Franklin Northwest Science Curriculum

Grade Three Power Standard #4 Life Science:

Power Indicators:

Students will understand characteristics of organisms, living and nonliving systems; how they evolve or change, and how they are interdependent.

^Identify how the physical characteristics of an animal allow it to defend itself and survive. ^Explore and describe a variety of plant and animal life cycles. ^Identify sources of energy for survival of organisms. ^Recognize simple food chains within a habitat (i.e. Organisms survive best in habitats that meet their needs). ^Explain how organisms are interdependent with one another in various ways (i.e. bees & plant pollination, parasites & hosts). ^Describe and sort plants and animals into groups based on structural similarities and differences. ^Identify physical characteristics of a certain type of organism that allow it to defend itself and survive. Unit: Living & Non-Living/Plants & Animals Focusing Questions: What are the important things to consider when investigating and describing animal and plant cycles? Identify and explain the source of energy and how each organism depends on this source and each other for survival? What are the dependent and interdependent between survival and habitat? Identify and explain the source of energy and how each organism depends on this source and each other for survival. Compare and contrast plants and animals.

Grade Expectations 31, 34, 35, 36, 38 S3-4:31 Students demonstrate their understanding of Reproduction by Investigating and describing a variety of plant and animal life cycles.. S3-4:34 Students demonstrate their

Science Concepts
a. Although all organisms have common stages of development, details of a life cycle are different for different organisms.

Common Local Assessment PS 4 Indicators 1,3,4,6,7, Bird Beak

a. Energy derived from food is needed for all

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understanding of Energy Flow in an Ecosystem by Identifying the source of energy for the survival of organisms. S3-4:35
Students demonstrate their understanding of Food Webs in an Ecosystem by Recognizing that, in a simple food chain, all animals food begins with plants. AND Researching and designing a habitat and explaining how it meets the needs of the organisms that live there.

organisms (plants and animals) to stay alive and grow. a. Food for animals can be traced back to plants. b. Organisms can survive best only in habitats in which their needs are met. PS 4 Indicator 2,6,7 A New Discovery PS 4 Indicator 5 Food Webs Summative Test

S3-4:36 Students demonstrate their understanding of Equilibrium in an Ecosystem by Explaining how one organism depends upon another organism to survive. S3-4:38 Students demonstrate their understanding of Classification of Organisms by Describing and sorting plants and animals into groups based on structural similarities and differences (e.g., All pine, spruce and evergreen trees have similar

a. Organisms interact with one another in various ways besides providing food (e.g., Many plants depend on animals for carrying their pollen to other plants for fertilizing their flowers). a. The great variety of living things can be sorted into groups in many ways using various characteristics to decide which things belong to which group.

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leaf structures; Spiders have eight legs, and insects have six).

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Grade Three Power Standard #5 Human Body:

Students describe and analyze how the human body and its systems are affected by environment and heredity.

Power Indicators: ^Identify similarities that are inherited from biological parents. ^Describe human development patterns. ^Demonstrate connections between external and internal body structures (including lungs, skin, skeleton, brain etc.). ^Identify the key parts of the digestive system and their basic functions. ^Explain how tears, saliva, and skin protect body from germs.

Unit: Senses Focusing Questions: Grade Expectations 30, 39, 40, 41, 42 S3-4:30 Students demonstrate their understanding of Structure and Function-Survival Requirements by
Explaining how the physical structure/characteristic of an organism allows it to survive and defend itself (e.g., The coloring of a fiddler crab allows it to camouflage itself in the sand and grasses of its environment so that it will be protected from predators. A rose is protected by its thorns).

Science Concepts
a. Organisms have physical characteristics that help them to survive in their environment. These structures enable an organism to:
Defend itself, Obtain food, Reproduce, Eliminate waste.

