erosion as transporting weathered

rock and soil by wind, water, or ice (glaciers). 4. Student compares and contrasts weathering and erosion.

Chapter 8 Directed Inquiry Chapter 8 Lesson 3 Chapter 8 Guided Inquiry Chapter 8 Review & Test Prep

217D 230-233 234-235 238-239

Examview 217C, 217H, 238 FCAT Science Test Prep Ancillary 46, 50, 51, 52, 59, 65, 131, 133, 134 Assessment Book Chapter 8 Test, 43-46; Unit B Test, 51-54

Activity Flip Chart 217E Lab Zone Science 217D, 234 Leveled Readers 217A Every Student Learns 232 Quick Study Ancillary 58, 59

3.2 Danger – Icebergs!, Glacier Trek, 208a-225n

29





(continued) Take It to the Net 217, 234 Quick Activity Transparencies 230 FCAT Benchmark Mini-Lesson Ancillary 29

30




BENCHMARK SC.D.1.2.5. The student knows that some changes in the Earth’s surface are due to slow processes, and some changes are due to rapid changes. (Assessed as SC.D.1.2.4.)

ESSENTIAL QUESTIONS

? How are landforms different? Highlands include mountains and plateaus; lowlands include valleys, plains, and canyons. ? What causes a glacier to form and how do they change the land? Glaciers form when snow and ice builds up in places where it is cold all

year and the snow and ice doesn’t melt. As a glacier moves downhill, it slowly scrapes rocks and soil digging huge holes. When the glacier melts away, huge piles of rocks or glacial lakes are left behind.

? How are earthquakes and volcanoes different? An earthquake occurs when too much pressure builds up deep in the Earth’s crust along a fault and is suddenly released, violently shaking the Earth. Volcanoes form when heat melts rock deep in the Earth’s mantle changing it into molten magma. Pressure forces the magma up onto the surface where it becomes lava (magma on the surface). Both earthquakes and volcanoes are caused by similar forces, heat and pressure, but have different outcomes.

? Which changes in the Earth’s surface are slow and which are rapid? Slow changes are weathering and erosion. Rapid changes are earthquakes and volcanoes.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that landforms change over time. 1. Student identifies different landforms and groups them

as highlands or lowlands. 2. Student describes glaciers as huge sheets of ice that

change the land slowly. 3. Student identifies an earthquake as the shaking of the

ground caused by a sudden release of energy in Earth’s crust.

4. Student models a volcano as vents or fissures in Earth’s surface through which magma flows turning to lava on Earth's surface.

Chapter 7 Chapter 7 Lesson 3 Chapter 7 Review & Test Prep Chapter 8 Chapter 8 Lesson 2

193 206-209 214-215 217 226-229

Examview 193C, 193H, 214 FCAT Science Test Prep Ancillary 43, 45, 47, 49, 50, 52, 53, 64, 131 Assessment Book Chapter 7 Test, 39-42; Chapter 8 Test, 43-46; Unit B Test, 51-54

Activity Flip Chart 193E, 217E Leveled Readers 193A, 217A Every Student Learns 209, 227, 232 Quick Study Ancillary 52, 53, 56, 57, 58, 59

3.2 Glacier Trek, 224-225n

31





(continued) 5. Student compares and contrasts different events that change the Earth’s surface in slow and rapid ways.


230-233 238-239

Take It to the Net 193, 217 Quick Activity Transparencies 206, 226, 230 FCAT Benchmark Mini-Lesson Ancillary 27, 28

32


GRADE 3: STANDARD 2. The student understands the need for protection of the natural systems on Earth.


BENCHMARK SC.D.2.2.1 The student knows that reusing, recycling, and reducing the use of natural resources improves and protects the quality of life. (Assessed as SC.G.2.2.3.)

ESSENTIAL QUESTIONS

? Why is it wise to recycle? Recycling saves expensive landfill space. It also saves energy because fewer products need to be manufactured

from raw materials. Manufacturing fewer products causes less pollution. Recycling wastes can also be profitable because remanufacturing from scratch costs more money.

? What types of materials do people usually recycle? Everyone should recycle newspapers, magazines, corrugated cardboard, glass, aluminum, and most plastics. Grass, leaves, and yard and garden clippings should also be recycled by composting. As resources become more scarce, recycling becomes more profitable. Companies have started recycling industrial products like steel, copper, rubber tires, motor and cooking oil, and even food scraps.

? Why can’t some resources like coal, oil and gasoline be recycled? When coal, oil, and gasoline are burned for energy, they are completely consumed. They are considered nonrenewable, because the geological conditions needed to restore them no longer exist or would take longer than several human lifetimes to renew.

? What can be done to save coal and oil from being used up too quickly? Most coal and oil is used for the production of electrical power, heating, air conditioning, manufacturing, and transportation. To conserve (save) coal and oil, we need to stop wasting electricity, buy energy-saving appliances, and drive fuel-efficient cars.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows that reusing and recycling products made from natural resources reduces waste and improves and protects the quality of life. 1. Student describes recycling, and identifies ways

recycling saves resources and energy. 2. Student describes reusing and reducing as other ways to conserve natural resources, and explains how conserving resources makes them last longer.

Chapter 9 Chapter 9 Lesson 2 Chapter 9 Lesson 3 Chapter 9 Review & Test Prep

241 250-253 254-257 262-263

Examview 241C, 241H, 262 FCAT Science Test Prep Ancillary 44, 55, 56, 57, 58, 59, 66, 132

Activity Flip Chart 241E Leveled Readers 241A Every Student Learns 251, 255

33





(continued) Assessment Book Chapter 9 Test, 47-50; Unit B Test, 51-54

Quick Study Ancillary 62, 63, 64, 65 Take It to the Net 241 Quick Activity Transparencies 250, 254 FCAT Benchmark Mini-Lesson Ancillary 31, 32

34

STRAND E: EARTH AND SPACE

GRADE 3: STANDARD 1. The student understands the interaction and organization in the solar system and the universe and how this affects life on Earth.

REPORT CARD S7. Understands the interaction and organization of the universe, solar system, and life on Earth.

BENCHMARK SC.E.1.2.1 The student knows that the tilt of the Earth on its own axis as it rotates and revolves around the sun causes changes in season, length of day, and available energy. (AA: MC, SR)

ESSENTIAL QUESTIONS

? What causes day and night on Earth? The rotation of Earth on its axis causes day and night. Every 24 hours the Earth turns completely around once on its axis. From any one place on Earth, you spend about 12 hours turning into the sun’s light called “day” (daylight). The other 12 hours you are turning away from the sun’s light into the darkness called “night” (nighttime). The exact amount of daylight and nighttime hours changes throughout the year (seasons) because the Earth is tilted on it axis and revolves around the sun.

? How long does it take Earth to make one orbit around the sun? The Earth revolves once around the sun every 365 1/4 days. To adjust for the 1/4 day on the calendar, every four years we add one extra day to the month of February. The year we add that day is called a “leap year.” (If you were born on February 29, you would only have a ‘birthday’ every four years. Unfortunately, you will still be four years older.)

? What causes the seasons? The seasons are actually caused by the tilt of the Earth and how that affects the amount of available sunlight energy in different places north and south of the equator. As the Earth revolves around the sun, the angle at which sunlight strikes the Earth changes. When sunlight strikes the Earth more directly, temperatures are warmer causing the spring and summer seasons. When sunlight strikes the Earth indirectly, temperatures are cooler causing the fall and winter seasons. The closer you are to the equator, the less change in the angle of sunlight striking the Earth and so the change of seasons is less noticeable.




Lessons Pages Assessments SF Science SF Reading GLE 1 –The student knows changes in day, night, and seasons are caused by a combination of factors including Earth’s rotation, revolution, and tilt on its own axis. 1. Student knows the Earth rotates on it axis and one

rotation takes 24 hours (one day) causing day and night.

2. Student compares Earth and moon rotation times. 3. Student knows the Earth orbits around the sun, and

one revolution takes 365¼ days (one year).


428-431 445

Examview 417C, 417H, 444 FCAT Science Test Prep Ancillary 103, 104, 105, 122, 123, 139, 140, 142

Activity Flip Chart 417E Leveled Readers 417A Every Student Learns 430 Quick Study Ancillary 98, 99

35





(continued) 4. Student knows that the tilt of the Earth on its axis

changes the way sunlight hits the Earth at different times of the year causing changes in seasons (seasonal temperature changes).

Assessment Book Chapter 15 Test, 99-102; Unit D Test, 111-114

Take It to the Net 417 Quick Activity Transparencies 428 FCAT Benchmark Mini-Lesson Ancillary 48, 49

36




BENCHMARK SC.E.1.2.1 (continued) The student knows that the tilt of the Earth on its own axis as it rotates and revolves around the sun causes changes in season, length of day, and available energy. (AA: MC, SR)

ESSENTIAL QUESTIONS

? How does the change of seasons affect the patterns of average temperature throughout the year? Because the Earth is tilted (23.5o) on

its axis, its northern hemisphere tilts toward the sun during summer. This results in longer periods of daylight, more available energy absorption, and hotter temperatures. In the winter, the reverse is true. If Earth did not have a tilted axis, night and day would always have equal lengths of about 12 hours each all year long. In areas near the equator, the length of day and night are pretty close all year, and average temperatures are warmer. Near the poles, the length of day and night changes from 0-24 hours, resulting in very wide range of temperature changes. (Note: Earth’s elliptical orbit has little or no effect on the change of seasonal temperatures. If Earth were not tilted but still had an elliptical orbit, there would be very little annual temperature changes or seasons.)

