scientific inquiry processes, skills, and mathematical...
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Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 All indicators in Standard 3-1 1 / 13
3-1.1 Classify objects by two of their properties (attributes). Taxonomy Level: 2.3-B Understand Conceptual Knowledge
Previous/Future knowledge: In kindergarten, students compared objects by using nonstandard units of measurement (K-1.4), and classified objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water) (K-5.1). In 1st grade (1-1.1), students compared, classified, and sequenced objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate. In 6th
grade (6-1.3), students will classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
It is essential for students to classify objects by two properties, or attributes, so that similarities and differences can be observed between objects. To classify by two properties, • First, observe the objects. • Find out what properties they have that are the same and what they have that are different. • Choose one property. • Classify all objects into two groups based on one property—the objects either have the property
(group 1) or they do not (group 2). • Next, take all the objects in group 1 and classify them into two smaller groups based on a second
property. • Then, take all the objects in group 2 and classify them into two smaller groups based on a second
property. • The second property used to further classify the groups does not have to be the same for each of
the groups. For example, to determine the group to which the egg belongs based on its properties, use the following diagram:
Eggs that are Round Eggs that are Not Round
Eggs that are Spotted
Eggs that are Not Spotted
Eggs that are Spotted
Eggs that are Not Spotted
All Eggs
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 All indicators in Standard 3-1 2 / 13
It is not essential for students to classify observations as either quantitative or qualitative. Students do not need to know how to create or use a dichotomous key to identify an unknown object. Assessment Guidelines: The objective of this indicator is to classify objects by two of their properties; therefore, the primary focus of assessment should be to categorize objects by two attributes. However, appropriate assessments should also require students to identify the properties by which an object was grouped; compare groups to determine similarities and differences; or explain why an object was placed into a particular group.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 All indicators in Standard 3-1 3 / 13
3-1.2 Classify objects or events in sequential order. Taxonomy Level: 2.3-B Understand Conceptual Knowledge
Previous/Future knowledge: In kindergarten (K-1.4), students compared objects by using nonstandard units of measurement. In 1st grade (1-1.1), students compared, classified, and sequenced objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate. In 6th
grade (6-1.3), students will classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
It is essential for students to group objects or events in sequential order. • Objects or events can be placed in order according to a particular property, such as size, shape,
color, or some other characteristic. • Another way to place objects or events in order is based on what occurred first, second and so
forth. It is not essential for students to classify observations as either quantitative or qualitative. Assessment Guidelines: The objective of this indicator is to classify objects or events in sequential order; therefore, the primary focus of assessment should be to arrange objects in increasing or decreasing order. However, appropriate assessments should also require students to identify the property by which the objects were sequenced; or explain why objects were sequenced in a particular order.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 All indicators in Standard 3-1 4 / 13
3-1.3 Generate questions such as “what if?” or “how?” about objects, organisms, and events in the environment and use those questions to conduct a simple scientific investigation. Taxonomy Level: 6.1-B and 3.2-B Create and Apply Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-1.3), students carried out simple scientific investigations when given clear directions. In 2nd grade (2-1.1), students carried out simple scientific investigations to answer questions about familiar objects and events. Students will make a prediction and compare results in 3-1.4. In 5th grade (5-1.1), students will identify questions suitable for generating a hypothesis. In 7th grade (7-1.2), students will generate questions that can be answered through scientific investigations. In 8th
grade (8-1.4), students will generate questions for further study on the basis of prior investigations.
It is essential for students to create their own questions through exploration, observations, or just curiosity about objects, organisms, and events in the environment. These questions can ask things such as “what”, “when”, “where”, “why” or “how”. Not all of these questions lead to scientific investigations, but they may be used to gain information that would then lead to a testable question. A testable question is one in which an experiment is needed to find the answer. Testable questions will then be used to conduct a simple scientific investigation such as: • What if an object is pushed with different strengths? • What if plants were watered with salt water? • What affects the time it takes ice to melt? • How does changing the length of an instrument string affect its pitch? • How does camouflage help an animal survive in its habitat? NOTE TO TEACHER: Not all questions are scientific questions that can lead to a scientific investigation. Questions such as “What is a plant?” or “How far away is the Sun?” do not lend themselves to the steps involved in conducting simple scientific investigations. The type of investigation will vary depending on the question being asked. Steps for conducting a simple scientific investigation may be: • Ask the question to be investigated • Make a prediction (possible answer to the question) • Decide what materials are needed for the experiment • List steps to carry out the experiment that will test (change) only one factor or relationship; all
other factors must be kept the same. • Record observations and organize the data as the experiment is carried out • Communicate the results or infer meaning from the data NOTE TO TEACHER: Students can record data in prepared charts, tables, and graphs in order to make it easier to explain the results. It is not essential for students to identify variables as manipulated or responding variables, but the term “variable” might be introduced as a factor that is changed in the investigation.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 All indicators in Standard 3-1 5 / 13
Assessment Guidelines: The objective of this indicator is to generate questions such as “what if?” or “how?” about objects, organisms, and events in the environment; therefore, the primary focus of assessment should be to create or devise appropriate questions for a simple scientific investigation. However, appropriate assessments should also require students to identify an appropriate question that could be investigated. Another objective of this indicator is to use generated questions to conduct a simple scientific investigation; therefore, the primary focus of assessment should be to apply carry out investigation procedures that answer the question. However, appropriate assessments should also require students to predict the outcome of an investigation; identify appropriate tools for an investigation; identify appropriate steps needed to answer a question; identify observations related to an investigation; or infer (or draw conclusions) from the results of an investigation.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 All indicators in Standard 3-1 6 / 13
3-1.4 Predict the outcome of a simple investigation and compare the results with the prediction. Taxonomy Level: 2.5-B and 2.6-B Understand Conceptual Knowledge
Previous/Future knowledge: In kindergarten (K-1.3), students predicted and explained information or events based on observations or previous experience. In 2nd grade (2-1.4), students inferred explanations regarding scientific observations and experiences. In 4th grade (4-1.4), students will distinguish among observations, predictions, and inferences. In 6th
grade (6-1.2), students will differentiate between observation and inference during the analysis and interpretation of data.
It is essential for students to predict the outcome of a simple investigation and compare the result with the prediction. • A prediction is an idea about what will happen in the future with an explanation of why. A
prediction is not a guess. • A prediction, which answers the question being investigated, should be given at the beginning of
an investigation. It states the possible results of the investigation. • After the investigation is completed, the results can be compared to the prediction to determine
how close the prediction was to the results. To make a prediction: • Make observations and think about what is known about the object or event. • Tell what will happen next. NOTE TO TEACHER: Predictions should not be viewed as “right” or “wrong” but should be stated with a plausible explanation of why. Scientific observations are made by using the senses or taking measurements. Making observations is a way of learning about the world around us. • A scientific observation is one that anyone can make and the result will always be the same. For
example, the animal is black, has four legs, and feels soft. • An unscientific observation, or an opinion, is one that not everyone may agree on. For example,
the dog is happy. • Observing does not mean just looking at something. It involves the use of several or all of the
five senses (seeing, hearing, smelling, touching, and tasting) using appropriate observation methods for each sense, such as wafting an odor so that its smell can be described or gently touching the edges of seashells to determine their textures.
• Tasting in science should only be done with the permission of the teacher under controlled conditions.
• Observing helps to find out about objects (their characteristics, properties, differences, similarities) and events (what comes first or last, or what is happening at a particular moment).
It is not essential for students to identify the variables in the investigation or that a hypothesis is a prediction that gives a relationship between the variables.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 All indicators in Standard 3-1 7 / 13
Assessment Guidelines: One objective of this indicator is to predict the outcome of a simple investigation; therefore, the primary focus of assessment should be to form an idea of an expected result based on observations or experiences. However, appropriate assessments should also require students to infer the outcome of a simple investigation; or identify observations used to formulate why a prediction is being made. Another objective of this indicator is to compare the results of the investigation with the prediction; therefore, the primary focus of assessment should be to tell how the results were similar to or different from the prediction. However, appropriate assessments should also require students to infer from the results to make further predictions, or interpret data collected from the investigation.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 All indicators in Standard 3-1 8 / 13
3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data. Taxonomy Level: 3.2-B Apply Conceptual Knowledge
Previous/Future knowledge: In previous grades, students used magnifiers and eyedroppers (K-1.2), rulers (1-1.2), and thermometers, rain gauges, balances, and measuring cups (2-1.2) safely, accurately, and appropriately. In future grades, students will continue to use these tools, when appropriate, as well as use new tools when collecting scientific data. A complete list of tools can be found in Appendix A of the Academic Standards. It is essential for students to know that every simple scientific investigation provides information. This information is called data. Data can be simple observations or measurements (in metric units or English units when appropriate). It is essential for students to know that different tools are needed to collect different kinds of data. • A beaker is a tool that measures liquid volume.
o To read the volume of a liquid in a beaker, place the tool on a level surface. o When using a beaker to measure the volume of a granular (powdered) solid, be sure the top
surface of the solid is level. o Choose the appropriate size beaker for the measurement task—use small beakers for
measuring small amounts, and large beakers for large amounts. o A beaker measures the volume in metric units such as milliliters (mL) or liters (L).
• A meter tape, or meter stick, is a measurement tool that can be used to measure the length, width, or height of an object or the distance between two objects. o When using a meter tape, or stick, make sure to begin measuring from the zero (0) mark, not
necessarily the edge of the tool. o A meter tape, or stick, measures in metric units such as centimeters (cm) or meters (m).
• Forceps/tweezers are tools that grasp or pick up small materials. • A tuning fork is a tool that produces vibrations when struck appropriately.
o Use the rubber mallet or rubber surface to strike the tuning fork. • A graduated cylinder is a tool that measures volume of liquids.
o To read the graduated cylinder, place the tool on a level surface. o Choose the right size graduated cylinder for the measurement task—use small graduated
cylinder for measuring small amounts, and large graduated cylinder for large amounts. o The graduated marks are in metric units such as milliliters (mL).
• A graduated syringe is a tool that measures volume of liquids. o Place the end of the syringe in the liquid and then pull the plunger out to draw in the
appropriate amount of liquid. o A graduated syringe measures in metric units such as milliliters (mL).
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 All indicators in Standard 3-1 9 / 13
It is essential for students to use care when handling these tools when gathering data. • Some beakers and graduated cylinders are glass. Care should be taken not to break them. • Forceps can be sharp. Care should be taken not to pinch or pierce someone. • To avoid breaking or chipping, tuning forks should not be struck on the side of the desk. • Care should be taken when heating glass beakers. It is also essential for students to use tools from previous grade levels that are appropriate to the content of this grade level such as eyedroppers, magnifiers, rulers (measuring to millimeters), pan balances (measuring in grams), measuring cups (measuring in parts of a cup), or thermometers (measuring in oF and o
C) to gather data.
NOTE TO TEACHER: See information in previous grades regarding how to use each tool. All temperature readings during investigations will be taken using the Celsius scale unless the data refers to weather when the Fahrenheit scale is used. It is not essential for students to use triple beam balances. Tools from previous grades that are not appropriate to the content of this grade level are not essential; however, these terms may be used as distracters (incorrect answer options) for assessment, for example rain gauges. Students do not need to measure the volume of a solid using displacement. Students do not need to convert measurements from English to metric or metric to English. Assessment Guidelines: The objective of this indicator is to use tools safely, accurately, and appropriately when gathering data; therefore, the primary focus of assessment should be to apply correct procedures to the use of beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes and other tools essential to the grade level that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify appropriate uses for beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes; illustrate the appropriate tool for an investigation using pictures, diagrams, or words; recall how to accurately determine the measurement from the tool; recognize the correct metric units for each tool (such as mL for measuring volume with a graduated cylinder); or recognize ways to use science tools safely, accurately, and appropriately.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 All indicators in Standard 3-1 10 / 13
3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams. Taxonomy Level: 2.5-B Understand Conceptual Knowledge
Previous/Future knowledge: In kindergarten (K-1.3), students predicted and explained information or events based on observation or previous experience. In 2nd grade (2-1.4), students inferred explanations regarding scientific observations and experiences. In 4th grade (4-1.6), students will construct and interpret diagrams, tables, and graphs made from recorded measurements and observations. In 7th grade (7-1.6), students will critique a conclusion drawn from a scientific investigation. In 8th
grade (8-1.3), students will construct explanations and conclusions from interpretations of data obtained during a controlled scientific investigation.
