GLE-Sci3
COLORADO MODEL CONTENT
STANDARDS FOR SCIENCE
3rd Grade Level Expectations
STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
By the end of third grade, students will be able to:
1a. Ask questions and state predictions that can be addressed through scientific investigation
●tell what question they are going to answer or problem they will solve in an investigation
●predict what they think will happen and tell why
●generate questions during and after an investigation based on their observations, data, or variables (example of stem for variables: “What would happen if we change . . .?”)
●suggest a simple investigation to answer one of the questions generated
1b. Select and use simple devices to gather data related to an investigation
●use batteries, wires, and bulbs to learn about the importance of a complete circuit
●use tools (for example, hand lens, ruler, stream table) to do things
1c. Use data based on observations
●use two or more words to describe an object or situation
●use more than one sense when making observations
●draw and label pictures that include relevant details as well as the main characteristics
●record observations (using pictures, words, or numbers) on charts with existing column headings
●make two-column charts and label column headings with teacher guidance
●plot data on a bar graph using their data
1d. Communicate about investigations and explanations
●use observations and graphs to answer questions related to the investigation
●compare results with their prediction and answer the question they set out to answer
●tell what happened when they did an investigation
STANDARD 2:
Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
ELECTRIC CIRCUITS
In third grade, students learn that when electrical energy moves through a
simple circuit (battery, bulb, and wire) it can be used to do things.
By the end of third grade, students will be able to:
2.1a. Examine, describe, classify, and compare tangible objects in terms of common physical properties (for example, ability to conduct electricity)
●test to find out which materials can conduct electricity and which cannot
●know that most metals can conduct electricity
2.2a. Recognize that energy in the form of electricity can affect common objects and is involved in common events
●light a bulb using a wire and battery in a variety of arrangements
●draw a circuit and label the parts and the path of electricity
●demonstrate how to use electrical energy to produce light, heat, and sound
2.2b. Make observations on quantities associated with energy and change
●describe what happens when more batteries are added to a circuit
●describe what happens when more bulbs are added to a circuit
2.3a. Observe and describe parts of a simple electrical system
●name the parts that are needed to light a bulb
●describe the function of each part of a circuit (for example, a battery produces electrical energy)
●explain that a switch works by completing or breaking a circuit
●identify electrical systems that will work
●create an electrical circuit that matches a drawing
STANDARD 3:
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
LIFE CYCLES AND INSECTS
In third grade, students learn that animals go through orderly changes
as they grow older. They also learn about characteristics of insects.
By the end of third grade, students will be able to:
3.1b. Classify a variety of organisms according to selected characteristics
●sort a group of animals (pictures or living organisms) into two groups—insects and other *
3.1c. Describe the basic needs of an organism
●identify the basic needs of an insect at a particular life stage (for example, butterflies need sugar water, caterpillars need leaves)
●compare the basic needs (particularly food needs) of two adult insects
3.3c. Describe life cycles of selected organisms
●observe and draw each stage of the life cycle of a particular insect
●describe the characteristics of each life stage
●recognize and identify stages of an insect’s life cycle (egg, larva, pupa, adult) *
●explain that the life stages of a specific type of insect are similar (for example, all butterflies go through the same life stages)
●sequence the life stages of an insect
●compare the life stages of two types of insects (for example, both butterflies and mealworms have a four-stage life cycle—egg, larva, pupa, adult)
●explain the term life cycle (an insect starts as an egg that hatches; when the young grow up, they produce more eggs which starts the cycle all over again)
3.4a. Identify characteristics that are common to all individuals of a species
●know that adult insects have three body sections, six legs, and two antennae
●describe ways that all insects of one kind are alike at a particular stage (for example, all mealy worm larvae have lots of segments and are brown in color)
●compare the legs, body sections, and antennae of two types of insects
3.4b. Recognize that there are differences in appearance among individuals of the same population or group
●observe and describe ways that two individual insects of the same type and life stage look different
STANDARD 4:
Earth and Space Science: Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space.
WATER AND EROSION
In third grade, students learn how water changes the surface of the Earth.
By the end of third grade, students will be able to:
4.1c. Identify major features of Earth’s surface
●identify mountains/hills, rivers/streams, plateaus, oceans, lakes, and plains from pictures
4.1d. Describe natural processes that change Earth’s surface
●describe weathering (the breaking up of rocks) and erosion (the movement of rocks and soils) as being two processes that change Earth’s surface
●describe two things that cause weathering (for example, dissolving, freezing and thawing)
●use a model to demonstrate weathering
●name two ways that rocks or sediments can be eroded (wind, water, ice)
●show which way water would flow on a model (stream table), picture, and/or relief map of a land surface
●list factors (for example, size of particles, speed of wind/water, volume of water, slope of land) that can affect the rate of erosion and explain how they do so *
●interpret a model of erosion and explain how it is the same and different from erosion on Earth’s surface
●demonstrate and explain how features of Earth’s surface are created as a result of erosion and/or deposition (sand dune, delta, canyon)
●explain why the Earth’s surface must always be building up in some places since it is constantly wearing down in others
●name examples of weathering and erosion in the local environment *
4.1e. Recognize that humans are affected by natural events
●give an example of how erosion can affect people at the same time it changes Earth’s surface
4.3a. Identify major sources of water
●name freshwater sources (glaciers, lakes, rivers, lakes, ponds, streams)
●name saltwater sources (seas, oceans)
4.3b. Identify and describe the states (solid, liquid, gas) in which water can be found
●name at least three places where water in liquid form is found (ocean, sea, lake, pond, river, stream)
●name at least two places where water in solid form is found (snow, glacier)
●tell where water can be found in gas form (air/atmosphere)
4.3c. Recognize the importance of water
●recall that water is a basic survival need of both plants and animals
●give examples of how water can affect the surface of the Earth
STANDARD 5:
Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
Note: This standard is not addressed as a separate unit; rather, it should be integrated, where appropriate, into the units at each grade level.
By the end of third grade, students will be able to:
5d. Identify careers that use science and technology
●realize that electricians work with circuits
●realize that some people study insects as part of their job (entomologists)
●realize that exterminators, people who kill populations of insect pests, often must understand the needs of insects at each stage of their life cycle
STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
Note: This standard is not addressed as a separate unit; rather, it should be integrated, where appropriate, into the units at each grade level.
By the end of third grade, students will be able to:
6a. Recognize that when a science experiment is repeated with the same conditions, the experiment generally works the same way
●realize that when the parts of a circuit are part together in the same way, they get the same results
6b. Compare knowledge gained from direct experience to knowledge gained indirectly
●compare what they learned by lighting a bulb with a battery in class to what happens when lighting a bulb in a house
6c. Identify observable patterns and changes and predict future events based on those patterns
●describe what happens when an insect ages and use this information to predict what might happen to another insect as it ages
6d. Describe and compare the components and functions of a simple electrical system
●name the parts of a simple electrical circuit (battery, wire, bulb)
●describe the function of each part of a circuit (for example, a battery makes electrical energy)
6e. Compare a model with what it represents
●explain how a simple circuit models an electrical system at home (for example, lighting a lamp or a flashlight)
●explain how a stream table models what happens on the slope of a hill
* Students may benefit from using the outdoors as a classroom when they are working on these expectations.
