Greene County Public SchoolsScience & Social Studies Grade 3 Curriculum Guide 2015-2016 Quarters 1 -4

Bloom’s Taxonomy AbbreviationsR=Remember; U=Understand; An=Analyze; Ap=Apply; E=Evaluate; C=Create

Time/Dates SOL/StrandEssential

Knowledge

Objective/Content/Essential Questions

Vertical Alignment

Vocabulary Cross-curricular Connections/Resources

8/21-9/3Geography

SocialStudies3.6/GeographyMaps, tables, graphs, charts, and pictures are visual aids used to gather, display, and classify geographic information.Parts of a map

● Map title● Map legend● Compass rose

Maps may include a compass rose with the intermediate directions of northeast, southeast, northwest, and southwest.

The student will read and construct maps, tables, graphs, and/or charts.

The student will develop map skills bya) positioning and labeling the seven continents and five oceans to create a world map; APb) using the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres; R, APe) locating specific places, using a simple letter-number grid system.U

Introduce: 3.4 a

locating Greece, Rome, and West Africa

2.5a2.4a,b

2.61.4 a-d

1.6

Prime Meridianhemisphere

equatorregions

continentsgrid

LACommunication, Technology, Word Analysis, Roots and Affixes, Sight

Words, Non fiction, Complete Sentences

Math

Place value and comparing Numbers

Social Studies3.5/ a,b,eGeography

Terms to know· hemisphere: Half of a sphere (globe); created by the prime meridian or the equator· equator: An imaginary line around the middle of the Earth that divides it into the Northern and Southern Hemispheres· prime meridian: An imaginary line that divides the Earth into the Eastern and Western Hemispheres· regions: Places that have common characteristics

The physical shapes of the continents (North America, South America, Europe, Asia, Africa, Australia, Antarctica) and the positions of the five oceans (Arctic, Atlantic,

Indian, Pacific, and Southern) may be located on a world map. The equator and the prime meridian are used to create the Northern, Southern, Eastern, and Western Hemispheres.

The letter (on the left) and number (at the bottom) coordinates of a grid system identify the approximate location of a place.

9/4-9/18

Economics

Social Studies 3.8EconomicsSpecialization occurs when people focus on the production of selected goods and services. People and regions often specialize in the production of certain goods and services. Specialization encourages trade because people want goods and services that

The student will recognize that because people and regions cannot produce everything they want, they specialize in what they do best and trade for the rest. R

The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice). R, U

2.82.9K.6

K.7 b1.81.9

specializationproductiontrade/barter

goodsservices

economic choiceopportunity cost

producerconsumer

natural/human/ capital resources

interdependence

LANon fiction

Complete Sentences

MathRounding numbers

they do not have. People trade when individuals or groups benefit from the trade. SocialStudies 3.9/ EconomicsTerms to know

● economic choice: The choice of or decision among alternatives or possibilities

● opportunity cost: The next best choice that is given up when an economic choice is made

Economic decision-making requires comparing both the opportunity cost and the monetary cost of choices with the benefits.

9/21-10/07 Science 3.1/ Scientific

The student will plan and conduct investigations in

2.3 predictionoutcomes

LANon Fiction, Complete Sentences, I

Scientific Method

Matter

Water cycle

Investigation, Reasoning, and Logic

In order to meet this standard, it is expected that students will

● make and communicate careful observations.

● demonstrate that observations should be repeated to ensure accuracy.

● classify objects into at least two major sets and subsets based on similar characteristics, such as predator/prey and herbivore, carnivore, and omnivore.

● sequence natural events chronologically (Example: 3.8 — plant and

whicha) observations are made and are repeated to ensure accuracy; Anb) predictions are formulated using a variety of sources of information; Cc) objects with similar characteristics or properties are classified into at least two sets and two subsets; Ud) natural events are sequenced chronologically; Ane) length, volume, mass, and temperature are estimated and measured in metric and standard English units using proper tools and techniques; R, Apf) time is measured to the nearest minute using proper tools and techniques; R, Ap g) questions are developed to formulate hypothesis; Ch) data are gathered, charted, graphed, and analyzed; U, An, Ci) unexpected or unusual quantitative data are

investigationsobservation

datacharacteristics

sequencechronological

inferenceconclusionorganize

metric/ U.S. customary units

volumelengthmass

CelsiusFahrenheit

and compound subjects, articles, Apostrophes and contractions

MathAddition and Subtraction

PropertiesMulti-step Word Problems

animal life cycles, phases of the moon, the water cycle, and tidal change).

● measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, and time to the nearest minute, using the appropriate instruments.

develop hypotheses from simple questions. These questions should be related to the concepts in the third-grade standards. Hypotheses should be stated in terms such as: “If an object is cut into smaller pieces, then

● the physical

recognized; Anj) inferences are made and conclusions are drawn; and natural events are sequenced chronologically Ank) data are communicated; Rl) models are designed and built; and Cm) current applications are used to reinforce science concepts. Ap The student will investigate and understand that objects are made of materials that can be described by their physical properties. Key concepts include

a) objects are made of one or more materials U, Apb) physical properties remain the same as the material is changed in visible size; U, Ap;andc) visible physical changes

physical propertiesobservable

characteristicsmass

volumesolidliquidgas

solutionmixture

material physical/chemical

change

cyclesequencephases

evaporationcondensationprecipitation

reservoircommunity

conservationpollution

rotation revolution

properties of the object and its smaller pieces will remain the same.”

● analyze data that have been gathered and organized.

● communicate results of investigations by displaying data in the form of tables, charts, and graphs. Students will construct bar and picture graphs and line plots to display data (Example: 3.7 — comparison of types of soil and their effect on plant growth).

● communicate any unexpected or unusual quantitative data that are

are identified RThe student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include

a) there are many sources of water on Earth; U, Apb) the energy from the sun drives the water cycle; U, Apc) the water cycle involves several processes; U, Apd) water is essential for living things; U, Ap and

e) water on Earth is limited and needs to be conserved. U, Ap

noted.● make and

communicate predictions about the outcomes of investigations.

● design and build a model to show experimental results.

Science 3.3/ Matter

In order to meet this standard, it is expected that students will

● explain that physical properties are observable characteristics that enable one to differentiate objects.

● infer that objects are made of one or more materials based on observations of

the physical properties that are common to each individual object.

● compare the physical properties of smaller, visible pieces of a material to those physical properties of the entire material.

● conclude that materials have their own set of physical properties that are observable.

● design an investigation to determine if the physical properties of a material will remain the same if the material is reduced in size.

Science 3.9/ Earth Patterns, Cycles, and Change

In order to meet this

standard, it is expected that students will

● identify the sun as the origin of energy that drives the water cycle.

● describe the processes of evaporation, condensation, and precipitation as they relate to the water cycle.

● construct and interpret a model of the water cycle.

● identify the different ways that organisms get water from the environment.

● identify major water sources for a community, including rivers, reservoirs, and wells. Describe the major water

sources for the local community.

● explain methods of water conservation in the home and school.

● identify and communicate the importance of water to people and to other living organisms.

● analyze possible sources of water pollution in their neighborhoods, at school, and in the local community. This includes runoff from over-fertilized lawns and fields, oil from parking lots, eroding soil, and animal

waste.

10/8-10/21

SimpleMachines

Science 3.2/Force,

Motion,and

Energy

In order to meet this standard, it is expected that students will

● identify and differentiate the six types of simple machines: lever, screw, pulley, wheel and axle, inclined plane, and wedge.

● differentiate and classify specific examples of simple machines found in school and household items. These include a screwdriver, nutcracker,

The student will investigate and understand simple machines and their uses. Key concepts includea) purpose and function of simple machines; U, Apb) types of simple machines; U, Apc) compound machines; examples of simple and compound machines found in the school, home, and work environments. U, Ap

simple machine

compound machineleverscrewpulley

wheel and axleinclined plane

wedgedistance

workforce

LANon fiction, intended audience, prewriting strategies, table of

contents, charts, indicies

MathSubtraction, Money, and

Temperature

screw, flagpole pulley, ramp, and seesaw.

● analyze the application of and explain the function of each of the six types of simple machines. An example would be that an inclined plane is a ramp to make it easier for a heavy object to be moved up or down.

● identify and classify the simple machines which compose a compound machine, such as scissors, wheelbarrow, and bicycle.

● design and construct an apparatus that contains a simple machine.

10/22-11/5

Energy

Science/ 3.11 a-c/ Resources

In order to meet this standard, it is expected that students will

● explain that the sun is the major source of energy for Earth.

● identify sources of energy and their uses.

● describe how solar energy, wind, and moving water can be used to produce electricity.

● describe how fossil fuels are used as an energy source.

● compare and contrast renewable and nonrenewable energy sources.