Common Local Assessment PS 5 Indicator 1 Baby Mice

S3-4:39 Students demonstrate their understanding of Evolution/Natural Selection by

a. Organisms of the same kind differ in their individual characteristics/traits (e.g., 4 Version 2 7/09

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Identifying differences in characteristics of a certain type of organism (e.g., dogs with long hair or short hair; humans with blue or brown eyes). S3-4:40 Students demonstrate their understanding of Human Heredity by Describing similarities that are inherited from a biological parent. S3-4:41 Students demonstrate their understanding of Human Body Systems by Showing connections between external and internal body structures and how they help humans survive. Even though all dogs are of the same species, they can have very different traits).
a. Some similarities between children and parents such as eye color,are inherited.

a. There are external and internal structures that provide for the survival needs of human organisms. - Skin protects the body from harmful substances and other organisms and from drying out. - The skeletal system provides shape and protection for the bodys organs. - The brain gets/gives signals from/to all parts of the body telling the body what to do. - From food, people obtain nutrients and other materials for body repair and growth. The undigestible parts of food are eliminated. Key structures are mouth, esophagus, stomach, intestine and anus. - By breathing, people take in the oxygen that they need to live. Key structure is the lung.

PS 5 Indicators 2,3 A Healthy Invention PS 5 Indicators 4 Digestive System

S3-4:42

a. If germs are able to get inside a persons body, they

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Students demonstrate their understanding of the Patterns of Human Health/Disease by Explaining how tears, saliva, and skin, can protect the body from harmful germs.
may keep it from working properly. Tears, saliva, and skin protect our bodies from germs.

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Grade Three Power Standard #6 Universe, Earth, & Environment:

Students understand how the systems of the universe evolve (change over time) and explain how the changes affect the earths environment and management of its natural resources.

Power Indicators: ^Classify rocks and soils based on physical properties. ^Observe, record, analyze local weather data. ^Make predictions using weather data. ^Describe and explain the water cycle. ^Observe and describe the properties of living and non-living resources and explain how they are used by humans. ^Identify the four basic materials of the Earth (rocks, soils, water, gases).

Unit: Systems: weather, rocks, sun & moon Focusing Questions: Grade Expectations 46, 47, 48, 49 S3-4:46 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by Observing, identifying and comparing components of soils and rocks. AND Recognizing and identifying the four basic materials of the earth (i.e., rocks, soil, water, and gases). AND

Science Concepts
a. Soil is made partly from rock, partly from plant remains and also contains many living organisms. b. Earth materials are solid rocks, soils, water and the gases of the atmosphere. c. Rock is composed of different combinations of minerals. Large rocks can be broken down into small rocks. d. Rocks have properties of color, texture and hardness. Rocks can be classified by their physical properties

Common Local Assessment

PS 6 Indicator 1 Is It a Rock? PS 6 Indicator 2, 3 Measure the Weather PS 6 Indicator 4 Rainfall or Where Did the Water Come From? PS 5 Indicator 5 Is it Living? PS 6 Indicator 6 Earths Land and Water

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Observing and comparing the properties of rocks.
S3-4:47 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by Investigating how local landforms are affected by wind, water or ice, and using results from the investigation to draw conclusions about how water interacts with earth materials. AND Building models that simulate deposits of sediments (e.g., a stream table). AND Comparing local landforms with models created in the classroom. a. Waves, wind, water and ice shape and reshape the earths land surface by eroding rock and soil in some areas and depositing them in other areas.

S3-4:48 Students demonstrate their understanding of Processes and Change over Time within Earth Systems by
Observing, recording and analyzing local weather data and making predictions based on that data. AND Describing water as it changes into vapor in the air and reappears as a liquid when it is cooled. AND

a. Weather changes from day to day and over the seasons. Weather can be described by measurable quantities (such as temperature, wind direction and speed, precipitation and air pressure). b. Air is a substance that surrounds us, takes up space and whose movement we feel as wind. c. Liquid water is changed by heat from the sun to gas (vapor) and returns to a liquid or solid state when cooled to the freezing point. d. Clouds and fog are made of small drops of water.

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Explaining how this cycle of water relates to weather and the formation of clouds.

S3-4:49 Students demonstrate their understanding of Processes and Change within Natural Resources by
Observing and describing properties of living and nonliving resources. AND

Explaining how the properties of living and non-living resources make them suitable for use by humans.

a. The varied earth materials have different physical and chemical properties which make them useful in different ways, for example, as building materials, as sources of fuel, for growing the plants we use as food, or supporting animal life. Earth materials provide many of the resources that humans use. b. Earth materials have chemical and physical properties that make them useful as building materials, for growing plants, or for fuel.

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