It is essential for students to infer, or draw conclusions, from data communicated in tables, graphs, and diagrams. • Data collected in an investigation can be represented on a graph, table, or diagram.
o A table shows collected data in chart form. Tables are made of columns and rows. Categories are listed in the first (left) column and data collected are listed in columns to the right of the category column.
o A graph (bar, pictograph) shows compared data. o A diagram is a graphic representation of an observation, relationship, comparison, or
conclusion. • Inferences can be made about the information in these graphs, tables, or diagrams. • An inference is an explanation made without having actually observed the object or event. • Inferences are based on data, previous experience, or prior knowledge. • Patterns observed from the information presented in the graph, table, or diagram can be used to
help make the inference. • More than one inference can be made from the same graph, table, or diagram. It is not essential for students to interpret other types of graphs. Assessment Guidelines: The objective of this indicator is to infer meaning from data communicated in graphs, tables, and diagrams; therefore, the primary focus of assessment should be to give explanations about data presented on a graph, table, or diagram. However, appropriate assessments should also require students to predict using collected data; identify patterns observed in graphs, tables, or diagrams; or interpret data communicated in graphs, tables, or diagrams.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 All indicators in Standard 3-1 11 / 13
3-1.7 Explain why similar investigations might produce different results. Taxonomy Level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-1.3), students carried out simple scientific investigations when given clear directions. In 7th grade (7-1.4), students will explain the importance that repeated trials and a well-chosen sample size have with regard to the validity of a controlled scientific investigation. In 8th
grade, students will recognize the importance of a systematic process for safely and accurately conducting investigations (8-1.2) and explain the importance of and requirements for replication of scientific investigations (8-1.5).
It is essential for students to explain why results might be different even though the same investigation testing the same factors was being done by several groups. Reasons why an investigation could produce different results may be: • The setup of the materials was not followed properly or in the exact same way. • Similar procedures were not followed in the exact same way. • Appropriate tools were not chosen to complete the experiment. • Tools were not used properly. • Measurements were not taken accurately. • Different observations were collected. • Mistakes were made when recording data, such as numbers written incorrectly. Assessment Guidelines: The objective of this indicator is to explain why similar investigations might produce different results; therefore, the primary focus of assessment should be to construct a cause-and-effect model of the various ways that results are affected by different situations. However, appropriate assessments should also require students to recall how to carry out a scientific investigation; infer reasons why investigations may have different results; compare two or more investigations to observe how they differ; or exemplify ways the results of a scientific investigation can be affected.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 All indicators in Standard 3-1 12 / 13
3-1.8 Use appropriate safety procedures when conducting investigations Taxonomy Level: 3.2-C Apply Procedural Knowledge
Previous/Future knowledge: In all grades students use appropriate safety procedures when conducting investigations that are appropriate to their grade, tools, and types of investigations. It is essential for students to know that care should be taken when conducting a science investigation to make sure that everyone stays safe.
Safety procedures to use when conducting simple science investigations may be • Always wear appropriate safety equipment such as goggles or an apron when conducting an
investigation. • Be careful with sharp objects and glass. Only the teacher should clean up broken glass. • Do not put anything in the mouth unless instructed by the teacher. • Follow all directions for completing the science investigation. • Follow proper handling of animals and plants in the classroom. • Keep the workplace neat. Clean up when the investigation is completed. • Practice all of the safety procedures associated with the activities or investigations conducted. • Tell the teacher about accidents or spills right away. • Use caution when working with heat sources and heated objects. • Wash hands after each activity.
It is essential for students to use tools safely and accurately, including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes when conducting investigations.
NOTE TO TEACHER (safety while working with students): • Teacher materials have lists of “Safety Procedures” appropriate for the suggested activities.
Students should be able to describe and practice all of the safety procedures associated with the activities they conduct.
• Most simple investigations will not have any risks, as long as proper safety procedures are followed. Proper planning will help identify any potential risks and therefore eliminate any chance for student injury or harm.
• Teachers should review with students the safety procedures before doing an activity. • Lab safety rules may be posted in the classroom and/or laboratory where students can view them.
Students should be expected to follow these rules. • A lab safety contract is recommended to notify parents/guardians that classroom science
investigations will be hands-on and proper safety procedures will be expected. These contracts should be signed by the student and the parents or guardians and kept on file to protect the student, teacher, school, and school district.
• In the event of a laboratory safety violation or accident, documentation in the form of a written report should be generated. The report should be dated, kept on file, include a signed witness statement (if possible) and be submitted to an administrator.
• Materials Safety Data Sheets (MSDS) must be on file for hazardous chemicals. • For further training in safety guidelines, you can obtain the SC Lab Safety CD or see the Lab
Safety flip-chart (CD with training or flip-chart available from the SC Department of Education).
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 All indicators in Standard 3-1 13 / 13
It is not essential for students to go beyond safety procedures appropriate to the kinds of investigations that are conducted in a third grade classroom. Assessment Guidelines: The objective of this indicator is to use appropriate safety procedures when conducting investigations; therefore, the primary focus of assessment should be to apply correct procedures that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify safety procedures that are needed while conducting an investigation; or recognize when safety procedures are being used.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 Indicator 3-1.1 1 / 2
3-1.1 Classify objects by two of their properties (attributes). Taxonomy Level: 2.3-B Understand Conceptual Knowledge
Previous/Future knowledge: In kindergarten, students compared objects by using nonstandard units of measurement (K-1.4), and classified objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water) (K-5.1). In 1st grade (1-1.1), students compared, classified, and sequenced objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate. In 6th
grade (6-1.3), students will classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
It is essential for students to classify objects by two properties, or attributes, so that similarities and differences can be observed between objects. To classify by two properties, • First, observe the objects. • Find out what properties they have that are the same and what they have that are different. • Choose one property. • Classify all objects into two groups based on one property—the objects either have the property
(group 1) or they do not (group 2). • Next, take all the objects in group 1 and classify them into two smaller groups based on a second
property. • Then, take all the objects in group 2 and classify them into two smaller groups based on a second
property. • The second property used to further classify the groups does not have to be the same for each of
the groups. For example, to determine the group to which the egg belongs based on its properties, use the following diagram:
Eggs that are Round Eggs that are Not Round
Eggs that are Spotted
Eggs that are Not Spotted
Eggs that are Spotted
Eggs that are Not Spotted
All Eggs
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 Indicator 3-1.1 2 / 2
It is not essential for students to classify observations as either quantitative or qualitative. Students do not need to know how to create or use a dichotomous key to identify an unknown object. Assessment Guidelines: The objective of this indicator is to classify objects by two of their properties; therefore, the primary focus of assessment should be to categorize objects by two attributes. However, appropriate assessments should also require students to identify the properties by which an object was grouped; compare groups to determine similarities and differences; or explain why an object was placed into a particular group.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 Indicator 3-1.2 1 / 1
3-1.2 Classify objects or events in sequential order. Taxonomy Level: 2.3-B Understand Conceptual Knowledge
Previous/Future knowledge: In kindergarten (K-1.4), students compared objects by using nonstandard units of measurement. In 1st grade (1-1.1), students compared, classified, and sequenced objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate. In 6th
grade (6-1.3), students will classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key.
It is essential for students to group objects or events in sequential order. • Objects or events can be placed in order according to a particular property, such as size, shape,
color, or some other characteristic. • Another way to place objects or events in order is based on what occurred first, second and so
forth. It is not essential for students to classify observations as either quantitative or qualitative. Assessment Guidelines: The objective of this indicator is to classify objects or events in sequential order; therefore, the primary focus of assessment should be to arrange objects in increasing or decreasing order. However, appropriate assessments should also require students to identify the property by which the objects were sequenced; or explain why objects were sequenced in a particular order.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 Indicator 3-1.3 1 / 2
3-1.3 Generate questions such as “what if?” or “how?” about objects, organisms, and events in the environment and use those questions to conduct a simple scientific investigation. Taxonomy Level: 6.1-B and 3.2-B Create and Apply Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-1.3), students carried out simple scientific investigations when given clear directions. In 2nd grade (2-1.1), students carried out simple scientific investigations to answer questions about familiar objects and events. Students will make a prediction and compare results in 3-1.4. In 5th grade (5-1.1), students will identify questions suitable for generating a hypothesis. In 7th grade (7-1.2), students will generate questions that can be answered through scientific investigations. In 8th
grade (8-1.4), students will generate questions for further study on the basis of prior investigations.
It is essential for students to create their own questions through exploration, observations, or just curiosity about objects, organisms, and events in the environment. These questions can ask things such as “what”, “when”, “where”, “why” or “how”. Not all of these questions lead to scientific investigations, but they may be used to gain information that would then lead to a testable question. A testable question is one in which an experiment is needed to find the answer. Testable questions will then be used to conduct a simple scientific investigation such as: • What if an object is pushed with different strengths? • What if plants were watered with salt water? • What affects the time it takes ice to melt? • How does changing the length of an instrument string affect its pitch? • How does camouflage help an animal survive in its habitat? NOTE TO TEACHER: Not all questions are scientific questions that can lead to a scientific investigation. Questions such as “What is a plant?” or “How far away is the Sun?” do not lend themselves to the steps involved in conducting simple scientific investigations. The type of investigation will vary depending on the question being asked. Steps for conducting a simple scientific investigation may be: • Ask the question to be investigated • Make a prediction (possible answer to the question) • Decide what materials are needed for the experiment • List steps to carry out the experiment that will test (change) only one factor or relationship; all
other factors must be kept the same. • Record observations and organize the data as the experiment is carried out • Communicate the results or infer meaning from the data NOTE TO TEACHER: Students can record data in prepared charts, tables, and graphs in order to make it easier to explain the results. It is not essential for students to identify variables as manipulated or responding variables, but the term “variable” might be introduced as a factor that is changed in the investigation.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 Indicator 3-1.3 2 / 2
Assessment Guidelines: The objective of this indicator is to generate questions such as “what if?” or “how?” about objects, organisms, and events in the environment; therefore, the primary focus of assessment should be to create or devise appropriate questions for a simple scientific investigation. However, appropriate assessments should also require students to identify an appropriate question that could be investigated. Another objective of this indicator is to use generated questions to conduct a simple scientific investigation; therefore, the primary focus of assessment should be to apply carry out investigation procedures that answer the question. However, appropriate assessments should also require students to predict the outcome of an investigation; identify appropriate tools for an investigation; identify appropriate steps needed to answer a question; identify observations related to an investigation; or infer (or draw conclusions) from the results of an investigation.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 Indicator 3-1.4 1 / 2
3-1.4 Predict the outcome of a simple investigation and compare the results with the prediction. Taxonomy Level: 2.5-B and 2.6-B Understand Conceptual Knowledge
Previous/Future knowledge: In kindergarten (K-1.3), students predicted and explained information or events based on observations or previous experience. In 2nd grade (2-1.4), students inferred explanations regarding scientific observations and experiences. In 4th grade (4-1.4), students will distinguish among observations, predictions, and inferences. In 6th
grade (6-1.2), students will differentiate between observation and inference during the analysis and interpretation of data.
It is essential for students to predict the outcome of a simple investigation and compare the result with the prediction. • A prediction is an idea about what will happen in the future with an explanation of why. A
prediction is not a guess. • A prediction, which answers the question being investigated, should be given at the beginning of
an investigation. It states the possible results of the investigation. • After the investigation is completed, the results can be compared to the prediction to determine
how close the prediction was to the results. To make a prediction: • Make observations and think about what is known about the object or event. • Tell what will happen next. NOTE TO TEACHER: Predictions should not be viewed as “right” or “wrong” but should be stated with a plausible explanation of why. Scientific observations are made by using the senses or taking measurements. Making observations is a way of learning about the world around us. • A scientific observation is one that anyone can make and the result will always be the same. For
example, the animal is black, has four legs, and feels soft. • An unscientific observation, or an opinion, is one that not everyone may agree on. For example,
the dog is happy. • Observing does not mean just looking at something. It involves the use of several or all of the
five senses (seeing, hearing, smelling, touching, and tasting) using appropriate observation methods for each sense, such as wafting an odor so that its smell can be described or gently touching the edges of seashells to determine their textures.
• Tasting in science should only be done with the permission of the teacher under controlled conditions.
• Observing helps to find out about objects (their characteristics, properties, differences, similarities) and events (what comes first or last, or what is happening at a particular moment).