? How do weather maps confirm the changes in average temperature in different seasons? Observing temperature data in different northern states on a U.S. map over different months of the year will show a drop in average temperature during the months leading to winter and a rise in temperature in the months leading to summer.




Lessons Pages Assessments SF Science SF Reading GLE 2 – The student knows the patterns of average temperature throughout the year. 1. Student identifies how temperature is measured and

uses numbers to compare temperatures. 2. Student describes how temperature changes. 3. Student identifies symbols used on a weather map. 4. Student explains how temperatures change in the

Northern and Southern Hemispheres of North America during different seasons of the year.


428-431 445

Examview 417C, 417H, 444 FCAT Science Test Prep Ancillary 103, 104, 105, 122, 123, 139, 140, 142 Assessment Book Chapter 15 Test, 99-102; Unit D Test, 111-114

Activity Flip Chart 417E Leveled Readers 417A Every Student Learns 430 Quick Study Ancillary 98, 99 Take It to the Net 417

37





(continued) Quick Activity Transparencies 428 FCAT Benchmark Mini-Lesson Ancillary 48, 49

38




BENCHMARK SC.E.1.2.2 The student knows that the combination of Earth’s movement and the moon’s own orbit around the Earth results in the appearance of cyclical phases of the moon. (CS: MC)

ESSENTIAL QUESTIONS

? Why is the moon visible at night? The moon is lit by sunlight that bounces off of it. The light reaches Earth as reflected moonlight. ? Why does the moon’s shape appear to change over the days for one month? These different shapes are called the moon’s phases. The

moon goes through eight phases as it revolves around Earth every 27.3 days. The phase that you see depends on how much of the sunlit moon you can see. The lit part you see depends on the positions of Earth, moon and sun.

? What are the moon’s phases called and how do they appear from Earth? The phases are new moon (the dark half of the moon you don’t see), waxing crescent (sliver or crescent lit right), first quarter (right half lit), waxing gibbous (almost fully lit right, except left edge), full moon (fully lit), waning gibbous (almost fully lit left, except right edge), last quarter (left half lit), and waning crescent (sliver or crescent lit left).

? How are a lunar eclipse and solar eclipse different? An eclipse occurs when one object in space casts a shadow on another. If the moon casts a shadow on Earth, it is called a solar eclipse. A solar eclipse can only occur during the new moon phase. If the Earth casts a shadow on the moon, it is called a lunar eclipse. A lunar eclipse can only occur when the moon is full.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows the frequency of the lunar cycle is approximately 28 days. 1. Student knows that the moon does not produce its own

light but reflects sunlight. 2. Student knows that the moon’s light appears

differently on different nights of the month. 3. Student identifies the phases of the moon and how

they appear in the night sky. 4. Student compares and contrasts lunar and solar

eclipses.


417 434-435 444-445

Examview 417C, 417H, 444 FCAT Science Test Prep Ancillary 103, 105, 106, 108, 124, 126 Assessment Book Chapter 15 Test, 99-102; Unit D Test, 111-114

Leveled Readers 417A Quick Study Ancillary 100, 101 Take It to the Net 417 Quick Activity Transparencies 432

39






40




BENCHMARK SC.E.1.2.3 The student knows that the sun is a star and that its energy can be captured or concentrated to generate heat and light for work on Earth. (CS: MC) [Teach along with SC.E.1.2.4.]

ESSENTIAL QUESTIONS

? What is the sun? The sun is a star, a very hot ball of glowing hydrogen gas. Its surface temperature is 10,000 oF, and increases to 27,000,000 oF in its core. It looks different than other stars because it is so close to the Earth. (The sun is only 150,000,000 km away or 93,000,000 miles; the next nearest star, Proxima Centauri, is 40,000,000,000 km away or 267 times further away.)

? What object is at the center of our solar system? The sun is at the center of the solar system. It is also the largest object in the solar system (330,000 times the mass of Earth or 1.8 octillion tons), and its gravity holds all the other objects in the solar system in orbit. The sun provides almost all the energy for life on Earth. The word “solar system” means sun-system.

? What types of energy does the Earth get from the sun? The sun provides the Earth with both light (radiant energy) and heat (thermal energy). Light waves can travel through the vacuum (emptiness) of space to all the planets. When sunlight enters the Earth’s atmosphere, it begins to increase the motion of all the particles of matter, solids, liquids, and gases it comes into contact with making them warmer. The more light absorbed by an object, the hotter its temperature.

? What processes depend on the sun’s light and heat energy? The water cycle, winds, weather, photosynthesis, food chains, food webs, and energy pyramids are all processes you will study that depend on light energy from the sun.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows the sun is a star that is much nearer to the Earth than other stars. 1. The student knows the sun is a star. 2. The student knows the sun is at the center of our solar

system. 3. The student knows Earth gets light and heat energy

from the sun. 4. The student understands that without the sun many processes on Earth would not work.

Chapter 16 Chapter 16 Target Skill Chapter 16 Lesson 1 Chapter 16 Review & Test Prep

449 453 454-457 470-471

Examview 449C, 449H, 470 FCAT Science Test Prep Ancillary 109

Activity Flip Chart 449E Leveled Readers 449A Every Student Learns 456

41





(continued) Assessment Book Chapter 15 Test, 99-102; Chapter 16 Test, 103-106; Unit D Test, 111-114

Quick Study Ancillary 104, 105 Take It to the Net 449 Quick Activity Transparencies 454

42




BENCHMARK SC.E.1.2.4 The student knows that the planets differ in size, characteristics, and composition, and that they orbit the sun in our solar system. (CS: MC. Also assesses SC.E.1.2.5.) [Link instruction with SC.E.1.2.5.]

ESSENTIAL QUESTIONS

? What are the inner planets? The four planets closest to the sun are Mercury, Venus, Earth, and Mars. They are solid with rocky surfaces. They are warmer and smaller than most of the outer planets. None of the inner planets have more than two moons. The inner planets include the hottest planet, Mercury, and Earth, the only planet with surface water and atmosphere which can support plant and animal life.

? What are the outer planets? The five planets farthest from the sun are Jupiter, Saturn, Uranus, Neptune, and Pluto. With the exception of Pluto, which has not been classified yet, all the outer planets are frozen “gas giants” much colder than the inner planets. They have many moons, and several have ring systems made of dust and ice around them. The outer planets include the smallest planet, Pluto, and the largest planet, Jupiter.

? Do all planets have the same length of day? No. The length of a day is determined by the rotation of a planet on its axis. Some planets rotate very fast while others rotate slower. The only planet with a length of day similar to Earth is Mars which takes 25 Earth hours to rotate once on its axis.

? Do all planets have the same length of year? No. The length of a year is determined by the revolution of a planet around the sun. The further a planet is from the sun, the longer it takes for it to revolve around the sun. The length of a year on other planets in the solar system ranges from 59 Earth days on Mercury to 248 Earth years on Pluto.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows characteristics of the inner and outer planets. 1. Student classifies the planets by size, characteristics

and composition into two groups of inner and outer planets.

2. Student compares and contrasts the characteristics of each planet with the other planets included in its group.

Chapter 16 Chapter 16 Directed Inquiry Chapter 16 Lesson 1

449 452 456-457

Examview 449C, 449H, 470 FCAT Science Test Prep Ancillary 109, 110, 111, 112, 113, 114, 123, 124, 125

Activity Flip Chart 449E Lab Zone Science 449D, 452, 466-467 Leveled Readers 449A

43





(continued) Chapter 16 Lesson 2 Chapter 16 Guided Inquiry Chapter 16 Math in Science Chapter 16 Review & Test Prep

458-465 466-467 468-469 470-471


Every Student Learns 456, 465 Quick Study Ancillary 104, 105, 106, 107 Take It to the Net 449 Quick Activity Transparencies 458 FCAT Benchmark Mini-Lesson Ancillary 52, 53

44




BENCHMARK SC.E.1.2.5 The student understands the arrangement of planets in our solar system. (Assessed as SC.E.1.2.4.)

ESSENTIAL QUESTIONS

? How can you remember the order of the planets from the sun? By using this or other mnemonic devices it is easier to remember the order of the planets. My (Mercury) very (Venus) educated (Earth) mother (Mars) just (Jupiter) sent (Saturn) us (Uranus) nine (Neptune) pizzas (Pluto).

? What objects physically separate the inner planets from the outer planets? A large number of asteroids in orbit around the sun are located between Mars and Jupiter separating the inner and outer planets. Some are as small as golf balls, others are larger than the state of Texas. Astronomers call this area in space the asteroid belt.

? What is an asteroid? An asteroid is a solid chunk of rock or metal that orbits the sun. There are thousands of asteroids in the asteroid belt. Sometimes their orbit changes sending them past other planets.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows the names of all the planets in the solar system. 1. Student identifies the inner planets of our solar

system by name. 2. Student identifies the outer planets of our solar

system by name.