● analyze the advantages and disadvantages of using different

The student will investigate and understand different sources of energy. Key concepts include a) energy from the sun; U, Anb) sources of renewable energy; and U, An c ) sources nonrenewable energy. U, An

2.7b2.8

energysource

generateelectricityrenewable

nonrenewablefossil fuels

solar

LAABC Order, Glossary, Dictionary,

Commas in a series, letter writing/paragraphs, Thesaurus,

synonyms, and antonyms, abbreviations

MathTemperature, Multiplication, and

Division

naturally occurring energy sources.

● design a basic investigation to determine the effects of sunlight on warming various objects and materials, including water.

11/6-11/24Greece

12/1-12/12

Rome

Social Studies 3.1Terms to know· contribution:

The act of giving or doing something

· direct democracy: A government in

which people vote to make their own rules and laws

· representative democracy: A government in

which the people vote for (elect) a smaller group of citizens make the rules and laws for

everyone

The student will explain how the contributions of Ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy) and sports. An, R

The student will develop map

skills bya)locating Greece, Rome, and West Africa; and human characteristics of Greece, Rome, and

AncientCivilizationPeninsula

ArchitectureContributionsDemocracy

(representative and direct)

InfluencePhysical and human

characteristicsAdaptations

AgoraOlympics

TradeMediterranean SeaGods/Goddesses

ArchesAqueductMosaic

Parthenon

LAContext Clues, Letter

writing/paragraphs, Myths, Legends, and Fables, transition words (editing)

Narrative Writing

Math Multiplication, Division, and

Measurement

ArchitectureThe architects of

ancient Greece and Rome used columns

and arches in the construction of their buildings. Ancient examples still exist

today.· Greece: The

Parthenon (columns)

· Rome: The Colosseum and

aqueducts (arches)

The artsMosaics, sculpture, and paintings are displayed

on buildings.

The government of the United States

The government is based on ideas

developed in ancient Greece and Rome.

· Greece: Birthplace of democracy

(government by the people); a direct

democracy· Rome:

West Africa; Rb)describing the physical and human characteristics of Greece, Rome, and West Africa; U

c)

explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs. U

The student will explain how producers in ancient Greece, Rome, and the West African empire of Mali used natural resources, human resources, and capital resources

Colosseum

Republican (representative)

form of government; a representative

democracy

SportsOlympic games of today are modeled after the games of

ancient Greece. Social Studies 3.4a, b, c

Terms to know· characteristics:

Different traits

Ancient Greece and Rome were located on

land near the Mediterranean Sea.

The empire of Mali was located in the western region of the continent

of Africa.

Physical characteristics· Ancient Greece:

Located on a peninsula with many islands,

mountains, and hills; surrounded by the Mediterranean

in the production of goods and services U, R

Sea; had limited rich soil

· Ancient Rome: Located next to a

river; built on many hills; had limited

rich soil· Empire of Mali:

Located in West Africa near rivers and in a grassland region; had gold

mines

Human characteristics· Ancient Greece:

Farmers, shipbuilders,

traders· Ancient Rome:

Farmers, road builders, traders

· Empire of Mali: Farmers, miners,

traders

Ways people adapted to their environments

· Ancient Greece: They farmed on hillsides; trading took place on the

Mediterranean Sea; small, independent

communities developed because

of the many mountains.

· Ancient Rome: They farmed on hillsides; trading took place on the

Mediterranean Sea.Empire of Mali: Salt

was an important natural resource

needed in Mali. Gold from Mali was traded

for salt.

Social Studies 3.7

Ancient Greece was located on a peninsula with mountains and

hills and was surrounded by many

islands and the Mediterranean Sea.

Greece had limited rich

soil. The people of ancient Greece built ships, fished, made

pottery, and farmed.

Ancient Rome was located next to a river. Rich soil for farming was limited. A variety

of trees grew in ancient Rome. The people of ancient Rome built ships, fished, made

pottery, and farmed.

12/14-12-16Mali

12/17-12/18-Compare and Contrast all 3

Ancient Civilizations

History3.2

Africa was the home to several great empires.

One of the most prosperous was the early West African

empire of Mali.

Many storytellers in Mali passed on stories

and traditions from one generation to the next.

The kings of Mali were rich and powerful men who controlled trade in

The student will study theearly West African empire ofMali by describing its oraltradition (Story telling),government (kings), andeconomic development(trade).