It is not essential for students to identify the variables in the investigation or that a hypothesis is a prediction that gives a relationship between the variables.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 Indicator 3-1.4 2 / 2
Assessment Guidelines: One objective of this indicator is to predict the outcome of a simple investigation; therefore, the primary focus of assessment should be to form an idea of an expected result based on observations or experiences. However, appropriate assessments should also require students to infer the outcome of a simple investigation; or identify observations used to formulate why a prediction is being made. Another objective of this indicator is to compare the results of the investigation with the prediction; therefore, the primary focus of assessment should be to tell how the results were similar to or different from the prediction. However, appropriate assessments should also require students to infer from the results to make further predictions, or interpret data collected from the investigation.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 Indicator 3-1.5 1 / 2
3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data. Taxonomy Level: 3.2-B Apply Conceptual Knowledge
Previous/Future knowledge: In previous grades, students used magnifiers and eyedroppers (K-1.2), rulers (1-1.2), and thermometers, rain gauges, balances, and measuring cups (2-1.2) safely, accurately, and appropriately. In future grades, students will continue to use these tools, when appropriate, as well as use new tools when collecting scientific data. A complete list of tools can be found in Appendix A of the Academic Standards. It is essential for students to know that every simple scientific investigation provides information. This information is called data. Data can be simple observations or measurements (in metric units or English units when appropriate). It is essential for students to know that different tools are needed to collect different kinds of data. • A beaker is a tool that measures liquid volume.
o To read the volume of a liquid in a beaker, place the tool on a level surface. o When using a beaker to measure the volume of a granular (powdered) solid, be sure the top
surface of the solid is level. o Choose the appropriate size beaker for the measurement task—use small beakers for
measuring small amounts, and large beakers for large amounts. o A beaker measures the volume in metric units such as milliliters (mL) or liters (L).
• A meter tape, or meter stick, is a measurement tool that can be used to measure the length, width, or height of an object or the distance between two objects. o When using a meter tape, or stick, make sure to begin measuring from the zero (0) mark, not
necessarily the edge of the tool. o A meter tape, or stick, measures in metric units such as centimeters (cm) or meters (m).
• Forceps/tweezers are tools that grasp or pick up small materials. • A tuning fork is a tool that produces vibrations when struck appropriately.
o Use the rubber mallet or rubber surface to strike the tuning fork. • A graduated cylinder is a tool that measures volume of liquids.
o To read the graduated cylinder, place the tool on a level surface. o Choose the right size graduated cylinder for the measurement task—use small graduated
cylinder for measuring small amounts, and large graduated cylinder for large amounts. o The graduated marks are in metric units such as milliliters (mL).
• A graduated syringe is a tool that measures volume of liquids. o Place the end of the syringe in the liquid and then pull the plunger out to draw in the
appropriate amount of liquid. o A graduated syringe measures in metric units such as milliliters (mL).
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 Indicator 3-1.5 2 / 2
It is essential for students to use care when handling these tools when gathering data. • Some beakers and graduated cylinders are glass. Care should be taken not to break them. • Forceps can be sharp. Care should be taken not to pinch or pierce someone. • To avoid breaking or chipping, tuning forks should not be struck on the side of the desk. • Care should be taken when heating glass beakers. It is also essential for students to use tools from previous grade levels that are appropriate to the content of this grade level such as eyedroppers, magnifiers, rulers (measuring to millimeters), pan balances (measuring in grams), measuring cups (measuring in parts of a cup), or thermometers (measuring in oF and o
C) to gather data.
NOTE TO TEACHER: See information in previous grades regarding how to use each tool. All temperature readings during investigations will be taken using the Celsius scale unless the data refers to weather when the Fahrenheit scale is used. It is not essential for students to use triple beam balances. Tools from previous grades that are not appropriate to the content of this grade level are not essential; however, these terms may be used as distracters (incorrect answer options) for assessment, for example rain gauges. Students do not need to measure the volume of a solid using displacement. Students do not need to convert measurements from English to metric or metric to English. Assessment Guidelines: The objective of this indicator is to use tools safely, accurately, and appropriately when gathering data; therefore, the primary focus of assessment should be to apply correct procedures to the use of beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes and other tools essential to the grade level that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify appropriate uses for beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes; illustrate the appropriate tool for an investigation using pictures, diagrams, or words; recall how to accurately determine the measurement from the tool; recognize the correct metric units for each tool (such as mL for measuring volume with a graduated cylinder); or recognize ways to use science tools safely, accurately, and appropriately.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 Indicator 3-1.6 1 / 1
3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams. Taxonomy Level: 2.5-B Understand Conceptual Knowledge
Previous/Future knowledge: In kindergarten (K-1.3), students predicted and explained information or events based on observation or previous experience. In 2nd grade (2-1.4), students inferred explanations regarding scientific observations and experiences. In 4th grade (4-1.6), students will construct and interpret diagrams, tables, and graphs made from recorded measurements and observations. In 7th grade (7-1.6), students will critique a conclusion drawn from a scientific investigation. In 8th
grade (8-1.3), students will construct explanations and conclusions from interpretations of data obtained during a controlled scientific investigation.
It is essential for students to infer, or draw conclusions, from data communicated in tables, graphs, and diagrams. • Data collected in an investigation can be represented on a graph, table, or diagram.
o A table shows collected data in chart form. Tables are made of columns and rows. Categories are listed in the first (left) column and data collected are listed in columns to the right of the category column.
o A graph (bar, pictograph) shows compared data. o A diagram is a graphic representation of an observation, relationship, comparison, or
conclusion. • Inferences can be made about the information in these graphs, tables, or diagrams. • An inference is an explanation made without having actually observed the object or event. • Inferences are based on data, previous experience, or prior knowledge. • Patterns observed from the information presented in the graph, table, or diagram can be used to
help make the inference. • More than one inference can be made from the same graph, table, or diagram. It is not essential for students to interpret other types of graphs. Assessment Guidelines: The objective of this indicator is to infer meaning from data communicated in graphs, tables, and diagrams; therefore, the primary focus of assessment should be to give explanations about data presented on a graph, table, or diagram. However, appropriate assessments should also require students to predict using collected data; identify patterns observed in graphs, tables, or diagrams; or interpret data communicated in graphs, tables, or diagrams.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 Indicator 3-1.7 1 / 1
3-1.7 Explain why similar investigations might produce different results. Taxonomy Level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-1.3), students carried out simple scientific investigations when given clear directions. In 7th grade (7-1.4), students will explain the importance that repeated trials and a well-chosen sample size have with regard to the validity of a controlled scientific investigation. In 8th
grade, students will recognize the importance of a systematic process for safely and accurately conducting investigations (8-1.2) and explain the importance of and requirements for replication of scientific investigations (8-1.5).
It is essential for students to explain why results might be different even though the same investigation testing the same factors was being done by several groups. Reasons why an investigation could produce different results may be: • The setup of the materials was not followed properly or in the exact same way. • Similar procedures were not followed in the exact same way. • Appropriate tools were not chosen to complete the experiment. • Tools were not used properly. • Measurements were not taken accurately. • Different observations were collected. • Mistakes were made when recording data, such as numbers written incorrectly. Assessment Guidelines: The objective of this indicator is to explain why similar investigations might produce different results; therefore, the primary focus of assessment should be to construct a cause-and-effect model of the various ways that results are affected by different situations. However, appropriate assessments should also require students to recall how to carry out a scientific investigation; infer reasons why investigations may have different results; compare two or more investigations to observe how they differ; or exemplify ways the results of a scientific investigation can be affected.
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 Indicator 3-1.8 1 / 2
3-1.8 Use appropriate safety procedures when conducting investigations Taxonomy Level: 3.2-C Apply Procedural Knowledge
Previous/Future knowledge: In all grades students use appropriate safety procedures when conducting investigations that are appropriate to their grade, tools, and types of investigations. It is essential for students to know that care should be taken when conducting a science investigation to make sure that everyone stays safe.
Safety procedures to use when conducting simple science investigations may be • Always wear appropriate safety equipment such as goggles or an apron when conducting an
investigation. • Be careful with sharp objects and glass. Only the teacher should clean up broken glass. • Do not put anything in the mouth unless instructed by the teacher. • Follow all directions for completing the science investigation. • Follow proper handling of animals and plants in the classroom. • Keep the workplace neat. Clean up when the investigation is completed. • Practice all of the safety procedures associated with the activities or investigations conducted. • Tell the teacher about accidents or spills right away. • Use caution when working with heat sources and heated objects. • Wash hands after each activity.
It is essential for students to use tools safely and accurately, including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes when conducting investigations.
NOTE TO TEACHER (safety while working with students): • Teacher materials have lists of “Safety Procedures” appropriate for the suggested activities.
Students should be able to describe and practice all of the safety procedures associated with the activities they conduct.
• Most simple investigations will not have any risks, as long as proper safety procedures are followed. Proper planning will help identify any potential risks and therefore eliminate any chance for student injury or harm.
• Teachers should review with students the safety procedures before doing an activity. • Lab safety rules may be posted in the classroom and/or laboratory where students can view them.
Students should be expected to follow these rules. • A lab safety contract is recommended to notify parents/guardians that classroom science
investigations will be hands-on and proper safety procedures will be expected. These contracts should be signed by the student and the parents or guardians and kept on file to protect the student, teacher, school, and school district.
• In the event of a laboratory safety violation or accident, documentation in the form of a written report should be generated. The report should be dated, kept on file, include a signed witness statement (if possible) and be submitted to an administrator.
• Materials Safety Data Sheets (MSDS) must be on file for hazardous chemicals. • For further training in safety guidelines, you can obtain the SC Lab Safety CD or see the Lab
Safety flip-chart (CD with training or flip-chart available from the SC Department of Education).
Scientific Inquiry 3-1 The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.
Effective January 2008 Indicator 3-1.8 2 / 2
It is not essential for students to go beyond safety procedures appropriate to the kinds of investigations that are conducted in a third grade classroom. Assessment Guidelines: The objective of this indicator is to use appropriate safety procedures when conducting investigations; therefore, the primary focus of assessment should be to apply correct procedures that would be needed to conduct a science investigation. However, appropriate assessments should also require students to identify safety procedures that are needed while conducting an investigation; or recognize when safety procedures are being used.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007 1
3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats.
Taxonomy level: 2.2 and 2.4-B Understand Conceptual Knowledge Previous/Future knowledge: Students have been introduced to major structures and basic life cycle stages of plants in 1st grade (1-2.2, 1-2.4) and to how these structures help plants survive in their habitats (1-2.6). Students have also been introduced to the various stages in the life cycle of animals in 2nd grade (2-2.5). In 6th
grade (6-2), students will develop a more in-depth understanding of the structures, processes, and responses of plants that allow them to survive and reproduce.
It is essential for students to know that every plant and animal has a pattern of growth and development called a life cycle. As seed plants and animals go through their life cycles, they grow within a habitat for which their needs can be met. Plants and animals have adaptations that allow them to survive the conditions within habitats in which they live. • An adaptation is a characteristic that improves the organism’s ability to survive. • A habitat is a place where an organism or groups of organisms live and obtain the air, food,
water, shelter or space, or light needed to survive. Life Cycle of Seed Plants It is essential for students to know the stages of growth in seed plants that are part of their life cycle. Seed • After pollination (the spreading of pollen from flower to flower) occurs, seeds are produced
and may be stored in fruits. • Seeds contain tiny undeveloped plants and enough food for growth to start. • Seeds need water and warmth to germinate (begin to grow). Seedling • Seedlings produce the parts of the plant that will be needed for the adult plant to survive in its
habitat. • Roots begin to grow and take in nutrients and water from the habitat. • The stem starts to grow towards light and the first leaves form on the stem. • Later, more leaves will form that help the plant make its food. Mature Plant • Mature plants have the same structures (for example roots, stems, and leaves) as seedlings,
but in addition they develop flowers or cones, which produce seeds. Life Cycles of Various Animals It is essential for students to know the stages of growth that are part of the life cycles in a variety of animal types. These stages are not the same for all animals.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007 2
• Some animals give birth to baby animals that look like small adults. As the babies grow, they change in size. Other changes might be color, shape, or type of covering.
• For example, horses give birth to babies that look like small horses. Chickens lay eggs that hatch babies that look like small chickens.
• Some animals begin as an egg and then undergo changes in their life cycle. These changes may be in appearance, color, shape, or growth of new structures. These changes in form are called metamorphosis.
• For example, in a beetle the stages of metamorphosis are called egg, larva, pupa, and adult. In a grasshopper, the stages of metamorphosis are egg, young (nymph), and adult.