Chapter 16 Chapter 16 Directed Inquiry Chapter 16 Lesson 1 Chapter 16 Lesson 2 Chapter 16 Guided Inquiry

449 452 456-457 458-465 466-467

Examview 449C, 449H, 470 FCAT Science Test Prep Ancillary 109, 110, 111, 112, 113, 114, 123, 124, 125 Assessment Book Chapter 16 Test, 103-106; Unit D Test, 111-114

Activity Flip Chart 449E Lab Zone Science 449D, 452, 466-467 Leveled Readers 449A Every Student Learns 456, 465

45





(continued) Chapter 16 Math in Science Chapter 16 Review & Test Prep

468-469 470-471

Quick Study Ancillary 104, 105, 106, 107 Take It to the Net 449 Quick Activity Transparencies 458 FCAT Benchmark Mini-Lesson Ancillary 52, 53

GLE 2 – The student knows the position of all the planets relative to the sun. 1. Student knows the order of the planets starting with the

closest to the sun to the furthest from the sun.


456-457 471

Examview 449C, 449H, 470 FCAT Science Test Prep Ancillary 109, 111, 125 Assessment Book Chapter 16 Test, 103-106; Unit D Test, 111-114

Activity Flip Chart 449E Leveled Readers 449A Every Student Learns 456 Quick Study Ancillary 104, 105 Take It to the Net 449 Quick Activity Transparencies 455

46





(continued) FCAT Benchmark Mini-Lesson Ancillary 52, 53

47


GRADE 3: STANDARD 2. The student recognizes the vastness of the universe and Earth’s place in it.

REPORT CARD S7. Understands the interaction and organization in the universe, solar system, and life on Earth.

BENCHMARK SC.E.2.2.1 The student knows that, in addition to the sun, there are many other stars that are far away. (CS: MC)

ESSENTIAL QUESTIONS

? What is the name of the star closest to Earth? The sun is the closest star to the Earth. ? What is a constellation? A constellation is a very large group of stars that form a pattern in the night sky. ? How did people of ancient civilizations use the constellations? The people of ancient times watched the night sky like we watch television

today. They told stories and matched them to constellations in the night sky honoring their gods and fallen heroes. As the seasons changed, so did the constellations they could see at night. These changes reminded them when to plant and harvest their crops. Sailors also used the stars to navigate their ships at sea. Today people are unaware of the changes that occur in the night sky because they cannot see most of the constellations due to bright street lighting which limits their view of the night sky.

? How did the invention of the telescope change the way we see the stars? Telescopes make the stars look closer, clearer, and many more stars can be seen.

? What is the Big Dipper? The Big Dipper, or Ursa Major, is a constellation that circles the North Star, or Polaris, which is in the Little Dipper just above the Earth’s axis at the North Pole. The Big Dipper looks like a large ladle in the night sky. Two stars in the front of the Big Dipper’s bowl or cup point to the North Star. When you stand facing Polaris, you are looking due north. Polaris is above the North Pole in the night sky and is called the North Celestial Pole by astronomers.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows that in addition to the sun there are many other stars in the universe and they are vast distances apart. 1. Student knows other stars in the universe are very far

away. 2. Student knows ancient people grouped stars and made

up stories to explain the patterns. 3. Student knows that as Earth revolves around the sun,

we see different constellations in different parts of space, and the constellations change with the seasons.

Chapter 16 Target Skill Chapter 16 Lesson 1 Chapter 16 Review & Test Prep

453 454-457 471

Examview 449C, 449H, 470 FCAT Science Test Prep Ancillary 104, 107, 112, 121, 141

Leveled Readers 449A Every Student Learns 456 Quick Study Ancillary 104, 105

48





(continued) 4. Student knows that a telescope is a tool that makes

things far away look closer.


Take It to the Net 449 Quick Activity Transparencies 454 FCAT Benchmark Mini-Lesson Ancillary 51

49

STRAND F: PROCESSES OF LIFE

GRADE 3: STANDARD 1. The student describes patterns of structure and function in living things.

REPORT CARD S8. Understands patterns of structure and function in living things.

BENCHMARK SC.F.1.2.2 The student knows how all animals depend on plants. (CS: MC) [Teach along with SC.G.2.2.1.]

ESSENTIAL QUESTIONS

? How do animals get the food they need? Animals get food from eating plants or other animals. Animals that eat plants are called herbivores. Animals that eat other animals are called carnivores. Both herbivores and carnivores spend most of their day finding enough food to stay alive.

? How does the way animals get their food differ from the way plants meet their food needs? Animals get their food from eating plants or other animals. Plants make their own food through photosynthesis. All animals depend on plants either directly or indirectly for food. Without plants there would be no animal life on Earth.

? Why do animals need shelter? Animals need shelter to protect them from other animals (predators) and the weather (rain, cold, etc.). Many animals make their shelters with plants, for example, shelter materials may include hollow trees or logs, grass, twigs, and thick bushes.

? How do animals get oxygen? Land animals, mammals, birds, reptiles, and adult amphibians breathe air ((i.e., a mixture of gases which is 78% nitrogen, 21% oxygen, and 1% trace gases) in order to get oxygen through organs that are called lungs. Insects get oxygen through tiny holes (spiracles) in their bodies. Animals that live in the water, fish, young amphibians, and aquatic invertebrates get oxygen from the water (dissolved oxygen) through organs called gills. Aquatic mammals breathe air at the water’s surface. Oxygen in the air and water is recycled by green plants during photosynthesis.

? What are four needs of all animals? All animals need food, oxygen, water, and shelter.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student identifies various ways animals use plants for survival. 1. Student knows some animals, herbivores, eat plants

(e.g. grass, leaves, fruit, seeds, etc.).and other animals, carnivores, eat other animals to survive.

2. Student knows many animals use plants for shelter. 3. Student knows plants make oxygen (during

photosynthesis, see SC.G.1.2.3) that animals need to breathe.

Chapter 3 Lesson 1 Chapter 4 Lesson 1 Chapter 5 Directed Inquiry

72-75 104-105 145D

Examview 64C, 64H, 94, 97C, 97H, 132 FCAT Science Test Prep Ancillary 11, 23

Activity Flip Chart 65E Lab Zone Science 145D, 148 Leveled Readers 65A, 97A

3.1 American Black Beans, 66-67n 3.3 Tops and Bottoms, Food from Plants, 284a-309n

50





(continued) 4. Student recognizes that all animals have similar needs: food, water, oxygen, and living space.

Assessment Book Chapter 3 Test, 9-12; Chapter 4 Test, 13-16; Unit A Test, 17-20

Every Student Learns 72, 105 Quick Study Ancillary 20, 21, 28, 29 Take It to the Net 148 Quick Activity Transparencies 71, 104

51




BENCHMARK SC.F.1.2.3 The student knows that living things are different but share similar structures. (AA: MC, SR)

ESSENTIAL QUESTIONS

? What four things do all plants need to live? All plants need water from the rain, light from the sun, carbon dioxide from the air, and minerals and nutrients from the soil.

? What structures do plants have to keep them alive? Plants have roots to anchor them in the soil and absorb water and minerals. They also have stems that connect to the roots supporting the plant and transporting water to their leaves. Plants also have leaves that grow out of the stems, collect carbon dioxide and water, and chemically change them into sugar (glucose) which the plant uses for food. At the same time, the plant gives off oxygen into the air. A plant’s roots, stems, and leaves work together to keep the plant alive.

? What structures do plants need to survive? In order to survive, a plant must produce seeds. Seeds are the structures that produce more plants. There are many different kinds of seeds. Seeds need water and warm temperatures to grow into young plants, or seedlings. Seedlings then form roots, stems and leaves to stay alive




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands the similarities and differences among plants. 1. Student knows plants get light from the sun, water

from the rain, minerals from the soil, and carbon dioxide from the air to survive.

2. Student knows basic plant structures (parts) and their different functions (jobs).

3. Student investigates how changes in light, water, temperature, and soil conditions affect a plant’s growth.

Chapter 1 Directed Inquiry Chapter 1 Directed Inquiry Chapter 1 Lesson 3 Chapter 1 Guided Inquiry

1D 4 14-17 26-27

Examview 1C, 1H, 30 FCAT Science Test Prep Ancillary 1, 2, 4, 5, 25 Assessment Book Chapter 1 Test, 1-4; Chapter 2 Test, 5-8; Unit A Test, 17-20

Activity Flip Chart 1E Lab Zone Science 1D, 4, 26 Leveled Readers 1A Every Student Learns 17 Quick Study Ancillary 6, 7

3.2 Seed Surprises, Leveled Reader, LR4-LR6 3.2 Anne’s Plants, Leveled Reader, LR7-LR9 3.3 Tops and Bottoms, 244a-309n

52





(continued) Chapter 1 Review & Test Prep

30-31 Take It to the Net 4, 26 Quick Activity Transparencies 14

GLE 2 - The student knows that plants reproduce from seeds. 1. Student investigates what seeds need to sprout. 2. Student knows that new plants form when seeds

germinate. 3. Student knows ways seeds spread.