The student will

LA

Myths, Legends, and FablesNarrative Writing

Math

US Customary, Metric MeasurementArea and Perimeter

West Africa. Mali became one of the

largest and wealthiest empires in the region and was an important

trade center.

Mali lay across the trade routes between the sources of salt in

the Sahara Desert and the gold region/mines

of West Africa. For the people of the desert, salt was a valuable natural resource.

People used salt for their health and for

preserving foods. Miners found gold in

Western Africa. Therefore, salt was

traded for gold.

Timbuktu was an important city in Mali.

It had a famous university with a large

library containing Greek and Roman

books.

Social Studies 3.4a, b, c (See Mali portion

develop map

skills bya)locating Greece, Rome, and West Africa; and human characteristics of Greece, Rome, and West Africa; Rb) describing the physical and human characteristics of Greece, Rome, and West Africa; U

c)

explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to

included in the Rome/Greece unit)

Social Studies 3.7

The West African empire of Mali was

located in Africa. Gold was a natural resource.

The people of Mali traded gold for salt.

meet their needs. U, R

The student will explain how producers in ancient Greece, Rome, and the West African empire of Mali used natural resources, human resources, and capital resources in the production of goods and services U, R

1/5-1/15Earth/Moon cycles

Science 3.8/Earth

Patterns,Cycles, and

The student will investigate and understand basic patterns and cycles occurring in nature. Key

Cycle/patternsequencephasesrotation

LAFairy Tales, Folk Tales, Poetry,

Irregular Plurals

Change

In order to meet this standard, it is expected that students will

● explain how some events in nature occur in a pattern or cycle, such as the seasons, day and night, phases of the moon (first quarter, full, last [third] quarter, new), tides, and life cycles.

● recognize that the relationships that exist between and among Earth, the sun, and the moon result in day and night, seasonal changes, phases of the moon, and the tides.

● model and describe how

concepts includea) patterns of natural events such as day and night, seasonal changes, simple phases of the moon, and tides; U, An

revolutionNew moon

Tidegravity

Math

Time and calendar

Earth’s rotation causes day and night.

● model and describe how the sun’s rays strike Earth to cause seasons.

● observe, chart, and illustrate phases of the moon (first quarter, full, last [third] quarter, new), and describe the changing pattern of the moon as it revolves around Earth.

● collect and analyze data from simple tide tables to determine a pattern of high and low tides.

explain the pattern of growth and change that organisms, such as the frog and butterfly undergo during their

life cycle.

1/19-2/19Civics

FamousAmericans

Social Studies 3.10/ Civics

Terms to know● community: A

place where people live,

work, and play● rules: What

people must or must not do

● laws: Important rules written

and carried out by government

● government: A group of people

who makes laws, carries out

laws, and decides if laws

have been broken

The purpose of rules and laws is to keep

people safe and maintain order.

The purpose of

government is to make laws, carry out laws,

The student will recognize the importance of government in the community, Virginia, and the United States of America by

a)explaining the purpose of rules and laws; Ub)explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken; U

c) explaining that government protects the rights and property of individuals. U

The student will explain the importance of the basic

2.112.12 a-b

1.10f1.11 a-b1.12 a-c

1.1K.1 a-b

1.2

communityruleslaws

governmentrights

property

libertypursuitequality

principlesVeterans DayMemorial Day

recognitionvolunteerofficialmilitary

LAFairy Tales, Folk Tales, Poetry, Singular Possessives, Past and

Present Verbs, Biographies and Autobiographies,

Explanative/Informative Writing

MathPatterns and Graphing

and decide if laws have been broken.

Governments are

necessary because they develop the laws and protect the rights and

property of individuals.

Social Studies/ 3.11 Civics and Famous

AmericansBasic principles

· Life, liberty, and the pursuit of happiness are privileges that people are born with and that cannot be taken away.· Equality under the law means that all people are treated fairly.

Many people worked to defend the basic principles that formed the foundation of a republican form of government.