Chart for teacher information only
Animal Family Stages of Development Examples Mammal Young—Adult Dog, squirrel, human, whale Reptile Egg – Young – Adult Snake, turtle, lizard, alligator
Young – Adult Rattlesnake (live birth) Amphibian Egg – Young – Adult Frog, toad, salamander
Insect Egg—Larva—Pupa—Adult Butterfly, beetle, housefly, mosquito Egg—Young—Adult Grasshopper, cockroach, praying mantis
Bird Egg—Young—Adult Chicken, robin, hawk, duck Fish Young—Adult
Egg – Young— Adult Guppies (live birth), goldfish (live birth), minnows (egg), catfish (egg),
It is essential for students to know how plants and animals are adapted to their habitats so that their needs can be met. Adaptations of Seed Plants Some plants have special structural adaptations for meeting their needs in their particular habitat. Some examples of plant adaptations to conditions in their habitat may be: Roots • Roots take in water and nutrients from the habitat. • They may also hold the plant in place and store food and water. • Each variety of plant will survive where its roots size, length, and spread are adapted to the
habitat. • Some examples of root adaptations may be:
o Water lilies have long roots that can take in nutrients from the muddy bottoms of ponds or lakes.
o Cacti have roots that spread out close to the surface for living in dry habitats. o Carrots and dandelions have a large, thick root that is longer than its other roots. This
long root helps the plant survive by reaching far underground to find water and to firmly anchor the plant.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007 3
Stems • Stems move and store water and nutrients in the plant. Stems also provide support and
protection for the plant. Some examples of stem adaptations may be: o Vines have stems that can climb and stick to various surfaces to ensure that the leaves are
exposed to light. o Corn and sunflowers have stems that grow thick and strong but remain green and flexible
so that they can grow toward the sun. o Trees develop woody stems to support their size and provide protection during their long
life cycles. o Cacti have thick stems that store water when the habitat does not provide it. o Some stems have thorns that provide protection.
Leaves • Leaves produce food for plants in the presence of light. • Each variety of plant will survive where its leaf size, texture, thickness, and shape are
adapted to the habitat. • Some examples of leaf adaptations may be:
o Water lilies develop wide leaves that allow them to float on the water to capture sunlight to make food.
o Evergreen trees have leaves that are thin, waxy needles to protect them from freezing and from losing water.
Flowers • Flowers often have special sizes, smells, shapes, or colors that attract organisms for
pollination. Fruit • Fruits are formed around the seed to protect it. Some examples of fruit adaptations may be:
o Some fruits are moist and fleshy (tomatoes, grapes, or peaches). Fleshy fruits attract animals that eat them helping to disperse the seeds.
o Others fruits are dry and/or hard (coconuts, walnuts or pea pods). Seeds • Some seeds begin to grow as soon as conditions allow for germination. • Seeds have adaptations that allow them to be dispersed and also to have enough food for the
plant until it begins making its own food. Adaptations of Animals Some animals have special adaptations for living in their particular habitat. Some examples of animal adaptations to conditions in their habitat may be: • In habitats where the temperature is cold, animals may have blubber or thick fur for warmth. • In a water habitat, some animals have special structures that allow them to live as air-
breathing animals in the water.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007 4
• In habitats where food is scarce, some animals may have long necks to obtain food (giraffe) or special storage structures for food and water (camel).
• In habitats where the temperature is very hot, animals may seek food at night (nocturnal) or seek shelter in the shade during the day.
It is not essential for students to know the parts or types of leaves, the specific structures of flowers, or how seeds are produced, as this will be further developed in 6th
grade (6-2). Students do not need to know the term incomplete metamorphosis.
Assessment guidelines: One objective of this indicator is to illustrate the life cycles of seed plants and a variety of animals; therefore, the primary focus of assessment should be to give or use illustrations to show the stages in the life cycles of seed plants and a variety of animals. However, appropriate assessments should also require students to summarize the steps of a seed plant life cycle; or compare life cycles of a variety of animals. Another objective of this indicator is to summarize how seed plants and animals are adapted to their particular habitats; therefore, the primary focus of assessment should be to generalize the major points about how the structures of plants and animals assist those organisms in meeting their needs for survival within their habitats. However, appropriate assessments should also require students to match a plant or animal with its habitat based on its structural adaptations; or identify structures of plants and animals that allow them to survive in a habitat.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007 5
3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants). Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have been introduced to how environments throughout the world support different plants (1-2.5) and animals (2-2.4). In 6th
grade (6-2), students will develop a more in-depth understanding of the structures, processes, and responses of plants that allow them to survive and reproduce.
It is essential for students to know that plants and animals have special traits or characteristics that allow them to survive in their particular habitats. These special traits or characteristics, called adaptations, are necessary for a plant or animal to survive if its surroundings change. • Physical adaptations can be a body structure that an organism has that allows it to meet its
needs in its habitat. • Behavioral adaptations can be an activity or action that helps an organism survive in its
habitat. Physical and Behavioral Adaptations of Animals Some adaptations of animals can help them find food or water, protect them from danger, or help them survive when conditions in the environment change. These adaptations include: Hibernation • A resting state that helps animals survive in winter. • During hibernation, the animal’s body processes, like breathing, slow down, and they survive
on stored food or fat. • Many animals, for example insects, birds, reptiles and some mammals, eat a lot of food in the
autumn months to store up fat. • Then they burrow into the ground or curl up under leaves, or hide themselves in dens, safe
from the winter cold and enemies. • When the temperature rises in the spring, the animal wakes up and leaves its hiding place. Defense • Some animals have special adaptations to protect themselves from being hurt, killed, or
eaten. • These special defense mechanisms include physical adaptations such as quills and claws, and
behavioral adaptations such as taking flight, tricking (mimicry, playing dead), spraying, or fighting.
Locomotion • In order for animals to find the resources they need for food, shelter, or space, they must be
able to move around.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007 6
• Animals have special structures for moving depending on where they live, for example above ground (swinging, climbing and flying), on the ground (crawling, walking, hopping), or in the water (floating, swimming and diving).
Movement • The movement of animals over the same route in the same season each year is called
migration. • This behavior allows animals to take advantage of resources (like food or water) in one
location when they run low in another location. Food obtainment • Animals have special structures used for getting food, for example the beaks of birds, mouths
of insects, teeth, or claws that are shaped in different ways depending on the type of food they eat.
Camouflage • Camouflage is a color or pattern that allows an animal to blend into its environment and
protects it from being seen by its enemies or allows it to sneak up more easily on their food. Physical and Behavioral Adaptations of Plants Plants cannot move like animals can, but they can respond to a change in their environment. Some examples of plant adaptations for survival include: Seed dispersal • Most plants produce a large number of seeds because most seeds do not survive. • In order to ensure that seeds will survive, they must be carried away (dispersed) from the
parent plant. • Some seeds have hooks on them that allow them to attach to animal fur or clothes. • Some seeds are able to float in water. • Some seeds are light and have wings or thin hairs that allow them to be carried away by
wind. • Some seeds are eaten by animals and deposited in areas away from the parent plants. Color • Flowers come in a variety of shapes, sizes, and colors. • Petals are colored and scented to attract insects and other creatures for the purposes of
pollination. • The coloration of parts of some plants (fruits for example berries, or flower petals) makes
them attractive to some animals (for example birds or bees). Response to light • A plant needs sunlight or some other light source to survive. • It uses the light for the energy it needs to make its food.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007 7
• A plant always turns its leaves and bends its stems toward the light. It is not essential for students to understand the concepts of plant defense mechanisms, dormancy, or to explore the various other types of plant tropisms, as they will investigate this in 6th
grade (6-2.7).
Assessment guidelines: The objective of this indicator is to explain the effects of physical and behavioral adaptations on survival; therefore, the primary focus of assessment should be to construct a cause-and-effect model of the various ways that survival is affected by physical or behavioral adaptations of plants or animals. However, appropriate assessments should also require students to exemplify physical or behavioral adaptations of plants and animals that allow them to survive; classify an adaptation based on how it helps the plant or animal to survive; or summarize the purpose of a particular adaptation for survival of the plant or animal.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007 8
3-2.3 Recall the characteristics of an organism’s habitat that allow the organism to survive there.
Taxonomy level: 1.2-A Remember Factual Knowledge Previous/Future knowledge: In kindergarten (K-2.1), students identified the specific needs of all living things. In 1st grade, students identified needs specific to plants (1-2.1) and explained how the distinct environments support different types of plants (1-2.5). In 2nd grade, students identified needs specific to animals (2-2.1) and explained how the distinct environments support different types of animals (2-2.3). In 5th
grade (5-2.2), students will develop a more in-depth understanding of the abiotic factors in an ecosystem and will explain how limiting factors affect populations.
It is essential for students to know that organisms have needs for survival that are found in their particular habitats. Organisms can only survive in an area where its basic needs (air, food, water, shelter or space, and light) can be met. A habitat offers a range of conditions, for example water, air, food, shelter or space, or sunlight, which allow some organisms to live there. The specific characteristics of the habitat that allow the needs of energy, growth, and protection to be met are dependent upon the particular plant or animal. • The habitat for some animals and plants may cover a large area. Some examples may be:
o grazing animals may need lots of area to get enough food, o birds fly from place to place to get food, or o large trees will grow in areas where enough water is available for their growth.
• Other animals or plants have habitats that may be a small part of a larger environment. Some examples may be: o squirrels may make their nests in one tree in a forest, o some small insects may live under a fallen log in the forest; o orchid flowers live by hanging on trees found only in warm, wet areas, or o water lilies live in ponds in the shallow water.
It is not essential for students to know features about specific biomes. Assessment Guidelines: The objective of this indicator is to recall characteristics of a habitat that allow an organism to survive there; therefore, the primary focus of assessment should be to recognize that organisms could only survive in a habitat where their needs can be met. However, appropriate assessments should also require student to identify habitats that are appropriate for some common plants and animals; or recognize when a habitat is not appropriate for some common plants and animals.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007 9
3-2.4 Explain how changes in the habitats of plants and animals affect their survival. Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have been introduced to distinct environments for plants in 1st grade (1-2.5) and animals in 2nd grade (2-2.3). In 5th
grade (5-2.2), students will develop a more in-depth understanding of the abiotic factors in an ecosystem and will explain how limiting factors affect populations.
It is essential for students to know that resources (basic needs) within a habitat can keep only a certain number of plants and animals alive. This depends on how well the habitat provides for the needs of the plant or animal. Changes in a habitat can affect the survival of a plant and animal. There are many changes that can occur within a habitat that would force the animals or plants to change or adapt to survive. • Habitat change can occur naturally. Some changes occur rapidly, for example, disease, fire,
hurricanes, landslides, volcanoes, earthquakes, or changes in temperature or amount of rainfall (drought or flood) can change a habitat. Some changes occur slowly, for example, the changes in a plant life due to changes in sunlight (grasses to shrubs to trees), or if erosion occurs, causing the soil to wear away, fewer plants will be able to survive. When these events happen, the habitat usually cannot provide the needs for the animals or plants to survive there anymore.
• Humans can also cause habitat changes. For example, clearing land to build homes, buildings, or farmland can cause the animals in that area to have to move to another location for food or shelter. Plants that normally grow there would not find the conditions for their growth available anymore.
• Other animals or plants could also move into a habitat taking up needed space and food. • If animals or plants cannot adapt to changes in the environment, extinction (loss of an entire
group of organisms) of that type of animal or plant can occur. It is not essential for students to know the underlying reasons why or the causes for the natural events. Assessment Guidelines: The objective of this indicator is to explain how changes in a habitat can affect the survival of a plant or animal; therefore, the primary focus of assessment should be to construct a cause-and-effect model of the way a change in a habitat effects the survival of a plant or animal. However, appropriate assessments should also require student to summarize major points about changes in habitats affecting plant and animal survival; or identify the change as caused by natural events or caused by living things.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007 10
3-2.5 Summarize the organization of simple food chains (including the roles of producers, consumers, and decomposers). Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have been introduced to energy in 2nd grade (2-2.1) as it relates to the food that plants and animals need to survive. In 5th
grade (5-2.4), students will develop a more in-depth understanding of roles that organisms serve as they interact and depend on one another using food chains and food webs.
It is essential for students to know that all organisms need energy to survive. Energy gives the organism its ability to move and do the things it needs to survive. In most habitats, the Sun provides the initial energy which is passed from plants to animals. • When scientists describe the way that energy is passed from one organism to another they
use a model called a food chain. • A food chain uses arrows to show the direction in which energy is passed and usually
contains no more than six organisms. Food chains have three types of organisms. The role of an organism can be described by how it obtains its energy. Producers • Any green plant, which uses sunlight to make food for energy. • Producers are the first organisms listed in a food chain, understanding that the Sun provides
the initial energy for the plants. Consumers • An organism (usually an animal) that obtains its energy by eating other organisms (plants
and/or animals). Decomposers • An organism (for example worms, mold, or mushrooms) that obtains its energy by feeding on
and breaking down dead plants and animals. • Decomposers are often not listed in a food chain even though they are always the final link. It is not essential for students to know specific types of consumers (herbivores, carnivores, omnivores) or to understand the concept of food webs. Assessment Guidelines: The objective of this indicator is to summarize the organization of simple food chains; therefore, the primary focus of assessment should be to generalize information about the roles of organisms in food chains. However, appropriate assessments should also require students to identify the role of an organism based its location in the food chain; recall how an organism obtains its energy in the food chain; or illustrate parts of a food chain using words, pictures, or diagrams.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007
3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats.