Chapter 1 Chapter 1 Lesson 3 Chapter 1 Lesson 4 Chapter 1 Guided Inquiry Chapter 1 Math in Science Chapter 1 Review & Test Prep

1 15-17 18-21 26-27 28-29 30-31

Examview 1C, 1H, 30 FCAT Science Test Prep Ancillary 1, 2, 3 Assessment Book Chapter 1 Test, 1-4; Unit A Test, 17-20

Lab Zone Science 1D, 26-27 Leveled Readers 1A Every Student Learns 17, 19 Quick Study Ancillary 6, 7, 8, 9 Take It to the Net 1 Quick Activity Transparencies 18 FCAT Benchmark Mini-Lesson Ancillary 3, 4

3.2 Seed Surprises, Leveled Reader, LR4-LR6

53




BENCHMARK SC.F.1.2.3 (continued) The student knows that living things are different but share similar structures. (AA: MC, SR)

ESSENTIAL QUESTIONS

? What are vertebrates? Animals are divided into two large groups or phylum: vertebrates, those with backbones, and invertebrates, those without backbones. Vertebrates take their name from the bones called vertebrae that make up their backbone. These bones which have a space at their center surround and protect the spinal cord. Mammals, fish, amphibians, reptiles, and birds are all vertebrates. In addition to a backbone, these animals also have other bones (skeletal system) that help support their bodies and protect important organs.




Lessons Pages Assessments SF Science SF Reading GLE 3 – The student knows the common, distinguishable characteristics of the vertebrate animal groups. 1. Student knows mammals are vertebrates covered with

fur or hair, breathe with lungs, and usually give birth to live-young that are fed with milk from the mother’s body.

2. Student knows birds are vertebrates covered with feathers and scales, have two legs, and two wings which most use to fly. Birds breathe with lungs, hatch from hard-shelled eggs, and care for their young.

3. Student knows amphibians are vertebrates that live both on land and in the water and undergo metamorphosis during their life cycles.

4. Student knows fish are vertebrates that live in the water, most are covered with scales, have fins, breathe with gills, and hatch from soft eggs laid in the water.

Chapter 2 Directed Inquiry Chapter 2 Build Background Chapter 2 Directed Inquiry Chapter 2 Lesson 1 Chapter 2 Review & Test Prep

33D 34 36 40-43 62-63

Examview 33C, 33H, 62 FCAT Science Test Prep Ancillary 8, 10, 11, 26, 129 Assessment Book Unit A Test, 17-20

Lab Zone Science 33D, 36 Leveled Readers 33A Every Student Learns 40 Quick Study Ancillary 12, 13 Take It to the Net 36 Quick Activity Transparencies 38

3.1 People and Horses, 87-89n 3.2 Nights of the Pufflings, Spoonbill!, 226a-247n 3.3 Brave as a Mountain Lion, 328a-351n 3.4 Raising Chickens, Leveled Reader, LR22-LR24

54





(continued) 5. Student knows reptiles are vertebrates with dry, scaly skin, plates, or shells, breathe with lungs, and hatch from soft-shelled eggs laid on the land.

FCAT Benchmark Mini-Lesson Ancillary 6, 7

55

STRAND G: HOW LIVING THINGS INTERACT WITH THEIR ENVIRONMENT

GRADE 3: STANDARD 1. The student understands the competitive, interdependent, cyclic nature of living things in the environment.

REPORT CARD S9. Understands the competitive, interdependent, cyclic nature of living things.

BENCHMARK SC.G.1.2.2 The student knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment. (AA: MC, SR)

ESSENTIAL QUESTIONS

? What determines the climate in an ecosystem? Climate is the general pattern of weather in a particular part of the world over a long period of time. Two factors determine the climate of most ecosystems: air temperature and rainfall.

? What is adaptation? An adaptation is a characteristic structure, behavior, or other trait (genetic variation) in an organism that helps it ‘to survive’ in its environment. Adaptation occurs over long periods of time and can only arise when there is variety within a large population. In the process of “natural selection,” organisms lacking the characteristics or traits necessary to respond to changes in their environment will die. However, those organisms with traits better suited to changes in their environment are more likely to survive, reproduce, and pass their traits on to the next generation. Charles Darwin defined natural selection after observing 13 different species of finches living throughout the Galapagos Islands off the coast of Ecuador.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student understands what causes adaptations in an organism. 1. Student compares and contrasts types of forests,

deciduous, rain, coastal, and conifer by climate (temperature and rainfall).

2. Student identifies organisms that live in different ecosystems and describes ways they have adapted (structurally or behaviorally) to their habitats.

Chapter 3 Lesson 1 Chapter 3 Lesson 3 Chapter 3 Review & Test Prep Chapter 4 Lesson 4

72-73 82-85 94-95 116-119


Activity Flip Chart 65E, 97E Leveled Readers 65A Every Student Learns 83, 115 Quick Study Ancillary 24, 25, 34, 35 Take It to the Net 65

3.1 American Black Beans, 66-67n

56






GLE 2 – The student knows adaptations help organisms survive. 1. Student identifies climatic conditions in a desert

environment. 2. Student describes how plants and animals have

adapted to survive in the desert.


78-79 94-95 181

Examview 65C, 65H, 94 FCAT Science Test Prep Ancillary 13 Assessment Book Chapter 3 Test, 9-12; Unit A Test, 17-20


3.2 Fly Traps!, Plants That Bite Back, 144a-167n 3.4 Iguana, 136-137n

57




BENCHMARK SC.G.1.2.2 The student knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment. (AA: MC, SR)

ESSENTIAL QUESTIONS

? What factors change the climatic regions within water environments? Like land environments (terrestrial), water environments (aquatic) have different climatic conditions. Two factors, water depth and saltiness, cause the different climatic regions. More sunlight penetrates shallow water, creating warmer temperatures, allowing more plants to grow and providing more food for animals. In deep water, temperatures are much colder; there are no plants and few animals. The amount of salt also changes in water environments. Fresh water has very little salt Ocean water is much saltier. However, the ocean is less salty at the surface and in shallow water, and it is more salty off shore and in deeper water.

? How is the ocean able to support such a wide variety of life? The oceans are the Earth’s largest and oldest ecosystems. They have experienced less change over a longer period of time than any other ecosystems on Earth. Their immense volume has the capacity to dilute toxins that would dramatically change other environments.




Lessons Pages Assessments SF Science SF Reading GLE 1 (continued) - The student understands the causes and benefits of adaptations in an organism. 1. Student compares and contrasts types of water

ecosystems: oceans, seas, marshes, lakes, rivers, ponds and streams by their amount of salt.

2. Student identifies organisms that live in different water ecosystems and describes ways they have adapted (structurally or behaviorally) to their habitats.


86-89 94-95 114-115

Examview 65C, 65H, 94 FCAT Science Test Prep Ancillary 17, 18, 21, 29 Assessment Book Chapter 3 Test, 9-12; Unit A Test, 17-20

Activity Flip Chart 65E, 97E Leveled Readers 65A Every Student Learns 88, 115 Quick Study Ancillary 26, 27 Take It to the Net 65

3.2 Spoonbill!, 244-247n 3.4 The Fox and the Stork, 34-37n 3.5 Chibi: A True Story from Japan, 172a-197n

58






3.5 Gone, Leveled Reader, LR7-LR9

GLE 2 (continued) - The student knows adaptations help organisms survive. 1. Student recognizes different conditions (sunlight and

saltiness) exist at different depths (zones) of the ocean which determine what organisms can survive in each zone.

2. Student describes ways organisms adapt to survive in the ocean.

Chapter 3 Lesson 1 Chapter 3 Lesson 4 Chapter 3 Review & Test Prep

70 88-89 94-95

Examview 65C, 65H, 94 FCAT Science Test Prep Ancillary 16 Assessment Book Chapter 3 Test, 9-12; Unit A Test, 17-20


3.3 Super Senses, 281-283n

59




BENCHMARK SC.G.1.2.3 The student knows that green plants use carbon dioxide, water, and sunlight energy to turn minerals, and nutrients into food for growth, maintenance, and reproduction. (AA: MC, SR)

ESSENTIAL QUESTIONS

? How are green plants different from all other living organisms on Earth? Plants can make the food they need to survive in a process called photosynthesis.

? What is photosynthesis? Photo (light) - synthesis (put together) is a chemical process in which “green plants” recombine water (H20) and carbon dioxide (C02) into sugar (C6H1206) and oxygen (O2). Photosynthesis only takes place in plants with a “green” pigment molecule calledchlorophyll. Chlorophyll helps the plant absorb the sunlight energy needed for photosynthesis to take place. Green plants are essential in the chemical process of photosynthesis. Without green plants, most life on Earth

would not exist.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student identifies and describes the processes and importance of photosynthesis. 1. Student knows photosynthesis is a sugar-making

process in plants. 2. Student also knows plants make oxygen in the same

photosynthetic process. 3. Student knows ways plants use the sugar they make

(growth, maintenance, reproduction). 4. Student knows where plants store the sugar they make

(roots, fruits, and vegetables).

Chapter 1 Lesson 1 Chapter 1 Lesson 2 Chapter 1 Review & Test Prep

8-9 12-13 30-31

Examview 1C, 1H, 30 Assessment Book Chapter 1 Test, 1-4; Unit A Test, 17-20


60





GLE 2 - The student knows plants reproduce by forming seeds. 1. Student understands a seed consists of a young plant

and a food supply enclosed in a protective seed coat. 2. Student recognizes seeds need certain conditions to

sprout. 3. Student knows new plants reproduce from seeds. 4. Student knows ways seeds are dispersed.

