Science

Science Essential Standards 3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object. 3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time. 3.P.1.3 Explain the effect of earth’s gravity on the motion of any object on or near the earth. || Students know that when a force acts on an object it will result in a change of speed and / or direction. 3.P.1.2 Students know that speed can vary. Students know that varying the speed of a moving object will affect the time it takes for the object to travel a particular distance. 3.P.1.3 Students know that the earth ‘pulls’ on all objects on or near the earth without touching those objects. || 3.P.2.1 Recognize that air is a substance that surrounds us, takes up space and has mass. 3.P.2.2 Compare solids, liquids, and gases based on their basic properties. 3.P.2.3 Summarize changes that occur to the observable properties of materials when different degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or freezing water. || Students know that air surrounds us, takes up space and has mass. 3.P.2.2 Students know that all matter exhibits properties. Students know that matter can be differentiated based on properties. Students know that gases, liquids and solids are all made up of particles, but the behaviors of these particles differ in the three states (gas, liquid, solid). Students know that solids, liquids, and gases (each) display unique properties characteristic of that particular state (phase) of matter. Students also know that the characteristics of particular states influence the functional applications of a given material. 3.P.2.3 When heat is applied to an object the particles in that object begin to vibrate more rapid. They also begin to move further apart. As the particles move further apart the object may change from one state to another (solid to liquid, liquid to gas). Students know that heating or cooling matter will alter the properties of that matter. || 3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them against each other. 3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler one by contact or at a distance and the cooler object gets warmer. || Students know that rubbing objects together results in friction which releases heat energy. 3.P.3.2 Students know that objects can transfer energy by touching or by giving off or receiving energy waves. Heat can move from one object to another in more than one way. Convection (more commonly gasses and liquids) and conduction (more commonly solids) are best understood at this level not as vocabulary terms, but rather through effects that may be observed using everyday materials such as water, air, cooking and heating utensils.
 * **Forces and Motion** ||
 * **Essential Standard and Clarifying Objectives** ||
 * **3.P.1 Understand motion and factors that affect motion.**
 * ** Matter: Properties and Change ** ||
 * 3.P.1.1
 * ** Essential Standard and Clarifying Objectives ** ||
 * ** 3.P.2 Understand the structure and properties of matter before and after they undergo a change. **
 * ** Energy: Conservation and Transfer ** ||
 * 3.P.2.1
 * ** Essential Standard and Clarifying Objectives ** ||
 * ** 3.P.3 Recognize how energy can be transferred from one object to another. **
 * ** Earth in the Universe ** ||
 * 3.P.3.1

[|Google Sky] || 3.E.1.1 Recognize that the earth is part of a system called the solar system that includes the sun (a star), planets, and many moons and the earth is the third planet from the sun in our solar system. 3.E.1.2 Recognize that changes in the length and direction of an object’s shadow indicate the apparent changing position of the Sun during the day although the patterns of the stars in the sky, to include the Sun, stay the same. || Students know that we live on a planet that is part of a solar system. Students know that a solar system includes a star and planets, and other objects. The planets and other objects revolve around the star. Students know that in our solar system Earth is the third planet from the sun. 3.E.1.2 Students know that the Sun and stars in the sky move in consistent patterns. Students know that shadows are created by objects blocking the light. Students know that as the Sun changes its apparent position in the sky, the shadows cast by objects will change. Students know that the Earth rotates on its axis and revolves around the Sun. || 3.E.2.1 Compare Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). 3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. || Students know that there are bodies of water on the surface of the earth and that they are often named based on their characteristics and location. Some bodies of water are salty, some are ‘fresh’, some are ‘brackish’, and some are frozen in ice sheets and glaciers. Different types of organisms have developed to live in these different bodies and types of water. 3.E.2.2 Students know that the surface of the earth has many different types of physical features and that these features are named according to their structure. There are many representations for any given land feature and these possess correspondences consistent with their attributes. (models, maps, etc.). || **Structures and Functions of Living Organisms** || 3.L.1.1 Compare the different functions of the skeletal and muscular system. 3.L.1.2 Explain why skin is necessary for protection and for the body to remain healthy. || Students know that the muscles and the skeleton provide a structural framework that protects and supports mobility of the human body. Students know that the skeletal system is comprised of bone. Bone is a hard material that provides support and protection to the body’s soft tissues. Students know that muscles are formed from tissues that contract and relax, producing motion. Muscles are attached to bones and initiate and regulate movement. Muscles are also found in internal organs that are responsible for essential life processes (heart, stomach, intestines). 3.L.1.2 Students know that the skin is the largest organ of the human body, that it covers and protects the human body from external conditions and forces. Students know that the skin contains nerve receptors that provide information about external conditions. ||  ||
 * ** Essential Standard and Clarifying Objectives ** ||
 * ** 3.E.1 Recognize the major components and patterns observed in the earth/moon/sun system. **
 * ** Earth Systems, Structures and Processes ** ||
 * 3.E.1.1
 * ** Essential Standard and Clarifying Objectives ** ||
 * ** 3.E.2 Compare the structures of the Earth’s surface using models or three-dimensional diagrams. **
 * 3.E.2.1
 * 3.E.2.1
 * **Essential Standard and Clarifying Objectives** ||
 * **3.L.1 Understand human body systems and how they are essential for life: protection, movement and support.**
 * 3.L.1.1
 * 3.L.1.1