Science
Third grade students keep records of observations without making alterations. They add and subtract whole numbers mentally, on paper, and with a calculator. They observe, construct, and measure objects using ordinary hand tools. Third graders observe things with many parts and describe the ways in which the parts influence or interact with one
another. They represent objects in the real world with geometric figures, number sequences, graphs, diagrams, maps, and stories. They explain how the representations do not match their real world counterparts. Third graders know that safety is a fundamental concern in all experimental science. They adhere to safety rules and guidelines.
Form and Function
Third grade students observe and compare objects and use the information they obtain to answer their own questions. Their communication skills allow them to record findings and analyze data. They understand that the form or shape of an object is frequently related to use, operation or function. They will use this information to explain rock cycles, features of plants and animals, heat energy, and magnetic force.
Unit 1: Georgia Habitats
Overview:
The purpose of this unit is for the student to be able to differentiate between the major habitats of Georgia and the organisms that live in there (mountains, marsh/swamp, coast, Piedmont, and Atlantic Ocean). Students will be able to identify the features of the plants and animals that make them suited to these habitats and what could happen to an organism if the habitat is changed.
The duration of this unit is 20 instructional days, including the days for the performance assessment.
Vocabulary:
Overview:
The purpose of this unit is for student to investigate human impact on the environment and how changes can be made to protect the environment.
The duration of this unit is 10 instructional days, including the days for the performance assessment.
Vocabulary:
Unit 3 - Rocks and Soils
Overview:
The purpose of this unit is for the student to investigate the physical attributes of rocks and soils. The students will explain the difference between a rock and mineral. They will recognize the physical attributes of rocks and minerals using observation (shape, color, texture, measurement, and simple tests. Students will also use observation to compare the similarities and differences of texture, particle size and color in top soils. Finally student will also determine how water and wind can change rocks and soil over time using
observation and research.
The duration of this unit is 15 instructional days, including the days for the performance assessment.
Vocabulary:
Unit 4: Fossils
Overview:
The purpose of this unit is for the student to investigate the physical attributes of fossils. The students will explain the difference between a fossil and a recently deceased organism’s remains. They will recognize the physical attributes of fossils using observation (shape, color, texture, measurement) and knowledge of simple tests.
The duration of this unit is 15 instructional days, including the days for the performance assessment.
Vocabulary:
Unit 5: Magnets
Overview:
The purpose of this unit is to investigate magnets and how they affect other magnets and common objects.
The duration of this unit is 13 instructional days, including the days for the performance assessment.
Vocabulary:
Unit 6: Heat
Overview:
The purpose of this unit is to investigate how heat is produced and the effects of heating and cooling. Students will also understand that a change in temperature indicates a change in heat.
The duration of this unit is 17 instructional days, including the days for the performance assessment.
Vocabulary:
Third grade students keep records of observations without making alterations. They add and subtract whole numbers mentally, on paper, and with a calculator. They observe, construct, and measure objects using ordinary hand tools. Third graders observe things with many parts and describe the ways in which the parts influence or interact with one
another. They represent objects in the real world with geometric figures, number sequences, graphs, diagrams, maps, and stories. They explain how the representations do not match their real world counterparts. Third graders know that safety is a fundamental concern in all experimental science. They adhere to safety rules and guidelines.
Form and Function
Third grade students observe and compare objects and use the information they obtain to answer their own questions. Their communication skills allow them to record findings and analyze data. They understand that the form or shape of an object is frequently related to use, operation or function. They will use this information to explain rock cycles, features of plants and animals, heat energy, and magnetic force.
Unit 1: Georgia Habitats
Overview:
The purpose of this unit is for the student to be able to differentiate between the major habitats of Georgia and the organisms that live in there (mountains, marsh/swamp, coast, Piedmont, and Atlantic Ocean). Students will be able to identify the features of the plants and animals that make them suited to these habitats and what could happen to an organism if the habitat is changed.
The duration of this unit is 20 instructional days, including the days for the performance assessment.
Vocabulary:
- organism
- Piedmont
- coast
- marsh
- swamp
- mountain
- mimicry
- camouflage
- adaptations
- habitat
Overview:
The purpose of this unit is for student to investigate human impact on the environment and how changes can be made to protect the environment.
The duration of this unit is 10 instructional days, including the days for the performance assessment.
Vocabulary:
Unit 3 - Rocks and Soils
Overview:
The purpose of this unit is for the student to investigate the physical attributes of rocks and soils. The students will explain the difference between a rock and mineral. They will recognize the physical attributes of rocks and minerals using observation (shape, color, texture, measurement, and simple tests. Students will also use observation to compare the similarities and differences of texture, particle size and color in top soils. Finally student will also determine how water and wind can change rocks and soil over time using
observation and research.
The duration of this unit is 15 instructional days, including the days for the performance assessment.
Vocabulary:
- igneous rocks
- sedimentary rocks
- metamorphic rocks
- minerals
- geologist
- soil
- topsoil
- clay
- loam
- sand
- erosion
- weathering
Unit 4: Fossils
Overview:
The purpose of this unit is for the student to investigate the physical attributes of fossils. The students will explain the difference between a fossil and a recently deceased organism’s remains. They will recognize the physical attributes of fossils using observation (shape, color, texture, measurement) and knowledge of simple tests.
The duration of this unit is 15 instructional days, including the days for the performance assessment.
Vocabulary:
- fossil
- mold
- imprints
- cast
Unit 5: Magnets
Overview:
The purpose of this unit is to investigate magnets and how they affect other magnets and common objects.
The duration of this unit is 13 instructional days, including the days for the performance assessment.
Vocabulary:
- magnet (horse, bar, circle, etc.),
- repel (push)
- attract (pull)
- North pole
- South pole
- poles
- iron
- metal
- opposite
- magnetism
- force
Unit 6: Heat
Overview:
The purpose of this unit is to investigate how heat is produced and the effects of heating and cooling. Students will also understand that a change in temperature indicates a change in heat.
The duration of this unit is 17 instructional days, including the days for the performance assessment.
Vocabulary:
- solar heat
- chemical reaction
- radiation
- convection
- water vapor
- evaporation
- condensation
- friction
- temperature
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