Chapter 1 Chapter 1 Lesson 3 Chapter 1 Lesson 4 Chapter 1 Guided Inquiry Chapter 1 Math in Science Chapter 1 Review & Test Prep

1 15-17 18-21 26-27 28-29 30-31


Lab Zone Science 1D, 26-27 Leveled Readers 1A Every Student Learns 17, 19 Quick Study Ancillary 6, 7, 8, 9 Take It to the Net 1 Quick Activity Transparencies 18 FCAT Benchmark Mini-Lesson Ancillary 3, 4

61




BENCHMARK SC.G.1.2.4 The student knows that some organisms decompose dead plants and animals into simple minerals and nutrients for use by living things and thereby recycle matter. (Assessed as SC.G.1.2.5.) [Teach along with SC.G.1.2.5.]

ESSENTIAL QUESTIONS

? What are decomposers? Decomposers are any organisms that feed on the dead remains or wastes of other organisms. Decomposers usually are simple organisms such as bacteria or fungus.

? Where are decomposers found in a food chain? Decomposers are usually placed after the higher-order consumers in the food chain. For example, in this food chain: leaves → deer → wolf → vulture → bacteria, the bacteria is the decomposer because it breaks down the remains of the deer (a primary consumer) eaten by a wolf and scavenged by the vulture (both secondary consumers) returning the deer’s dead remains back to the soil (environment) as organic nutrients.

? How do decomposers recycle matter? Decomposers don't absorb all the dead matter they feed on, but they do break it all down into simpler minerals or nutrients which remain in the environment.

? How do decomposers help the environment? Decomposers recycle dead plants, animals, and wastes returning important nutrients to the environment.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows decomposers break down dead matter into simpler substances. 1. Student knows decomposers break down dead plants

and animals. 2. Student identifies common decomposers by name in

selected food chains. 3. Student recognizes ways decomposers are helpful in

the environment.

Chapter 4 Lesson 4

114-119

Examview 97C, 97H, 132 FCAT Science Test Prep Ancillary 29, 45, 46 Assessment Book Unit A Test, 17-20

Leveled Readers 97A Every Student Learns 115 Quick Study Ancillary 48, 49 Quick Activity Transparencies 114

62




BENCHMARK SC.G.1.2.5 The student knows that animals eat plants or other animals to acquire the energy they need for survival. (CS: MC)

ESSENTIAL QUESTIONS

? What are producers? Producers are organisms that make their own food using the energy from the sun and water and carbon dioxide from the environment. Different producers include all photosynthetic plants, algae, protists, and blue-green bacteria.

? What are consumers? Consumers are organisms that eat other organisms for food. Consumers are classified (grouped) based on what they eat. Herbivores are animals that only eat plants. Herbivores feed directly on producers and are the lowest level of consumers. Carnivores are animals that only eat meat (the flesh of animals) and feed on either herbivores or other carnivores. Carnivores are the animals that make up the higher levels of consumers. Scavengers feed on dead or decaying organisms. Omnivores are animals that feed on both plants and animals (e.g. raccoons, skunks, bears, man).




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows the roles of organisms in a food chain. 1. Student investigates animal structures used to eat food. 2. Student knows plants are producers. 3. Student knows animals are consumers. 4. Student differentiates herbivores, carnivores, and omnivores by what they eat.


106-109 133



3.2 Fly Traps!, Plants That Bite, 144a-167n

63




BENCHMARK SC.G.1.2.5 (continued) The student knows that animals eat plants or other animals to acquire the energy they need for survival. (CS: MC)

ESSENTIAL QUESTIONS

? What is a food chain? A food chain is a diagram that traces the transfer of food energy from one consumer to the next (like links in a chain) by what they eat and by what eats them.

? What is an energy pyramid? An energy pyramid is a pyramid-shaped diagram that shows the amount of energy available at each level in the feeding order of a food chain. Food energy is either used by an organism, or stored in its body. As energy passes from one organism to the next in the food chain, some energy is used and some energy is lost. Scientists show the energy loss from one feeding level to the next (producers through consumers) in a pyramid or triangle-shape diagram with more energy available at the base than at the top. They estimate only about 10% of the energy present at one feeding level is passed to the next as you move up the energy pyramid.




Lessons Pages Assessments SF Science SF Reading GLE 2 – The student understands that energy is transferred to living organisms through the food they eat. 1. Student illustrates how energy flows from the sun to

animals in a food chain. 2. Student illustrates how the amount of energy available

changes each consumer level in a food pyramid.


106-109 133



64




BENCHMARK SC.G.1.2.5 (continued) The student knows that animals eat plants or other animals to acquire the energy they need for survival. (CS: MC)

ESSENTIAL QUESTIONS

? How is a food chain different from a food web? A food chain only shows one energy path, but most organisms are part of more than one food chain. A food web is a system of overlapping food chains. A food web diagrams the interdependence one organism has on many others for survival.

? What is a predator-prey relationship? Predation is a type of feeding relationship in which one animal captures and eats another animal for food. The animal that is eaten is prey. The animal eating the prey is the predator. Predator-prey relationships help keep an ecosystem in balance by preventing any one population from getting too large.




Lessons Pages Assessments SF Science SF Reading GLE 2 (continued) – The student understands that energy is transferred to living organisms through the food they eat. 3. Student illustrates the interdependence organisms

have on each other for survival in a food web. 4. Student understands the predator-prey relationship

between animals.


106-109 133



65


GRADE 3: STANDARD 2. The student understands the consequences of using limited natural resources.


BENCHMARK SC.G.2.2.1 The student knows that all living things must compete for Earth’s limited resources; organisms best adapted to compete for the available resources will be successful and pass the adaptations (traits) to their offspring. (AA: MC, SR) [Reviews benchmark SC.F.1.2.2.]

ESSENTIAL QUESTIONS

? What resources do all animals need? All animals need three things to survive: food, water, and shelter. It is also important that animals have enough living space, especially high-order consumers that need to cover a large range of territory to find food. Animals also need clean air (oxygen) to breathe, just like people.

? How do animals compete with other animals? Animals constantly compete for food and water. Because both are limited resources in every ecosystem, all animals spend their entire day searching for enough food to survive. Some animals eat other animals for food, making looking for food a matter of life or death in the wild. Animals that are healthy and well-camouflaged with a varied diet tend to survive best. However, for any animal that becomes the prey of a stronger more aggressive predator, staying alive is a heart-pounding challenge.

? How does nature measure an animal’s success? Only animals that survive to adulthood and reproduce successfully will pass their traits (genetic variations) onto a new generation of offspring. These young animals inherit their structural and behavioral characteristics from their parents. In this way nature selects only the fittest animals to parent the next generation in a process called “survival of the fittest”.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows characteristics of an organism that increase its probability of reproducing. 1. Student knows what animals need to survive. 2. Student understands not all animals get to reproduce. 3. Student knows that structural and behavioral traits

(body features and instincts) are passed from parent to child.

4. Student understands that some wild animals compete for the limited resources they need to survive to the point of killing and eating each other.

5. Student recognizes to survive means living long enough in the wild to reproduce.

Chapter 2 Chapter 2 Lesson 3 Chapter 2 Lesson 3 Chapter 2 Review & Test Prep Chapter 3 Lesson 1

33 48-49 52-53 62-63 74-75

Examview 33C, 33H, 62, 65C, 65H, 94, 97C, 97H, 132 FCAT Science Test Prep Ancillary 4, 7, 8, 9, 13, 15, 20, 127, 129

Activity Flip Chart 33E, 65E, 97E Lab Zone Science 97D, 128 Leveled Readers 33A, 65A, 97A Every Student Learns 51, 111

66





(continued) Chapter 4 Chapter 4 Directed Inquiry Chapter 4 Lesson 3 Chapter 4 Guided Inquiry Chapter 4 Review & Test Prep

97 100 110-113 128-129 132-133

Assessment Book Chapter 2 Test, 5-8; Chapter 3 Test, 9-12; Chapter 4 Test, 13-16; Unit A Test, 17-20

Quick Study Ancillary 16, 17, 20, 21, 32, 33 Take It to the Net 33, 97, 128 Quick Activity Transparencies 48, 110 FCAT Benchmark Mini-Lesson Ancillary 5, 8, 10

67


GRADE 3: STANDARD 2. The student understands the consequences of using limited natural resources.


BENCHMARK SC.G.2.2.2 The student knows that the size of a population is dependent upon the available resources within its community. (CS: MC)

ESSENTIAL QUESTIONS

? How do populations affect each other in an ecosystem? Populations affect each other when they compete for the same limited resources: food, water, shelter, and living space. Competition occurs whenever more than one individual or population tries to make use of the same limited resource. If a population grows too large, it will consume more resources. Only those organisms able to get the resources they need will survive. Predator-prey relationships help keep an ecosystem in balance by preventing any one population from getting too large.

? How are populations affected by the environment? Populations are affected when the environment changes. Natural disasters like fire, floods, or drought, can affect plant and animal populations. Natural disasters usually have both bad and good effects. Some populations may die, but eventually others take their place. Man’s influence can also affect populations.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows that the size of the population is dependent upon the available resources within a community. 1. Student knows an environment is the surroundings

and conditions in which an organism lives. 2. Student knows an ecosystem is all the living and

nonliving parts of an environment and the interactions between them.

3. Student knows a population is all the members of a species (same organism) living in a particular area at a particular time.