Taxonomy level: 2.2 and 2.4-B Understand Conceptual Knowledge Previous/Future knowledge: Students have been introduced to major structures and basic life cycle stages of plants in 1st grade (1-2.2, 1-2.4) and to how these structures help plants survive in their habitats (1-2.6). Students have also been introduced to the various stages in the life cycle of animals in 2nd grade (2-2.5). In 6th
grade (6-2), students will develop a more in-depth understanding of the structures, processes, and responses of plants that allow them to survive and reproduce.
It is essential for students to know that every plant and animal has a pattern of growth and development called a life cycle. As seed plants and animals go through their life cycles, they grow within a habitat for which their needs can be met. Plants and animals have adaptations that allow them to survive the conditions within habitats in which they live. • An adaptation is a characteristic that improves the organism’s ability to survive. • A habitat is a place where an organism or groups of organisms live and obtain the air, food,
water, shelter or space, or light needed to survive. Life Cycle of Seed Plants It is essential for students to know the stages of growth in seed plants that are part of their life cycle. Seed • After pollination (the spreading of pollen from flower to flower) occurs, seeds are produced
and may be stored in fruits. • Seeds contain tiny undeveloped plants and enough food for growth to start. • Seeds need water and warmth to germinate (begin to grow). Seedling • Seedlings produce the parts of the plant that will be needed for the adult plant to survive in its
habitat. • Roots begin to grow and take in nutrients and water from the habitat. • The stem starts to grow towards light and the first leaves form on the stem. • Later, more leaves will form that help the plant make its food. Mature Plant • Mature plants have the same structures (for example roots, stems, and leaves) as seedlings,
but in addition they develop flowers or cones, which produce seeds. Life Cycles of Various Animals It is essential for students to know the stages of growth that are part of the life cycles in a variety of animal types. These stages are not the same for all animals.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007
• Some animals give birth to baby animals that look like small adults. As the babies grow, they change in size. Other changes might be color, shape, or type of covering.
• For example, horses give birth to babies that look like small horses. Chickens lay eggs that hatch babies that look like small chickens.
• Some animals begin as an egg and then undergo changes in their life cycle. These changes may be in appearance, color, shape, or growth of new structures. These changes in form are called metamorphosis.
• For example, in a beetle the stages of metamorphosis are called egg, larva, pupa, and adult. In a grasshopper, the stages of metamorphosis are egg, young (nymph), and adult.
Chart for teacher information only
Animal Family Stages of Development Examples Mammal Young—Adult Dog, squirrel, human, whale Reptile Egg – Young – Adult Snake, turtle, lizard, alligator
Young – Adult Rattlesnake (live birth) Amphibian Egg – Young – Adult Frog, toad, salamander
Insect Egg—Larva—Pupa—Adult Butterfly, beetle, housefly, mosquito Egg—Young—Adult Grasshopper, cockroach, praying mantis
Bird Egg—Young—Adult Chicken, robin, hawk, duck Fish Young—Adult
Egg – Young— Adult Guppies (live birth), goldfish (live birth), minnows (egg), catfish (egg),
It is essential for students to know how plants and animals are adapted to their habitats so that their needs can be met. Adaptations of Seed Plants Some plants have special structural adaptations for meeting their needs in their particular habitat. Some examples of plant adaptations to conditions in their habitat may be: Roots • Roots take in water and nutrients from the habitat. • They may also hold the plant in place and store food and water. • Each variety of plant will survive where its roots size, length, and spread are adapted to the
habitat. • Some examples of root adaptations may be:
o Water lilies have long roots that can take in nutrients from the muddy bottoms of ponds or lakes.
o Cacti have roots that spread out close to the surface for living in dry habitats. o Carrots and dandelions have a large, thick root that is longer than its other roots. This
long root helps the plant survive by reaching far underground to find water and to firmly anchor the plant.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007
Stems • Stems move and store water and nutrients in the plant. Stems also provide support and
protection for the plant. Some examples of stem adaptations may be: o Vines have stems that can climb and stick to various surfaces to ensure that the leaves are
exposed to light. o Corn and sunflowers have stems that grow thick and strong but remain green and flexible
so that they can grow toward the sun. o Trees develop woody stems to support their size and provide protection during their long
life cycles. o Cacti have thick stems that store water when the habitat does not provide it. o Some stems have thorns that provide protection.
Leaves • Leaves produce food for plants in the presence of light. • Each variety of plant will survive where its leaf size, texture, thickness, and shape are
adapted to the habitat. • Some examples of leaf adaptations may be:
o Water lilies develop wide leaves that allow them to float on the water to capture sunlight to make food.
o Evergreen trees have leaves that are thin, waxy needles to protect them from freezing and from losing water.
Flowers • Flowers often have special sizes, smells, shapes, or colors that attract organisms for
pollination. Fruit • Fruits are formed around the seed to protect it. Some examples of fruit adaptations may be:
o Some fruits are moist and fleshy (tomatoes, grapes, or peaches). Fleshy fruits attract animals that eat them helping to disperse the seeds.
o Others fruits are dry and/or hard (coconuts, walnuts or pea pods). Seeds • Some seeds begin to grow as soon as conditions allow for germination. • Seeds have adaptations that allow them to be dispersed and also to have enough food for the
plant until it begins making its own food. Adaptations of Animals Some animals have special adaptations for living in their particular habitat. Some examples of animal adaptations to conditions in their habitat may be: • In habitats where the temperature is cold, animals may have blubber or thick fur for warmth. • In a water habitat, some animals have special structures that allow them to live as air-
breathing animals in the water.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007
• In habitats where food is scarce, some animals may have long necks to obtain food (giraffe) or special storage structures for food and water (camel).
• In habitats where the temperature is very hot, animals may seek food at night (nocturnal) or seek shelter in the shade during the day.
It is not essential for students to know the parts or types of leaves, the specific structures of flowers, or how seeds are produced, as this will be further developed in 6th
grade (6-2). Students do not need to know the term incomplete metamorphosis.
Assessment guidelines: One objective of this indicator is to illustrate the life cycles of seed plants and a variety of animals; therefore, the primary focus of assessment should be to give or use illustrations to show the stages in the life cycles of seed plants and a variety of animals. However, appropriate assessments should also require students to summarize the steps of a seed plant life cycle; or compare life cycles of a variety of animals. Another objective of this indicator is to summarize how seed plants and animals are adapted to their particular habitats; therefore, the primary focus of assessment should be to generalize the major points about how the structures of plants and animals assist those organisms in meeting their needs for survival within their habitats. However, appropriate assessments should also require students to match a plant or animal with its habitat based on its structural adaptations; or identify structures of plants and animals that allow them to survive in a habitat.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007
3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants). Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have been introduced to how environments throughout the world support different plants (1-2.5) and animals (2-2.4). In 6th
grade (6-2), students will develop a more in-depth understanding of the structures, processes, and responses of plants that allow them to survive and reproduce.
It is essential for students to know that plants and animals have special traits or characteristics that allow them to survive in their particular habitats. These special traits or characteristics, called adaptations, are necessary for a plant or animal to survive if its surroundings change. • Physical adaptations can be a body structure that an organism has that allows it to meet its
needs in its habitat. • Behavioral adaptations can be an activity or action that helps an organism survive in its
habitat. Physical and Behavioral Adaptations of Animals Some adaptations of animals can help them find food or water, protect them from danger, or help them survive when conditions in the environment change. These adaptations include: Hibernation • A resting state that helps animals survive in winter. • During hibernation, the animal’s body processes, like breathing, slow down, and they survive
on stored food or fat. • Many animals, for example insects, birds, reptiles and some mammals, eat a lot of food in the
autumn months to store up fat. • Then they burrow into the ground or curl up under leaves, or hide themselves in dens, safe
from the winter cold and enemies. • When the temperature rises in the spring, the animal wakes up and leaves its hiding place. Defense • Some animals have special adaptations to protect themselves from being hurt, killed, or
eaten. • These special defense mechanisms include physical adaptations such as quills and claws, and
behavioral adaptations such as taking flight, tricking (mimicry, playing dead), spraying, or fighting.
Locomotion • In order for animals to find the resources they need for food, shelter, or space, they must be
able to move around.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007
• Animals have special structures for moving depending on where they live, for example above ground (swinging, climbing and flying), on the ground (crawling, walking, hopping), or in the water (floating, swimming and diving).
Movement • The movement of animals over the same route in the same season each year is called
migration. • This behavior allows animals to take advantage of resources (like food or water) in one
location when they run low in another location. Food obtainment • Animals have special structures used for getting food, for example the beaks of birds, mouths
of insects, teeth, or claws that are shaped in different ways depending on the type of food they eat.
Camouflage • Camouflage is a color or pattern that allows an animal to blend into its environment and
protects it from being seen by its enemies or allows it to sneak up more easily on their food. Physical and Behavioral Adaptations of Plants Plants cannot move like animals can, but they can respond to a change in their environment. Some examples of plant adaptations for survival include: Seed dispersal • Most plants produce a large number of seeds because most seeds do not survive. • In order to ensure that seeds will survive, they must be carried away (dispersed) from the
parent plant. • Some seeds have hooks on them that allow them to attach to animal fur or clothes. • Some seeds are able to float in water. • Some seeds are light and have wings or thin hairs that allow them to be carried away by
wind. • Some seeds are eaten by animals and deposited in areas away from the parent plants. Color • Flowers come in a variety of shapes, sizes, and colors. • Petals are colored and scented to attract insects and other creatures for the purposes of
pollination. • The coloration of parts of some plants (fruits for example berries, or flower petals) makes
them attractive to some animals (for example birds or bees). Response to light • A plant needs sunlight or some other light source to survive. • It uses the light for the energy it needs to make its food.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007
• A plant always turns its leaves and bends its stems toward the light. It is not essential for students to understand the concepts of plant defense mechanisms, dormancy, or to explore the various other types of plant tropisms, as they will investigate this in 6th
grade (6-2.7).
Assessment guidelines: The objective of this indicator is to explain the effects of physical and behavioral adaptations on survival; therefore, the primary focus of assessment should be to construct a cause-and-effect model of the various ways that survival is affected by physical or behavioral adaptations of plants or animals. However, appropriate assessments should also require students to exemplify physical or behavioral adaptations of plants and animals that allow them to survive; classify an adaptation based on how it helps the plant or animal to survive; or summarize the purpose of a particular adaptation for survival of the plant or animal.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007
3-2.3 Recall the characteristics of an organism’s habitat that allow the organism to survive there.
Taxonomy level: 1.2-A Remember Factual Knowledge Previous/Future knowledge: In kindergarten (K-2.1), students identified the specific needs of all living things. In 1st grade, students identified needs specific to plants (1-2.1) and explained how the distinct environments support different types of plants (1-2.5). In 2nd grade, students identified needs specific to animals (2-2.1) and explained how the distinct environments support different types of animals (2-2.3). In 5th
grade (5-2.2), students will develop a more in-depth understanding of the abiotic factors in an ecosystem and will explain how limiting factors affect populations.
It is essential for students to know that organisms have needs for survival that are found in their particular habitats. Organisms can only survive in an area where its basic needs (air, food, water, shelter or space, and light) can be met. A habitat offers a range of conditions, for example water, air, food, shelter or space, or sunlight, which allow some organisms to live there. The specific characteristics of the habitat that allow the needs of energy, growth, and protection to be met are dependent upon the particular plant or animal. • The habitat for some animals and plants may cover a large area. Some examples may be:
o grazing animals may need lots of area to get enough food, o birds fly from place to place to get food, or o large trees will grow in areas where enough water is available for their growth.
• Other animals or plants have habitats that may be a small part of a larger environment. Some examples may be: o squirrels may make their nests in one tree in a forest, o some small insects may live under a fallen log in the forest; o orchid flowers live by hanging on trees found only in warm, wet areas, or o water lilies live in ponds in the shallow water.