Citizens who defended basic principles

principles that form the foundation of a republican form of government by

a)describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law; Ub)identifying the contributions of George Washington; Thomas Jefferson; Abraham Lincoln; Rosa Parks; Thurgood Marshall; Martin Luther King, Jr.; and Cesar Chavez; Uc)

recognizing that Veterans Day and Memorial Day honor people

republic form of government

representativedemocracy

DiversityCustomsEthnic

Food, clothingtraditions

· George Washington: He was the first president of the new nation. He worked under the new republican form of government. He helped put the basic principles into practice for the new nation.· Thomas Jefferson: He was born in Virginia. He was the third president of the United States. He wrote the Declaration of Independence, which states that people have certain rights. He was a leader who helped develop the country.· Abraham Lincoln: He was the United States president when the country was divided over the issue of equality for all people. He helped free African

who have served to protect the country’s freedoms, Ud)describing how people can serve the community, state, and nation. R

The students will recognize that Americans are a people of diverse ethnic origins, customs, and respect for individual rights and freedoms U

American slaves.· Rosa Parks: She was an African American woman who refused to give up her seat on a public bus as was required by law many years ago. She helped to bring about changes in laws and worked so that all people would have equal rights.· Thurgood Marshall: He was a lawyer who defended people at a time when not all people had equal rights. He was the first African American justice of the United States Supreme Court.· Martin Luther King, Jr.: He was an African American minister who worked for equal rights for all people. He helped bring about changes in

laws through peaceful means.

Cesar Chavez: He was a Mexican American who worked to improve conditions for farm workers.

Days to remember● Veterans Day:

This is a day for the recognition of and respect for Americans who served in the military. It is observed in

November.● Memorial Day:

This is a day for the recognition of and respect for Americans

who died in wars while they

were serving their country. It is observed in

May.

Some of the ways that people can serve their community, state, and

nation include● being a

volunteer● getting involved

in community projects

● serving as a government

official● joining the

militaryvoting.

Social Studies/ 3.12 Civics and Famous

Americans

Terms to know· Republican form of government: A representative democracy The American people come from different ethnic origins and different countries, but are united as Americans by the basic principles of a republican form of government, including individual rights to life, liberty, and the pursuit of happiness; and equality under the law.

Benefits of diversity· Food· ClothingMusic

2/22-3/4

Soil

Science/ 3.7 a-d/ Interrelationships in Earth/Space Systems

In order to meet this standard, it is

expected that students will

● observe and recognize that

soil, as a natural resource,

provides the support and

nutrients necessary for plant growth.

● understand the key

terminology related to soil,

including humus,

nutrients, topsoil, and

bedrock.

The student will investigate and understand the major components of soil, its origin, and importance to plants and animals including humans. Key concepts includea) soil provides the support and nutrients necessary for plant growth; An, Ub) topsoil is a natural product of subsoil and bedrock; An, Uc) rock, clay, silt, sand, and humus are components of soils; soil is a natural resource and should be conserved. An, U

Review 3.1-

scientificMethod

2.8d

soilnatural resource

componentshumusclaysandsilt

nutrientstopsoilsubsoilbedrock

conservationweathering

erosion

LA

Biographies and Autobiographies, Explanative/Informative Writing,

Homophones

MathFractions

● interpret and illustrate a basic

diagram showing major

soil layers, including bedrock,

subsoil, and topsoil.

● analyze and describe the

different components of soil, including

rock fragments, clay, silt, sand,

and humus.● explain how

soil forms over time.

● design an investigation to compare how different types of soil affect plant growth. This includes

organizing data in tables and constructing

simple graphs.● collect, chart,

and analyze data on soil

conservation on the school grounds.

● evaluate the importance of soil to people.

describe how soil can be conserved.

3/7-3/9Plant cycles

Science 3.8/Earth Patterns,

Cycles, andChange

explain how some events in nature occur in a pattern or cycle,

such as the seasons, day and night, phases of the

moon (first quarter, full, last [third]

quarter, new), tides, and life cycles

The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include

c)plant life cycles An, U

CycleGermination

Seed, seedlingSproutAdult

Pollen/pollinationFruit

LAHomophones, Explanative

/Informative Writing

MathFractions

3/9-3/22Explorers

Social Studies 3.3a/b / History

Terms to know· explorer: A

person who travels seeking new discoveries

· European: A person from one of

The student will study the exploration of the Americas by

a) describing the accomplishments of Christopher Columbus, Juan Ponce de Leon, Jacques Cartier,

Review Geography

3.5 a,b,e3.62.2

explorerEuropeancolonize

motivationsuccesses

impact

LAHomophones, Explanative

/Informative WritingEncyclopedias and other reference

materials, Short Reports Math

Probability

the countries in Europe

(See chart of explorer

accomplishments on VDOE)

Impact of European exploration on American Indians

● Deadly diseases were introduced.

● Exploration later led to settlement.

The settlements led to relocation of the American Indians from their homeland.