4. Student knows a community is all the populations sharing a specific area.

5. Student knows a habitat is the place in an ecosystem where an organism lives.

6. Student recognizes the size of a population depends on limited resources and how much they are being used by other populations.

Chapter 3 Lesson 1 Chapter 4 Directed Inquiry Chapter 4 Guided Inquiry

74-75 97D 128-129

Examview 65C, 65H, 94, 97C, 97H, 132 FCAT Science Test Prep Ancillary 15, 20, 127 Assessment Book Chapter 3 Test, 9-12; Unit A Test, 17-20

Activity Flip Chart 65E, 97E Lab Zone Science 97D, 128 Leveled Readers 65A, 97A Take It to the Net 128 FCAT Benchmark Mini-Lesson Ancillary 10

3.2 Nights of the Pufflings, 226a-247n

68

STRAND H: THE NATURE OF SCIENCE

GRADE 3: STANDARD 1. The student uses scientific processes and habits of mind to solve problems.

REPORT CARD S10. Uses the scientific processes and habits of mind to solve problems.

BENCHMARK SC.H.1.2.1 The student knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experimentations. (AA: MC)

ESSENTIAL QUESTIONS

? What is a good observation? Good observations involve using one or more of the senses: sight, smell, touch, hearing, and taste, to perceive properties of objects and events. Sometimes precautions should be taken before touching, tasting, smelling or tasting, but using more senses produces better observations. Observations can be done directly with the senses or indirectly through the use of simple or complex instruments (e.g. hand-lens or microscope).

? Why is it important to repeat an experimental procedure more than once? Doing an experiment only once without repeating it again to see if the results turn out the same does not verify the outcome. When an experimental procedure is repeated with the same outcome, the results have more validity.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows it is important to make careful observations. 1. Student makes qualitative observations (e.g. color,

shape, texture, sound, odor). 2. Student makes quantitative observations (e.g. numbers,

measurements, calculations).

Chapter 1 Directed Inquiry Chapter 2 Guided Inquiry Chapter 3 Directed Inquiry Chapter 4 Directed Inquiry

4 58-59 68 100

Examview 217C, 217H, 238 FCAT Science Test Prep Ancillary 43, 45 Assessment Book Chapter 7 Test, 39-42; Chapter 8 Test, 43-46; Unit B Test, 51-54

Activity Flip Chart 217E Lab Zone Science 217D, 234-235 Leveled Readers 217A Quick Study Ancillary 44, 45 Take It to the Net 193

69





(continued) Chapter 6 Directed Inquiry Chapter 7 Lesson 1 Chapter 8 Guided Inquiry

172 199-201 234-235

Quick Activity Transparencies 6, 222 FCAT Benchmark Mini-Lesson Ancillary 14, 16

GLE 2 – The student knows it is important to record information accurately. 1. Student writes varied descriptions. 2. Student writes numbers and units using whole numbers

and simple fractions.

Chapter 9 Directed Inquiry Chapter 9 Lesson 1 Unit B Full Inquiry Unit D Full Inquiry

244 248-249 268-271 508-511


Lab Zone Science 244, 268, 508 Leveled Readers 241A, 473A Every Student Learns 248 Quick Study Ancillary 60, 61 Take It to the Net 241, 244, 268, 508 Quick Activity Transparencies 246

70





GLE 3 – The student knows that repeating experimental procedures more than once reduces discrepancies in data and increases validity. 1. Student records multiple trials (repetitions) that

compare whole number values.

Unit A Full Inquiry Unit B Full Inquiry Unit D Full Inquiry

140-143 268-271 508-511

Assessment Book Unit A Test, 29-30

Activity Flip Chart 321E Lab Zone Science 321D, 324 Leveled Readers 321A Quick Activity Transparencies 156, 332, 428

71




BENCHMARK SC.H.1.2.2 The student knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results. (AA: MC, SR, ER) [Also assesses SC.H.1.2.4 and SC.H.3.2.2.]

ESSENTIAL QUESTIONS

? How is an investigation different from experimentation? An investigation is a procedure carried out in order to observe a response to a stimulus, but is not a complete experiment. In an experiment, a procedure is carried out and repeated under controlled conditions to discover, demonstrate or test a hypothesis. Experiments include all the components of the scientific method including: identifying a problem, collecting background information, forming a hypothesis, designing an experiment, performing the experiment to test the hypothesis, observing, recording and analyzing data, repeating the experiment to verify the outcome, drawing conclusions about the experiment from the analyzed data, communicating the results in a log or displaying the findings for a science fair, and explaining how it applies to real life situations. (See P.B.C. Elementary Science Fair Handbook for topics, rules and judging forms.)

? What is the metric system? The metric system is the system of measurements scientists use so their quantitative data will be understood and can be reproduced by other scientists all over the world Most of the SI measurements (system of international measurements) used by the scientists are metric measurements.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student investigates and experiments, identifies a problem or purpose, makes a prediction or hypothesis, uses tools to collect and organize data, interprets data in tables, charts and graphs, compares and contrasts information, and accepts or rejects findings. 1. Student knows an investigation is a procedure that is

carried out in order to observe a response caused by a stimulus and is not a complete experiment.

2. Student knows an experiment is carried out and repeated under controlled conditions in order to discover, demonstrate, or test a hypothesis and includes all the components of the scientific method.

Unit A Full Inquiry Unit A Science Fair Project Chapter 5 Directed Inquiry Unit B Full Inquiry

140-143 144 148 268-271

Examview 273C, 273H, 294, 297C, 297H, 318, 321C, 321H, 348 FCAT Science Test Prep Ancillary 6, 27, 33, 37, 38, 40, 46, 47, 53, 56, 61, 62, 70, 77, 101, 113, 132, 140

Activity Flip Chart 97E, 145E, 241E, 273E, 297E, 321E, 385E Lab Zone Science 140, 268, 273D, 290, 297D, 314, 321D, 344, 412

3.3 Spiders, 350-351n

72





(continued) Unit B Science Fair Project Chapter 10 Directed Inquiry Chapter 10 Guided Inquiry Chapter 11 Directed Inquiry Chapter 11 Guided Inquiry Chapter 12 Directed Inquiry Chapter 12 Guided Inquiry Unit C Full Inquiry

272 273D 290-291 297D 314-315 321D 344-345 412-415

Leveled Readers 97A, 145A, 241A, 273A, 297A, 321A, 385A Take It to the Net 140, 145, 268, 290, 314, 344, 412 Quick Activity Transparencies 284

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GLE 2 – The student uses various kinds of instruments to collect and analyze information. 1. Student uses SI measuring instruments and science

tools to collect and analyze data.

Unit A Full Inquiry Unit A Science Fair Project Chapter 5 Directed Inquiry Unit B Full Inquiry Unit B Science Fair Project Chapter 10 Directed Inquiry Chapter 10 Guided Inquiry Chapter 11 Directed Inquiry Chapter 11 Guided Inquiry

140-143 144 148 268-271 272 273D 290-291 297D 314-315

Examview 273C, 273H, 294, 297C, 297H, 318, 321C, 321H, 348 FCAT Science Test Prep Ancillary 6, 27, 33, 37, 38, 40, 46, 47, 53, 56, 61, 62, 70, 77, 101, 113, 132, 140

Activity Flip Chart 97E, 145E, 241E, 273E, 297E, 321E, 385E Lab Zone Science 140, 268, 273D, 290, 297D, 314, 321D, 344, 412 Leveled Readers 97A, 145A, 241A, 273A, 297A, 321A, 385A Take It to the Net 140, 145, 268, 290, 314, 344, 412 Quick Activity Transparencies 284

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GRADE LEVEL EXPECTATIONS

AND CONCEPTUAL FRAMEWORK Scott Foresman Science


Science Scott Foresman Resources

(continued) Chapter 12 Directed Inquiry Chapter 12 Guided Inquiry Unit C Full Inquiry

321D 344-345 412-415

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BENCHMARK SC.H.1.2.3 The student knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions. (Not assessed but essential for cooperative learning in small groups.)

ESSENTIAL QUESTIONS

? Why is it important for science students to collaborate? Research indicates that students working cooperatively learn interpersonal skills, improve personal responsibility, and learn concepts as well as or better than if they had worked on the science activity individually. In a classroom ranging from 24-30 students, only one-fourth of the materials you would normally need to involve the students in hands-on science are needed if students collaborate in teams (cooperative learning groups). The overall goal of social skill acquisition is positive, on-task students who enjoy their time together, care about each other, and produce high quality work. Working in small groups is a valuable skill in school and in life. Most jobs require people to work well with others.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows that to work collaboratively, all team members should be free to reach, explain and justify their individual conclusions. 1. Student actively participates in hands-on

investigations with peers. 2. Student accepts interdependent roles (leader, manager,

etc.) to ensure the group’s academic success. 3. Student cooperates with peers in a learning group

(cluster skills). 4. Student helps the group complete assignments (task

skills). 5. Student accepts other’s points of view (camaraderie

skills).

Chapter 10 Directed Inquiry Chapter 10 Guided Inquiry

273D 290-291


Lab Zone Science 273D, 290 Leveled Readers 273A Take It to the Net 290

3.3 Mom’s Best Friend, 310a-327n 3.3 Police Horse, Leveled Reader, LR25-LR27

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BENCHMARK SC.H.1.2.4 The student knows that to compare and contrast observations and results is an essential skill in science. [Assessed as SC.H.1.2.2.]