It is not essential for students to know features about specific biomes. Assessment Guidelines: The objective of this indicator is to recall characteristics of a habitat that allow an organism to survive there; therefore, the primary focus of assessment should be to recognize that organisms could only survive in a habitat where their needs can be met. However, appropriate assessments should also require student to identify habitats that are appropriate for some common plants and animals; or recognize when a habitat is not appropriate for some common plants and animals.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007
3-2.4 Explain how changes in the habitats of plants and animals affect their survival. Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have been introduced to distinct environments for plants in 1st grade (1-2.5) and animals in 2nd grade (2-2.3). In 5th
grade (5-2.2), students will develop a more in-depth understanding of the abiotic factors in an ecosystem and will explain how limiting factors affect populations.
It is essential for students to know that resources (basic needs) within a habitat can keep only a certain number of plants and animals alive. This depends on how well the habitat provides for the needs of the plant or animal. Changes in a habitat can affect the survival of a plant and animal. There are many changes that can occur within a habitat that would force the animals or plants to change or adapt to survive. • Habitat change can occur naturally. Some changes occur rapidly, for example, disease, fire,
hurricanes, landslides, volcanoes, earthquakes, or changes in temperature or amount of rainfall (drought or flood) can change a habitat. Some changes occur slowly, for example, the changes in a plant life due to changes in sunlight (grasses to shrubs to trees), or if erosion occurs, causing the soil to wear away, fewer plants will be able to survive. When these events happen, the habitat usually cannot provide the needs for the animals or plants to survive there anymore.
• Humans can also cause habitat changes. For example, clearing land to build homes, buildings, or farmland can cause the animals in that area to have to move to another location for food or shelter. Plants that normally grow there would not find the conditions for their growth available anymore.
• Other animals or plants could also move into a habitat taking up needed space and food. • If animals or plants cannot adapt to changes in the environment, extinction (loss of an entire
group of organisms) of that type of animal or plant can occur. It is not essential for students to know the underlying reasons why or the causes for the natural events. Assessment Guidelines: The objective of this indicator is to explain how changes in a habitat can affect the survival of a plant or animal; therefore, the primary focus of assessment should be to construct a cause-and-effect model of the way a change in a habitat effects the survival of a plant or animal. However, appropriate assessments should also require student to summarize major points about changes in habitats affecting plant and animal survival; or identify the change as caused by natural events or caused by living things.
Habitats and Adaptations 3-2 The student will demonstrate an understanding of the structures, characteristics,
and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)
Effective August 2007
3-2.5 Summarize the organization of simple food chains (including the roles of producers, consumers, and decomposers). Taxonomy level: 2.4-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have been introduced to energy in 2nd grade (2-2.1) as it relates to the food that plants and animals need to survive. In 5th
grade (5-2.4), students will develop a more in-depth understanding of roles that organisms serve as they interact and depend on one another using food chains and food webs.
It is essential for students to know that all organisms need energy to survive. Energy gives the organism its ability to move and do the things it needs to survive. In most habitats, the Sun provides the initial energy which is passed from plants to animals. • When scientists describe the way that energy is passed from one organism to another they
use a model called a food chain. • A food chain uses arrows to show the direction in which energy is passed and usually
contains no more than six organisms. Food chains have three types of organisms. The role of an organism can be described by how it obtains its energy. Producers • Any green plant, which uses sunlight to make food for energy. • Producers are the first organisms listed in a food chain, understanding that the Sun provides
the initial energy for the plants. Consumers • An organism (usually an animal) that obtains its energy by eating other organisms (plants
and/or animals). Decomposers • An organism (for example worms, mold, or mushrooms) that obtains its energy by feeding on
and breaking down dead plants and animals. • Decomposers are often not listed in a food chain even though they are always the final link. It is not essential for students to know specific types of consumers (herbivores, carnivores, omnivores) or to understand the concept of food webs. Assessment Guidelines: The objective of this indicator is to summarize the organization of simple food chains; therefore, the primary focus of assessment should be to generalize information about the roles of organisms in food chains. However, appropriate assessments should also require students to identify the role of an organism based its location in the food chain; recall how an organism obtains its energy in the food chain; or illustrate parts of a food chain using words, pictures, or diagrams.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007 1
3-3.1 Classify rocks (including igneous, sedimentary, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. Taxonomy level: 2.3-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.1), students recognized that Earth was composed of rocks, sand, soil, and water. Sand and rocks were classified by physical appearance (1-4.2) and soil was sorted by properties (1-4.3). Students have not previously identified the names or properties of the types of rocks or soils. Students will further develop the concept of soil properties in 7th grade (7-4.4) and will explain the relationships between the types of rocks in the rock cycle in 8th
grade (8-3.4).
Classify Rocks It is essential for students to know that there are three classifications of rocks – igneous, sedimentary, and metamorphic. Rocks can be classified by properties, such as how they are formed, color, visible crystals or minerals, grain pieces, patterns in the rock such as stripes. Igneous • Igneous rock was once melted but it has cooled and hardened. • The melted material is called magma or lava. • Igneous rocks may be glassy or grainy with crystals of different types of minerals in them. • Granite is an example of an igneous rock. Sedimentary • Sedimentary rocks are usually made up of pieces of rock called sediments that have been
pressed and cemented together. • Some may contain pieces of animal shells or skeletons or other remains of plants or animals. • Sandstone and limestone are examples of sedimentary rocks. Metamorphic • Metamorphic rock was once another type of rock deep inside Earth, but heat and the pressing
of the rocks above caused the minerals to change. • Rocks that were pressed down could have the minerals line up in rows or bands. • Sometimes the heat just changes the size of the mineral crystals. • Marble and slate are examples of metamorphic rocks. It is not essential for students to know classifications within each type of rock. The relationship between the groups of rocks as explained by the rock cycle is also not necessary here. Classify Soils It is essential for students to know that soil can be classified based on content, texture, or grain size. Types of soil include humus, sand, clay, and silt.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007 2
Humus • Humus is soil that is made up of decayed parts of once-living organisms. • It is dark, soft, and very crumbly. Sand • Sand has large grains with large spaces between the grains. • This lets water leave it quickly. Sand feels gritty. Clay • Clay has very small grains, much smaller than sand or silt, and holds water easily. • This makes clay sticky when wet, but when it dries, it forms hard clumps. Silt • Silt has pieces that are smaller than sand. It feels like powder. Some soils are combinations of these soil types. For example, “loam” soil has large and small grains with lots of humus. This makes it dark and rich soil for plants. Another example, “potting soil” or “topsoil”; also has a lot of humus. Once some sand has been added to it, it is also good for growing plants. It is not essential for students to know soil profiles or the layers of soil. The relationship between the groups of rocks is explained by the rock cycle. Soil conservation is also not necessary but can be a good class discussion because of the importance of soil as a resource. Assessment Guidelines: The objective of this indicator is to classify types of rocks and soil; therefore, the primary focus of assessment should be to group rocks and soils by the properties used to describe them. However, appropriate assessments should also require students to recognize a particular rock or a soil type based on the description; exemplify rocks that are classified as a particular type; or recall how a particular rock type was formed.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007 3
3-3.2 Identify common minerals on the basis of their properties by using a minerals identification key. Taxonomy level: 1.1-A, B Understand Factual, and Conceptual Knowledge
Previous/Future knowledge: Minerals are introduced as new material for 3rd grade. They will be further studied in 8th
grade (8-3.5) when students will summarize the importance of minerals, ores, and fossil fuels as Earth resources on the basis of their physical and chemical properties. In high school Earth Science (3.7), students will classify minerals and rocks on the basis of their physical and chemical properties and the environment in which they were formed.
It is essential for students to know that minerals are solid, formed in nature, have never been alive, and have properties by which they can be identified. Some examples of physical properties of minerals may be: Hardness • Hardness refers to whether the mineral can be scratched or can scratch something else. • The harder a mineral, the fewer things can scratch it. • The hardness is numbered 1-10 with 1 being the softest and 10 being the hardest. Diamond is
the hardest mineral. Color • Color can be used along with other properties to help identify a mineral. • Since many minerals have the same color, it cannot be used as the only property for
identification. Luster • Some minerals can be very shiny, pearly, or glassy and other minerals are dull. Special Properties • If an acid (vinegar) is placed on a mineral, it may bubble or fizz. • Some minerals split into thin sheets. Some minerals have magnetic properties. A mineral identification key is a chart that will give information about the properties of the minerals listed on the key. Properties of a given mineral are compared to those listed on the key and the mineral can be identified. Some common minerals with very observable properties might include calcite, feldspar, mica, talc, gypsum, quartz, and fluorite. A sample mineral identification key is provided.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007 4
Sample: Minerals Identification Key Mineral Properties
Hardness (scratch test)
Color Luster Special Properties
Calcite 3 scratched by nail
White Dull/Glassy Bubbles with acid
Feldspar 6 scratches glass
Pink or white Dull/Pearly ---
Mica 2 scratched by
fingernail
Black/Gray Shiny Splits into thin sheets
Talc 1 easily scratched
by fingernail
White Dull ---
Gypsum 2 scratched by
fingernail
White/Gray Dull ---
Quartz 7 scratches glass
Various colors Glassy
Fluorite 4
Various colors
It is not essential for students to know about crystal shape of minerals or the breakage properties of minerals. They do not need to know about the Mohs scale of hardness. The streak color of a mineral formed when the mineral is scratched across a ceramic plate is interesting but may be beyond the understanding for 3rd
grade identification.
Assessment Guidelines: The objective of this indicator is to identify minerals based on their properties; therefore, the primary focus of assessment should be to locate a mineral by its properties by using the information found on an identification key. However, appropriate assessments should also require students to identify mineral properties; or recall what would be observed when making an identification of a particular property.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007 5
3-3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and animals). Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/Future knowledge: Fossils are introduced as new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils). In high school Earth Science (6.3), students will summarize how fossil evidence reflects the changes in environmental conditions on Earth over time.
It is essential for students to know that a fossil is the remains of a living thing that lived long ago that has turned to rock. There are several types of fossils: Mold • A cavity or opening in a rock that has the shape of once living thing. • Fossil imprints of leaves and other thin objects, such as wings, feathers, and footprints are
also molds. • The leaves or animal parts rotted away long ago. Cast • A mold that has been filled in with sediments which harden and take the shape of the once
living thing. Preserved parts • Actual parts of the living thing such as shells, bones, or teeth that have turned to stone. • For example, sometimes an insect long ago was trapped in tree sap. • That sap hardened into a rock called amber. • The insect was preserved in the amber stone. It is not essential for students to know about carbonized imprint fossils. It may be interesting to discuss that some fossils are frozen remains or remains found in tar pits but these are not necessary for assessment. Assessment Guidelines: The objective of this indicator is to recognize types of fossils; therefore, the primary focus of assessment should be to locate a fossil type (including molds, casts, and preserved parts of plants and animals) based on the information presented about that fossil. However, appropriate assessments should also require students to identify a particular fossil from a drawing or picture; or recall types of fossils as stated in the indicator.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007 6
3-3.4 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago. Taxonomy level: 2.5-B Understand Conceptual Knowledge
Previous/Future knowledge: Fossils and their relationship to the early environments of plants and animals is new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils) and in high school Earth Science.
It is essential for students to know that fossils can give information about what the environment was like in the location where the fossil was found. For example, • Fossils of a water organism found in an area that is now mountains means that area was
possibly once under water. • Fossils of trees or tree parts that are found in a desert mean that area was possibly once a
forest. • Fossils of plants that are found in very cold areas of Earth means that area at one time
possibly had a warmer climate.
Every time a new fossil is found, more information about life on Earth and the environment of Earth is discovered. It is not essential for students to know any specific times of early Earth history like the Paleozoic Era or the Jurassic Period. The exact names of organisms that lived long ago might be an interesting discussion, but it is not necessary for this indicator. Assessment Guidelines: The objective of this indicator is to infer early Earth environments from fossil information; therefore, the primary focus of assessment should be to make a conclusion about the early environment in an area on the basis of the fossil organism. However, appropriate assessments should also require students to compare environments of early Earth with environments today; or exemplify organisms that might help determine an environment.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007 7
3-3.5 Illustrate Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Taxonomy level: 2.2-A Understand Factual Knowledge Previous/Future knowledge: The identification of specific water features found on Earth is new to this grade. In 1st grade (1-4.5), students illustrated the locations of water on Earth. In 4th grade (4-2.2), students will explain the characteristics of environments that include rivers and streams. In 5th
grade (5-2.3), students will compare ecosystems that include oceans, lakes, and ponds.