Social Studies 3.5c,d/ Geography

England, Spain, and France are located on the continent of Europe. The United States is located on the continent of North America.

and Christopher Newport; Ub) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians R, U

The student will develop map skills by

c) locating the countries of Spain, England, and France; Ap

d) locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de Leon (near St. Augustine, Florida),

Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia) R

San Salvador is located in the general area of the Bahamas. St. Augustine is located in northern Florida. Québec is located in Canada. Jamestown is located in Virginia.

3/23-4/19Animal

AdaptationsAnimal

Life Cycles

Conservation

4/20-4/24-Non SOL

Benchmarks

4/24-end of year-Continue to teach animals if extra time is needed

Science 3.4/3.5/3.6/ 3.10

Life Processesand Living

Systems

In order to meet this standard, it is expected that students will

● give examples of methods that animals use to gather and store food, find shelter, defend themselves, and rear young.

● describe and explain the terms camouflage, mimicry,

The student will investigate and understand that adaptations allow animals to satisfy life needs and respond to the environment. Key concepts include a) behavioral adaptations; and b) physical adaptations.The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include a) producer, consumer, decomposer; b) herbivore, carnivore, omnivore; and c) Predator and prey.An, U for all of the above The student will investigate and understand that ecosystems

2.5a,b,c2.4

ProducerConsumerHerbivoreCarnivoreOmnivore

Predator/preyEcosystems

AquaticTerrestrialPopulationCommunityConservingAdaptations

Behavioral/physicalMigration

HibernationCamouflage

Living/nonlivingHabitat

decomposercycle

food chainfood web

conservation

LAComprehending Non fiction

Short Reports Math

Division and Geometry

hibernation, migration, dormancy, instinct, and learned behavior.

● explain how an animal’s behavioral adaptations help it live in its specific habitat.

● distinguish between physical and behavioral adaptations of animals.

● compare the physical characteristics of animals, and explain how the animals are adapted to a certain environment.

● compare and contrast instinct and learned behavior.

● create (model) a camouflage pattern for an

support a diversity of plants and animals that share limited resources. Key concepts include a) aquatic ecosystems; b) terrestrial ecosystems; c) populations and communities; and d) the human role in conserving limited resources.The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include a) the interdependency of plants and animals; b) the effects of human activity on the quality of air, water, and habitat; c) the effects of fire, flood, disease, and erosion on organisms; and d) conservation and resource renewal The student will investigate and understand basic patterns and cycles occurring in nature. Key

influencepollution

flood/drought/fire

animal living in a specific dry-land or water-related environment. (Relates to 3.6.)

● design and construct a model of a habitat for an animal with a specific adaptation.

In order to meet this standard, it is expected that students will

● differentiate between predators and prey.

● distinguish among producers, consumers, herbivores, omnivores, carnivores, and decomposers.

● infer that most food chains begin with a green plant.

concepts includea) animal life cycles

An, U for all of the above

● identify sequences of feeding relationships in a food chain.

● explain how a change in one part of a food chain might affect the rest of the food chain.

● create and interpret a model of a food chain showing producers and consumers.

In order to meet this standard, it is expected that students will

● describe major water-related ecosystems and examples of animals and plants that live in each.

● describe major dry-land ecosystems and examples of animals and

plants that live in each.

● compare and contrast water-related and dry-land ecosystems.

● explain how animals and plants use resources in their ecosystem.

● distinguish between a population and a community.

● predict what would occur if a population in a specific ecosystem was to die.

● analyze models or diagrams of different water-related ecosystems in order to describe the community of organisms each contains and interpret how the organisms

use the resources in that ecosystem.

● analyze models or diagrams of different dry-land ecosystems in order to describe the community of organisms each contains and interpret how the organisms use the resources in that ecosystem.

list ways that humans can help conserve limited resources.

In order to meet this standard, it is expected that students will

● explain how organisms in an area are dependent on each other.

● compare and contrast human influences on

the quality of air, water, and habitats.

● analyze the effects of fire, flood, disease, and erosion on organisms and habitats.

● describe how conservation practices can affect the survival of a species.

● describe a conservation practice in the local community.

Science 3.8/

Earth Patterns,Cycles, and

Changeexplain the pattern of

growth and change that organisms, such as the

frog and butterfly undergo during their

life cycle.

Website resources:

www.pbskids.orghttp://www.bbc.co.uk/schools/scienceclips/index_flash.shtmlenchantedlearning.com (membership required)superteacherworksheets.com (membership required)