ESSENTIAL QUESTIONS

? What is comparing? Comparing is identifying common (similar) and distinguishing characteristics among objects or events. A comparison is basically how objects or events are alike.

? What is contrasting? Contrasting is identifying uncommon (dissimilar) and distinguishing characteristics among objects or events. A contrast is basically how objects or events are different.

? What are the essential science skills? The science process skills that are important to the inquiry or investigation of the world around us include: observing, identifying, describing, comparing, classifying, ordering, collecting, recording, displaying and interpreting data, estimating, quantifying, measuring, identifying and controlling variables, predicting, hypothesizing, inferring, planning and conducting investigations, experimenting, formulating or using models, making conclusions, and communicating with others.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student knows that to compare and contrast observations and results is an essential skill in science. 1. Student knows the importance of accurate observations

that provide evidence of discrepancies in repeated experiments.

2. Student compares and contrasts observations or results using Venn or other diagrams, web organizers and flowcharts.

3. Student compares and contrasts observations, quantitative data, and calculations using graphs.

4. Student compares and contrasts observations, analysis, and conclusions in writing.

Chapter 1 Directed Inquiry Chapter 1 Directed Inquiry Chapter 2 Directed Inquiry Chapter 2 Guided Inquiry

1D 4 33D 58-59

Examview 1C, 1H, 30, 33C, 33H, 62 FCAT Science Test Prep Ancillary 35, 41, 45, 54, 62, 119, 137

Activity Flip Chart 33E, 273E Lab Zone Science 1D, 4, 33D, 58 Leveled Readers 1A, 33A Take It to the Net 4, 58 FCAT Benchmark Mini-Lesson Ancillary 25, 33

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BENCHMARK SC.H.1.2.5 The student knows that a model of something is different from the real thing, but can be used to learn something about the real thing. (CS: MC)

ESSENTIAL QUESTIONS

? What is a scientific model? A scientific model is a simplified version of a part or event in nature. Models explain what that part or event looks like and how it works. Scientists make physical models to represent things that cannot be observed directly. Drawings, diagrams, objects, mathematical equations, and computer simulations can be scientific models. Sometimes it is helpful to develop a model to explain what you find out in an experiment. As scientists conduct more experiments, they gain new information about relationships that can be used to update and improve existing models.

? What is a scale model? A scale model is a model that is a miniature of the actual part in size or shape. A scale model is made by measuring the actual part, and then converting those measurements into proportional values in a smaller denomination to make an exact miniature.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student uses sketches, diagrams, and models to understand scientific ideas. 1. Student investigates science concepts using various

models. 2. Student reads, interprets, and analyzes (compares and

contrasts) information represented in scientific models.

3. Student uses scientific models to describe, discuss or explain science concepts.

4. Student can identify and analyze models that are used to interpret real-world situations.

Chapter 2 Directed Inquiry Unit A Science Fair Project Chapter 7 Directed Inquiry Chapter 7 Directed Inquiry

33D 144 193D 196

Examview 193C, 193H, 214, 217C, 217H, 238, 417C, 417H, 444, 449C, 449H, 470, 473C, 473H, 502 FCAT Science Test Prep Ancillary 30, 35, 39, 50, 51, 63, 110, 111, 127, 133

Activity Flip Chart 97E, 217E, 417E, 449E, 473E Lab Zone Science 33D, 36, 193D, 196, 217D, 220, 417D, 440, 449D, 452, 473D, 498 Leveled Readers 193A, 217A, 241A, 417A, 449A, 473A

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Lessons Pages Assessments SF Science SF Reading (continued) Chapter 8

Directed Inquiry Chapter 8 Directed Inquiry Unit B Science Fair Project Chapter 15 Directed Inquiry Chapter 15 Guided Inquiry Chapter 16 Directed Inquiry Chapter 16 Directed Inquiry Chapter 17 Directed Inquiry Chapter 17 Guided Inquiry

217D 220 272 417D 440-441 449D 452 473D 498-499

Take It to the Net 36, 196, 220, 417, 440, 452, 498 Quick Activity Transparencies 226

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BENCHMARK SC.H.1.2.6 PBC The student knows that proper safety precautions should be followed during scientific investigations. (Not assessed but essential whenever students are engaged in investigating or experimenting.)

ESSENTIAL QUESTIONS

? Why must teachers and students know the proper safety precautions before doing an investigation or experiment? Investigating

science provides students with opportunities to learn new skills, but it also means more work and responsibility for everyone. A hands-on, inquiry-based science program requires distributing, using and caring for materials and equipment. Understanding the appropriate way to conduct an investigation and the potential hazards associated with using certain materials or tools is every student’s responsibility. Likewise it is every teacher’s responsibility to inform their students before each investigation of the potential risks associated with any materials or tools they are being given to use. Teachers should help their students think safety wherever they are and with whatever they are doing. Ultimately, the teacher is responsible and can be held liable for any situation they put a student in that may cause them injury or harm if they do not know the potential risks or have not provided the student with adequate protection and safety instruction before engaging them in an investigation or experiment.




Lessons Pages Assessments SF Science SF Reading GLE – The student uses proper safety precautions when conducting scientific investigations. 1. Student knows safety rules before doing an

investigation. 2. Student knows location of fire exits and evacuation

routes. 3. Student always wears goggles, gloves, or aprons

when instructed to do so by the teacher. 4. Student follows safety instructions and procedures

carefully. 5. Student reports accidents to the teacher immediately. 6. Student cleans up their own work area and disposes

of wastes according to the teacher’s instructions.

SF Science targets proper safety precautions in all scientific investigations. Science Safety Chapter 2 Guided Inquiry

xxxii 58-59

Full Inquiry Assessment 508-511

Activity Flip Chart 297E, 385E Lab Zone Science 33D, 58-59 Leveled Readers 169A Every Student Learns 182

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(continued) 7. Student washes their hands whenever appropriate or

instructed to do so by the teacher.

Chapter 6 Lesson 2 Chapter 6 Guided Inquiry Chapter 6 Review & Test Prep Chapter 8 Guided Inquiry Chapter 11 Directed Inquiry Chapter 11 Guided Inquiry Unit D Full Inquiry

182-183 184-185 188 234-235 300 314-315 508-511

Quick Activity Transparencies 226

81


GRADE 3: STANDARD 2. The student understands that most natural events occur in comprehensible, consistent patterns.

REPORT CARD S11. Understands that most natural events occur in patterns.

BENCHMARK SC.H.2.2.1 The student knows that natural events are often predictable and logical. (CS: MC)

ESSENTIAL QUESTIONS

? When are natural phenomena predictable? Scientists study many different kinds of natural phenomena to see if there is any pattern or repetition to their events. Sometimes events are cyclical, repeating themselves in predictable stages, other times they are more linear with distinctive starting and ending points. If patterns can be observed with distinctive characteristics or stages, then scientists can logically forecast what will occur next or when an event may begin or end. Occasionally events occur that are unpredictable or random, and scientists can only react after they happen. Fortunately, most natural events have patterns which enable scientists to predict their occurrence. However, the accuracy of scientific predictions can vary depending on the type of event. Being able to predict some natural phenomena can help protect natural resources and save property and lives (e.g. hurricanes, floods, volcanoes, tsunami).

? What natural events are understood well enough to be predicted? Scientists make their best predictions when an event is directly observable, has limited variables, and happens in an extended time frame (days, months, years). Some patterns scientists predict well are: cycles (within a human’s life span), physical laws, and patterns in organisms and in the environment.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student makes predictions and inferences based on observations. 1. Student uses information about nature to forecast

events and reach conclusions.

Chapter 5 Guided Inquiry Chapter 6 Directed Inquiry Chapter 6 Directed Inquiry

163 169D 172

Examview 169C, 169H, 188 FCAT Science Test Prep Ancillary 37, 41, 121, 122

Lab Zone Science 163, 169D, 172, 258, 385D, 402 Leveled Readers 169A Take It to the Net 172, 258, 402

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(continued) Chapter 9 Guided Inquiry Chapter 10 Directed Inquiry Chapter 11 Directed Inquiry Chapter 14 Directed Inquiry Chapter 14 Guided Inquiry Chapter 15 Directed Inquiry Chapter 17 Directed Inquiry

258-259 276 300 385D 402-403 420 476

Quick Activity Transparencies 156, 174 FCAT Benchmark Mini-Lesson Ancillary 22, 23, 24

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GLE 2 – The student uses charts and graphs to understand patterns of change. 1. Student collects measurable data and sorts or ranks it

logically in charts. 2. Student diagrams data in cyclical and linear patterns. 3. Student plots data in graphs to reveal patterns or

trends.

Chapter 5 Guided Inquiry Chapter 6 Guided Inquiry Unit B NASA Chapter 9 Guided Inquiry Chapter 14 Directed Inquiry

162-163 184-185 190-191 258-259 388

Examview 169C, 169H, 188 FCAT Science Test Prep Ancillary 128

Lab Zone Science 145D, 162, 169D, 241D, 258 Leveled Readers 145A, 169A Take It to the Net 162, 184, 258 Quick Activity Transparencies 180

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GRADE 3: STANDARD 3. The student understands that science, technology, and society are interwoven and interdependent.

REPORT CARD S12. Understands that science and society are interwoven and interdependent.