It is essential for students to know that there are many places on Earth where water is found. Sometimes the water is saltwater and other times it is fresh water. Most of the water on Earth is saltwater. Water is mostly in liquid form in these features, but sometimes it can be solid (ice). Earth’s water features include: Oceans • Oceans are large bodies of salt water that surrounds a continent. Seas • Seas are large bodies of salt water that is often connected to an ocean. • A sea may be partly or completely surrounded by land. Rivers • Rivers are large, flowing bodies of fresh water that usually empty into a sea or ocean. Streams • Streams are small, flowing bodies of fresh water that flow into rivers. Lakes& ponds • Lakes and ponds are areas where water, usually freshwater, are surrounded by land. • Lakes and ponds differ in size with ponds usually being smaller than lakes. Glaciers • Glaciers are huge sheets of ice that cover land. • They are found where temperatures are very cold, for example, high in the mountains or near
the poles of Earth. It is not essential for students to name specific bodies of water. Assessment Guidelines: The objective of this indicator is to illustrate Earths saltwater and freshwater features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of Earth’s water features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007 8
However, appropriate assessments should also require students to identify oceans on a world map; compare the size of oceans, lakes, and ponds; or identify where glaciers might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007 9
3-3.6 Illustrate Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: The identification of specific land features found on Earth is new to this grade. In 5th grade, students will explain how volcanic eruptions affect the land (5-3.1) and will compare continental and oceanic landforms (5-3.3). In 8th
grade (8-3.7), students will illustrate the creation and changing of landforms including volcanic eruptions and mountain-building.
It is essential for students to know that Earth’s surface has many natural shapes or features called landforms. Earth’s land features that can be seen on models, pictures, diagrams, and maps include: Volcanoes • An opening in Earth’s surface from which lava flows. • As the lava hardens and builds up, a volcanic mountain forms. Mountains • A place on Earth’s surface where the land is much higher than the land that surrounds it. • Some mountains are tall and rocky and others are rounded and covered with trees. • A mountain area that has a flat top is called a plateau. Valleys • A lowland area between higher areas such as mountains. • Sometimes rivers can wear away land to form valleys. Canyons • A deep valley with very steep sides. • They are often carved from the Earth by a river. Caverns • A large cave or underground chamber. • Caverns or caves are formed underground when water wears away the rock. Islands • An area of land that is entirely surrounded by water. • Sometimes islands are located in lakes, or they may be out from the seashore as barrier
islands. It is not essential for students to name specific landforms such as Rocky Mountains or Carlsbad Caverns.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007 10
Assessment Guidelines: The objective of this indicator is to illustrate Earth’s land features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of land features of Earth (including volcanoes, mountains, valleys, canyons, caverns, and islands). However, appropriate assessments should also require students to identify a feature on a world map or model; compare features based on their descriptions; or identify where a feature might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007 11
3-3.7 Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.6), students gave examples of Earth materials used for building structures or for growing plants. In 5th grade (5-3.6), students will study the conservation of natural resources. In 7th grade (7-5.6), students will focus on the resources as renewable or nonrenewable. Students will further develop this concept in 8th
grade (8-3.5) to include the importance of fossil fuels as Earth resources. Fuels are new Earth materials for this grade.
It is essential for students to know that Earth is rich in useful resources that can be used for various purposes:
Fuels Earth materials come from inside Earth and are used as fuels. For example, fuels such as oil and coal can be burned to produce heat or made into gasoline to help run cars and other vehicles.
Building structures Earth materials can be mined from Earth and used to make building blocks or other building materials. For example, granite, marble, and sandstone have been used to make blocks for homes and office buildings. The mineral calcite is used to make cement for building.
Growing plants Earth materials can be used as a medium for growing plants. For example,
soil is made up of weathered pieces of rocks, minerals, and humus which supply water, nutrients and support for growing plants. Different types of soil are needed depending upon the type of plants that need to grow in the soil.
It is not essential for students to know less common materials such as natural gas or propane for fuels, or peat moss or vermiculite as growing mediums for plants. Students do not need to identify or classify Earth resources as renewable or nonrenewable at this time. Assessment Guidelines: The objective of this indicator is to exemplify uses of Earth materials; therefore, the primary focus of assessment should be to give examples of uses for Earth materials as fuel, as building materials, and as a growing medium for plants. However, appropriate assessments should also require students to identify a resource that would meet one of the criteria.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007 12
3-3.8 Illustrate changes in Earth’s surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.4), students recognized that water flows downhill. This concept can be used as background for understanding weathering and erosion. All the other concepts are new to 3rd grade but can be tied to other indicators such as 3-3.1, 3-3.5, and 3-3.6. Students will further develop this concept in 5th
grade (5-3.1) to include how these natural processes affect the land and oceans in constructive and destructive ways.
It is essential for students to know that the surface of Earth does change in natural ways. Sometimes the change can be caused by a very slow process and at other times it can be caused by a rapid process. There is often evidence on the surface that these processes have caused a change. Changes Due to Slow Processes Weathering When weathering is occurring, Earth materials, for example rocks are
being broken apart. Little or big cracks in the rock are evidence that weathering is taking place.
Erosion When erosion is occurring, Earth materials, like rock, sand, and soil, are
being carried away from their original location. Water and wind are often the causes for erosion.
Deposition When deposition is occurring, Earth materials that have been eroded are
put in a new location. When the wind stops blowing, sand and soil may be put down in piles as large as dunes. Water may deposit its material at the end of a river and form a delta.
Changes Due to Rapid Processes Landslides When a landslide is occurring, Earth materials, like rock, sand, and soil,
on the side of a slope or cliff drop down to a lower location. Water soaking into the ground often makes this happen.
Volcanic Eruptions When a volcanic eruption is occurring, Earth material called lava comes
out of the volcano flows down the side of the volcanic mountain (or is sent up into the air and lands nearby) where it hardens. The hardened volcanic rock forms new Earth material and often makes the volcanic mountain larger.
Floods When a flood is occurring, a lot of water causes rivers and streams to
overflow their banks over the surrounding land around them. Heavy rainfall in the area is usually the cause of a flood.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007 13
Earthquakes When an earthquake is occurring, the surface of the ground shakes and rolls causing damage to the Earth’s surface, like cracks and other openings, and damage to roads and buildings.
It is not essential for students to know runoff across Earth’s surface as part of the water cycle. They do not need the geology of why a landslide, a volcanic eruption, or earthquake occurs. Assessment Guidelines: The objective of this indicator is to illustrate natural changes to Earth’s surface; therefore, the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show understanding of changes that occurs because of identified slow and rapid processes. However, appropriate assessments should also require students to interpret a before and after picture to identify an event or describe the change; or compare the slow and rapid processes as to end result, amount of damage, or effect on manmade structures.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.1 Classify rocks (including igneous, sedimentary, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. Taxonomy level: 2.3-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.1), students recognized that Earth was composed of rocks, sand, soil, and water. Sand and rocks were classified by physical appearance (1-4.2) and soil was sorted by properties (1-4.3). Students have not previously identified the names or properties of the types of rocks or soils. Students will further develop the concept of soil properties in 7th grade (7-4.4) and will explain the relationships between the types of rocks in the rock cycle in 8th
grade (8-3.4).
Classify Rocks It is essential for students to know that there are three classifications of rocks – igneous, sedimentary, and metamorphic. Rocks can be classified by properties, such as how they are formed, color, visible crystals or minerals, grain pieces, patterns in the rock such as stripes. Igneous • Igneous rock was once melted but it has cooled and hardened. • The melted material is called magma or lava. • Igneous rocks may be glassy or grainy with crystals of different types of minerals in them. • Granite is an example of an igneous rock. Sedimentary • Sedimentary rocks are usually made up of pieces of rock called sediments that have been
pressed and cemented together. • Some may contain pieces of animal shells or skeletons or other remains of plants or animals. • Sandstone and limestone are examples of sedimentary rocks. Metamorphic • Metamorphic rock was once another type of rock deep inside Earth, but heat and the pressing
of the rocks above caused the minerals to change. • Rocks that were pressed down could have the minerals line up in rows or bands. • Sometimes the heat just changes the size of the mineral crystals. • Marble and slate are examples of metamorphic rocks. It is not essential for students to know classifications within each type of rock. The relationship between the groups of rocks as explained by the rock cycle is also not necessary here. Classify Soils It is essential for students to know that soil can be classified based on content, texture, or grain size. Types of soil include humus, sand, clay, and silt.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Humus • Humus is soil that is made up of decayed parts of once-living organisms. • It is dark, soft, and very crumbly. Sand • Sand has large grains with large spaces between the grains. • This lets water leave it quickly. Sand feels gritty. Clay • Clay has very small grains, much smaller than sand or silt, and holds water easily. • This makes clay sticky when wet, but when it dries, it forms hard clumps. Silt • Silt has pieces that are smaller than sand. It feels like powder. Some soils are combinations of these soil types. For example, “loam” soil has large and small grains with lots of humus. This makes it dark and rich soil for plants. Another example, “potting soil” or “topsoil”; also has a lot of humus. Once some sand has been added to it, it is also good for growing plants. It is not essential for students to know soil profiles or the layers of soil. The relationship between the groups of rocks is explained by the rock cycle. Soil conservation is also not necessary but can be a good class discussion because of the importance of soil as a resource. Assessment Guidelines: The objective of this indicator is to classify types of rocks and soil; therefore, the primary focus of assessment should be to group rocks and soils by the properties used to describe them. However, appropriate assessments should also require students to recognize a particular rock or a soil type based on the description; exemplify rocks that are classified as a particular type; or recall how a particular rock type was formed.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.2 Identify common minerals on the basis of their properties by using a minerals identification key. Taxonomy level: 1.1-A, B Understand Factual, and Conceptual Knowledge
Previous/Future knowledge: Minerals are introduced as new material for 3rd grade. They will be further studied in 8th
grade (8-3.5) when students will summarize the importance of minerals, ores, and fossil fuels as Earth resources on the basis of their physical and chemical properties. In high school Earth Science (3.7), students will classify minerals and rocks on the basis of their physical and chemical properties and the environment in which they were formed.
It is essential for students to know that minerals are solid, formed in nature, have never been alive, and have properties by which they can be identified. Some examples of physical properties of minerals may be: Hardness • Hardness refers to whether the mineral can be scratched or can scratch something else. • The harder a mineral, the fewer things can scratch it. • The hardness is numbered 1-10 with 1 being the softest and 10 being the hardest. Diamond is
the hardest mineral. Color • Color can be used along with other properties to help identify a mineral. • Since many minerals have the same color, it cannot be used as the only property for
identification. Luster • Some minerals can be very shiny, pearly, or glassy and other minerals are dull. Special Properties • If an acid (vinegar) is placed on a mineral, it may bubble or fizz. • Some minerals split into thin sheets. Some minerals have magnetic properties. A mineral identification key is a chart that will give information about the properties of the minerals listed on the key. Properties of a given mineral are compared to those listed on the key and the mineral can be identified. Some common minerals with very observable properties might include calcite, feldspar, mica, talc, gypsum, quartz, and fluorite. A sample mineral identification key is provided.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Sample: Minerals Identification Key Mineral Properties
Hardness (scratch test)
Color Luster Special Properties
Calcite 3 scratched by nail
White Dull/Glassy Bubbles with acid
Feldspar 6 scratches glass
Pink or white Dull/Pearly ---
Mica 2 scratched by
fingernail
Black/Gray Shiny Splits into thin sheets
Talc 1 easily scratched
by fingernail
White Dull ---
Gypsum 2 scratched by
fingernail
White/Gray Dull ---
Quartz 7 scratches glass
Various colors Glassy
Fluorite 4
Various colors
It is not essential for students to know about crystal shape of minerals or the breakage properties of minerals. They do not need to know about the Mohs scale of hardness. The streak color of a mineral formed when the mineral is scratched across a ceramic plate is interesting but may be beyond the understanding for 3rd
grade identification.
Assessment Guidelines: The objective of this indicator is to identify minerals based on their properties; therefore, the primary focus of assessment should be to locate a mineral by its properties by using the information found on an identification key. However, appropriate assessments should also require students to identify mineral properties; or recall what would be observed when making an identification of a particular property.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and animals). Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/Future knowledge: Fossils are introduced as new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils). In high school Earth Science (6.3), students will summarize how fossil evidence reflects the changes in environmental conditions on Earth over time.