BENCHMARK SC.H.3.2.1 The student understands that people, alone or in groups, invent new tools to solve problems and do work that affects aspects of life outside of science. (AA: MC, SR) [Also assesses SC.H.3.2.3.]

ESSENTIAL QUESTIONS

? How do scientists affect society? Scientists work in many different jobs in our society, but their role is similar: to solve problems. The methods they use are also similar. Through inquiry and the scientific method, scientists investigate problems by observing, questioning, predicting, experimenting, and collecting data, analyzing their findings, and making conclusions based on evidence. Sometimes the knowledge they learn may be applied immediately to solve a problem, but more often it is only after the accumulation of the findings of many individuals or teams that other problems can be solved.

? Can society affect science? Society’s needs, wants, and values or ethics can affect how scientific research is done. Religion, philosophy, and politics often influence the direction and goals of scientists. Sometimes these influences are good, and sometimes they are bad.




Lessons Pages Assessments SF Science SF Reading GLE 1 – The student understands the relationship between science concepts and the history of science and the contributions of scientists. 1. Student reads about and knows ways scientists,

working alone or in teams, have impacted others (people or other organisms) through their inventions or discoveries.

Unit A Biography Unit A NASA Chapter 4 Guided Inquiry Unit A NASA Unit B NASA

64 96 128-129 134-135 216

Examview 97C, 97H, 132, 473C, 473H, 502 FCAT Science Test Prep Ancillary 115, 116, 117, 118, 119, 120, 121, 124, 139, 140 Assessment Book Chapter 17 Test, 107-110; Unit D Test, 111-114

Activity Flip Chart 321E, 473E Leveled Readers 97A, 473A Quick Study Ancillary 110, 111 Take It to the Net 473

3.6 Floating Home, Spacewalk Talk, 342a-365n

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(continued) Unit C NASA Unit C Biography Unit C NASA Unit D Biography Chapter 17 Chapter 17 Lesson 2

296 352 384 448 473 488-489

Quick Activity Transparencies 134 FCAT Benchmark Mini-Lesson Ancillary 54

GLE 2 - The student references materials to obtain information related to science concepts. 1. Student researches a topic or problem solved with the

help of a scientist, and then communicates his/her understanding to the class.

Unit A Biography Unit A NASA Chapter 4 Guided Inquiry Unit A NASA Unit B NASA

64 96 128-129 134-135 216

Examview 97C, 97H, 132, 473C, 473H, 502 FCAT Science Test Prep Ancillary 115, 116, 117, 118, 119, 120, 121, 124, 139, 140 Assessment Book Chapter 17 Test, 107-110; Unit D Test, 111-114

Activity Flip Chart 321E, 473E Leveled Readers 97A, 473A Quick Study Ancillary 110, 111 Take It to the Net 473

86

GRADE LEVEL EXPECTATIONS

AND CONCEPTUAL FRAMEWORK Scott Foresman Science


Science Scott Foresman Resources

(continued) Unit C NASA Unit C Biography Unit C NASA Unit D Biography Chapter 17 Chapter 17 Lesson 2

296 352 384 448 473 488-489

Quick Activity Transparencies 134 FCAT Benchmark Mini-Lesson Ancillary 54

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BENCHMARK SC.H.3.2.2 The student knows that data is collected and interpreted in order to explain an event or concept. [Assessed as SC.H.1.2.2.]

ESSENTIAL QUESTIONS

? What are qualitative observations? Qualitative observations describe the qualities of or change in an object or organism as detected by the observer’s senses, sight, hearing, smell, taste, or touch. Some qualitative observations include: shape, color, texture, pattern, movement, odor, taste, and sounds.

? What is quantitative data? Quantitative data is data in numbers, usually measurements with units. Some examples of quantitative data are length, width, or height measurements in centimeters, meters or kilometers; mass measurements in grams or kilograms; liquid measurements in milliliters, liters, or kiloliters; temperature in degrees Celsius; and time in seconds, minutes and hours. Quantitative data can also include numbers with units that result from mathematical calculations like volume, area, sum, or mean.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student knows that data is collected and interpreted in order to explain an event or concept. 1. Student knows that qualitative data is the qualities or

change in objects and organisms. 2. Student knows that quantitative data is numbers with

units.

Chapter 4 Directed Inquiry Chapter 4 Guided Inquiry Unit A Full Inquiry Chapter 16 Directed Inquiry

97D 128-129 140-143 449D

Examview 97C, 97H, 132, 449C, 449H, 470 FCAT Science Test Prep Ancillary 38, 48 Assessment Book Chapter 6 Test, 35-38; Unit B Test, 51-54

Activity Flip Chart 97E Lab Zone Science 97D, 128, 140, 449D, 466 Leveled Readers 97A, 449A Take It to the Net 128, 140, 466

88





(continued) Chapter 16 Guided Inquiry

466-467

Quick Activity Transparencies 198

GLE 2 - The student understands that scientific information can be presented in several different ways. 1. Student uses numbers, measurements and units. 2. Student uses mathematical calculations. 3. Student draws and labels diagrams. 4. Student describes and explains observations in words. 5. Student designs, develops and interprets graphs and

tables.

Chapter 4 Directed Inquiry Chapter 4 Guided Inquiry Unit A Full Inquiry Chapter 16 Directed Inquiry Chapter 16 Guided Inquiry

97D 128-129 140-143 449D 466-467

Examview 97C, 97H, 132, 449C, 449H, 470 FCAT Science Test Prep Ancillary 38, 48 Assessment Book Chapter 6 Test, 35-38; Unit B Test, 51-54

Activity Flip Chart 97E Lab Zone Science 97D, 128, 140, 449D, 466 Leveled Readers 97A, 449A Take It to the Net 128, 140, 466 Quick Activity Transparencies 198

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BENCHMARK SC.H.3.2.3 The student knows that before a group of people build something or try something new, they should determine how it may affect other people. [Assessed as SC.H.3.2.1.]

ESSENTIAL QUESTIONS

? What is technology? Technology is the use of scientific knowledge to solve problems for society. Because scientific knowledge advances

when new technologies are available, both scientific knowledge and technology build on each other. Scientific discoveries lead to new technologies, and new technology can lead to more new discoveries.

? How does society affect technology? Society’s needs, wants, and values (ethics) affects how scientific research is done. A society can choose to either encourage or discourage different areas of scientific research. It costs money to do scientific research. The funds come from government taxes or private companies. Usually the problems society considers most important or the research that is most promising gets the most funding.

? What is a tradeoff? Often new technology has both good and bad effects. This forces people to consider the value of the good effects against the bad effects. If the good effects outweigh the bad ones, accepting the use of a technology because of its overall benefits is called a tradeoff. In a tradeoff, people ’trade’ something bad for something good. Even though most people would prefer to only use technologies with good effects, few technology products are like that.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student understands how scientific discoveries have helped or hindered progress regarding human health and lifestyles. 1. Student knows scientific discoveries lead to technology

that has both helpful and harmful effects on people, other organisms and the environment.

2. Student knows there are often tradeoffs with new discoveries that need to be evaluated before moving forward with their related technologies.

Unit C NASA Chapter 17 Chapter 17 Lesson 2 Chapter 17 Review & Test Prep

408 473 484-489 503

Examview 473C, 473H, 502 FCAT Science Test Prep Ancillary 142 Assessment Book Chapter 17 Test, 107-110; Unit D Test, 111-114

Leveled Readers 473A Every Student Learns 485 Quick Study Ancillary 110, 111 Take It to the Net 473

3.1 Mr. Kidd, Leveled Reader, LR4-LR6

90





(continued) Quick Activity Transparencies 484 FCAT Benchmark Mini-Lesson Ancillary 55, 56

91




BENCHMARK SC.H.3.2.4 The student knows that through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas. (AA: MC, SR)

ESSENTIAL QUESTIONS

? How do scientific methods affect progress? Progress is defined as “developing or cultivating improvement, individually or as a civilization”. For many people in many professions, the scientific method is a way of thinking and acting to find solutions to problems that bring about improvements. It begins by identifying a problem, developing a hypothesis based on present knowledge, and then through a sequence of deliberately-planned and carefully-controlled steps, testing the hypothesis to uncover new evidence and information. Observations are made, data is collected and analyzed, and decisions are made to accept or reject test results. As more evidence is revealed, knowledge is gained, new improvements are made and applied in the form of new technologies, problems are solved, and improvements are made that change the way we live and our understanding of the world around us.




Lessons Pages Assessments SF Science SF Reading GLE 1 - The student identifies how the scientific method affects progress. 1. Student knows that people in many careers use the

scientific process to solve problems and make decisions.

2. Student knows that the scientific method ensures validity (e.g., repeatable procedures, multiple trials, measurable results, accurate communication).

3. Student understands the purpose of the scientific inquiry is to solve problems, make decisions and form new ideas.

Unit A Science Fair Project Unit B NASA Unit B Science Fair Project Unit D NASA Unit D NASA

144 240 272 446-447 472

Examview 473C, 473H, 502 FCAT Science Test Prep Ancillary 2, 123 Assessment Book Chapter 17 Test, 107-110; Unit D Test, 111-114

Activity Flip Chart 217E, 241E, 417E, 473E Leveled Readers 473A Take It to the Net 473 Quick Activity Transparencies 478

92

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(continued) Chapter 17 Lesson 1 Chapter 17 Review & Test Prep

483 503

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