It is essential for students to know that a fossil is the remains of a living thing that lived long ago that has turned to rock. There are several types of fossils: Mold • A cavity or opening in a rock that has the shape of once living thing. • Fossil imprints of leaves and other thin objects, such as wings, feathers, and footprints are
also molds. • The leaves or animal parts rotted away long ago. Cast • A mold that has been filled in with sediments which harden and take the shape of the once
living thing. Preserved parts • Actual parts of the living thing such as shells, bones, or teeth that have turned to stone. • For example, sometimes an insect long ago was trapped in tree sap. • That sap hardened into a rock called amber. • The insect was preserved in the amber stone. It is not essential for students to know about carbonized imprint fossils. It may be interesting to discuss that some fossils are frozen remains or remains found in tar pits but these are not necessary for assessment. Assessment Guidelines: The objective of this indicator is to recognize types of fossils; therefore, the primary focus of assessment should be to locate a fossil type (including molds, casts, and preserved parts of plants and animals) based on the information presented about that fossil. However, appropriate assessments should also require students to identify a particular fossil from a drawing or picture; or recall types of fossils as stated in the indicator.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.4 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago. Taxonomy level: 2.5-B Understand Conceptual Knowledge
Previous/Future knowledge: Fossils and their relationship to the early environments of plants and animals is new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils) and in high school Earth Science.
It is essential for students to know that fossils can give information about what the environment was like in the location where the fossil was found. For example, • Fossils of a water organism found in an area that is now mountains means that area was
possibly once under water. • Fossils of trees or tree parts that are found in a desert mean that area was possibly once a
forest. • Fossils of plants that are found in very cold areas of Earth means that area at one time
possibly had a warmer climate.
Every time a new fossil is found, more information about life on Earth and the environment of Earth is discovered. It is not essential for students to know any specific times of early Earth history like the Paleozoic Era or the Jurassic Period. The exact names of organisms that lived long ago might be an interesting discussion, but it is not necessary for this indicator. Assessment Guidelines: The objective of this indicator is to infer early Earth environments from fossil information; therefore, the primary focus of assessment should be to make a conclusion about the early environment in an area on the basis of the fossil organism. However, appropriate assessments should also require students to compare environments of early Earth with environments today; or exemplify organisms that might help determine an environment.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.5 Illustrate Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Taxonomy level: 2.2-A Understand Factual Knowledge Previous/Future knowledge: The identification of specific water features found on Earth is new to this grade. In 1st grade (1-4.5), students illustrated the locations of water on Earth. In 4th grade (4-2.2), students will explain the characteristics of environments that include rivers and streams. In 5th
grade (5-2.3), students will compare ecosystems that include oceans, lakes, and ponds.
It is essential for students to know that there are many places on Earth where water is found. Sometimes the water is saltwater and other times it is fresh water. Most of the water on Earth is saltwater. Water is mostly in liquid form in these features, but sometimes it can be solid (ice). Earth’s water features include: Oceans • Oceans are large bodies of salt water that surrounds a continent. Seas • Seas are large bodies of salt water that is often connected to an ocean. • A sea may be partly or completely surrounded by land. Rivers • Rivers are large, flowing bodies of fresh water that usually empty into a sea or ocean. Streams • Streams are small, flowing bodies of fresh water that flow into rivers. Lakes& ponds • Lakes and ponds are areas where water, usually freshwater, are surrounded by land. • Lakes and ponds differ in size with ponds usually being smaller than lakes. Glaciers • Glaciers are huge sheets of ice that cover land. • They are found where temperatures are very cold, for example, high in the mountains or near
the poles of Earth. It is not essential for students to name specific bodies of water. Assessment Guidelines: The objective of this indicator is to illustrate Earths saltwater and freshwater features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of Earth’s water features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
However, appropriate assessments should also require students to identify oceans on a world map; compare the size of oceans, lakes, and ponds; or identify where glaciers might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.6 Illustrate Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: The identification of specific land features found on Earth is new to this grade. In 5th grade, students will explain how volcanic eruptions affect the land (5-3.1) and will compare continental and oceanic landforms (5-3.3). In 8th
grade (8-3.7), students will illustrate the creation and changing of landforms including volcanic eruptions and mountain-building.
It is essential for students to know that Earth’s surface has many natural shapes or features called landforms. Earth’s land features that can be seen on models, pictures, diagrams, and maps include: Volcanoes • An opening in Earth’s surface from which lava flows. • As the lava hardens and builds up, a volcanic mountain forms. Mountains • A place on Earth’s surface where the land is much higher than the land that surrounds it. • Some mountains are tall and rocky and others are rounded and covered with trees. • A mountain area that has a flat top is called a plateau. Valleys • A lowland area between higher areas such as mountains. • Sometimes rivers can wear away land to form valleys. Canyons • A deep valley with very steep sides. • They are often carved from the Earth by a river. Caverns • A large cave or underground chamber. • Caverns or caves are formed underground when water wears away the rock. Islands • An area of land that is entirely surrounded by water. • Sometimes islands are located in lakes, or they may be out from the seashore as barrier
islands. It is not essential for students to name specific landforms such as Rocky Mountains or Carlsbad Caverns.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Assessment Guidelines: The objective of this indicator is to illustrate Earth’s land features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of land features of Earth (including volcanoes, mountains, valleys, canyons, caverns, and islands). However, appropriate assessments should also require students to identify a feature on a world map or model; compare features based on their descriptions; or identify where a feature might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.7 Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.6), students gave examples of Earth materials used for building structures or for growing plants. In 5th grade (5-3.6), students will study the conservation of natural resources. In 7th grade (7-5.6), students will focus on the resources as renewable or nonrenewable. Students will further develop this concept in 8th
grade (8-3.5) to include the importance of fossil fuels as Earth resources. Fuels are new Earth materials for this grade.
It is essential for students to know that Earth is rich in useful resources that can be used for various purposes:
Fuels Earth materials come from inside Earth and are used as fuels. For example, fuels such as oil and coal can be burned to produce heat or made into gasoline to help run cars and other vehicles.
Building structures Earth materials can be mined from Earth and used to make building blocks or other building materials. For example, granite, marble, and sandstone have been used to make blocks for homes and office buildings. The mineral calcite is used to make cement for building.
Growing plants Earth materials can be used as a medium for growing plants. For example,
soil is made up of weathered pieces of rocks, minerals, and humus which supply water, nutrients and support for growing plants. Different types of soil are needed depending upon the type of plants that need to grow in the soil.
It is not essential for students to know less common materials such as natural gas or propane for fuels, or peat moss or vermiculite as growing mediums for plants. Students do not need to identify or classify Earth resources as renewable or nonrenewable at this time. Assessment Guidelines: The objective of this indicator is to exemplify uses of Earth materials; therefore, the primary focus of assessment should be to give examples of uses for Earth materials as fuel, as building materials, and as a growing medium for plants. However, appropriate assessments should also require students to identify a resource that would meet one of the criteria.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.8 Illustrate changes in Earth’s surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.4), students recognized that water flows downhill. This concept can be used as background for understanding weathering and erosion. All the other concepts are new to 3rd grade but can be tied to other indicators such as 3-3.1, 3-3.5, and 3-3.6. Students will further develop this concept in 5th
grade (5-3.1) to include how these natural processes affect the land and oceans in constructive and destructive ways.
It is essential for students to know that the surface of Earth does change in natural ways. Sometimes the change can be caused by a very slow process and at other times it can be caused by a rapid process. There is often evidence on the surface that these processes have caused a change. Changes Due to Slow Processes Weathering When weathering is occurring, Earth materials, for example rocks are
being broken apart. Little or big cracks in the rock are evidence that weathering is taking place.
Erosion When erosion is occurring, Earth materials, like rock, sand, and soil, are
being carried away from their original location. Water and wind are often the causes for erosion.
Deposition When deposition is occurring, Earth materials that have been eroded are
put in a new location. When the wind stops blowing, sand and soil may be put down in piles as large as dunes. Water may deposit its material at the end of a river and form a delta.
Changes Due to Rapid Processes Landslides When a landslide is occurring, Earth materials, like rock, sand, and soil,
on the side of a slope or cliff drop down to a lower location. Water soaking into the ground often makes this happen.
Volcanic Eruptions When a volcanic eruption is occurring, Earth material called lava comes
out of the volcano flows down the side of the volcanic mountain (or is sent up into the air and lands nearby) where it hardens. The hardened volcanic rock forms new Earth material and often makes the volcanic mountain larger.
Floods When a flood is occurring, a lot of water causes rivers and streams to
overflow their banks over the surrounding land around them. Heavy rainfall in the area is usually the cause of a flood.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Earthquakes When an earthquake is occurring, the surface of the ground shakes and rolls causing damage to the Earth’s surface, like cracks and other openings, and damage to roads and buildings.
It is not essential for students to know runoff across Earth’s surface as part of the water cycle. They do not need the geology of why a landslide, a volcanic eruption, or earthquake occurs. Assessment Guidelines: The objective of this indicator is to illustrate natural changes to Earth’s surface; therefore, the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show understanding of changes that occurs because of identified slow and rapid processes. However, appropriate assessments should also require students to interpret a before and after picture to identify an event or describe the change; or compare the slow and rapid processes as to end result, amount of damage, or effect on manmade structures.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.1 Classify rocks (including igneous, sedimentary, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. Taxonomy level: 2.3-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.1), students recognized that Earth was composed of rocks, sand, soil, and water. Sand and rocks were classified by physical appearance (1-4.2) and soil was sorted by properties (1-4.3). Students have not previously identified the names or properties of the types of rocks or soils. Students will further develop the concept of soil properties in 7th grade (7-4.4) and will explain the relationships between the types of rocks in the rock cycle in 8th
grade (8-3.4).
Classify Rocks It is essential for students to know that there are three classifications of rocks – igneous, sedimentary, and metamorphic. Rocks can be classified by properties, such as how they are formed, color, visible crystals or minerals, grain pieces, patterns in the rock such as stripes. Igneous • Igneous rock was once melted but it has cooled and hardened. • The melted material is called magma or lava. • Igneous rocks may be glassy or grainy with crystals of different types of minerals in them. • Granite is an example of an igneous rock. Sedimentary • Sedimentary rocks are usually made up of pieces of rock called sediments that have been
pressed and cemented together. • Some may contain pieces of animal shells or skeletons or other remains of plants or animals. • Sandstone and limestone are examples of sedimentary rocks. Metamorphic • Metamorphic rock was once another type of rock deep inside Earth, but heat and the pressing
of the rocks above caused the minerals to change. • Rocks that were pressed down could have the minerals line up in rows or bands. • Sometimes the heat just changes the size of the mineral crystals. • Marble and slate are examples of metamorphic rocks. It is not essential for students to know classifications within each type of rock. The relationship between the groups of rocks as explained by the rock cycle is also not necessary here. Classify Soils It is essential for students to know that soil can be classified based on content, texture, or grain size. Types of soil include humus, sand, clay, and silt.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Humus • Humus is soil that is made up of decayed parts of once-living organisms. • It is dark, soft, and very crumbly. Sand • Sand has large grains with large spaces between the grains. • This lets water leave it quickly. Sand feels gritty. Clay • Clay has very small grains, much smaller than sand or silt, and holds water easily. • This makes clay sticky when wet, but when it dries, it forms hard clumps. Silt • Silt has pieces that are smaller than sand. It feels like powder. Some soils are combinations of these soil types. For example, “loam” soil has large and small grains with lots of humus. This makes it dark and rich soil for plants. Another example, “potting soil” or “topsoil”; also has a lot of humus. Once some sand has been added to it, it is also good for growing plants. It is not essential for students to know soil profiles or the layers of soil. The relationship between the groups of rocks is explained by the rock cycle. Soil conservation is also not necessary but can be a good class discussion because of the importance of soil as a resource. Assessment Guidelines: The objective of this indicator is to classify types of rocks and soil; therefore, the primary focus of assessment should be to group rocks and soils by the properties used to describe them. However, appropriate assessments should also require students to recognize a particular rock or a soil type based on the description; exemplify rocks that are classified as a particular type; or recall how a particular rock type was formed.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.2 Identify common minerals on the basis of their properties by using a minerals identification key. Taxonomy level: 1.1-A, B Understand Factual, and Conceptual Knowledge
Previous/Future knowledge: Minerals are introduced as new material for 3rd grade. They will be further studied in 8th
grade (8-3.5) when students will summarize the importance of minerals, ores, and fossil fuels as Earth resources on the basis of their physical and chemical properties. In high school Earth Science (3.7), students will classify minerals and rocks on the basis of their physical and chemical properties and the environment in which they were formed.
It is essential for students to know that minerals are solid, formed in nature, have never been alive, and have properties by which they can be identified. Some examples of physical properties of minerals may be: Hardness • Hardness refers to whether the mineral can be scratched or can scratch something else. • The harder a mineral, the fewer things can scratch it. • The hardness is numbered 1-10 with 1 being the softest and 10 being the hardest. Diamond is
the hardest mineral. Color • Color can be used along with other properties to help identify a mineral. • Since many minerals have the same color, it cannot be used as the only property for
identification. Luster • Some minerals can be very shiny, pearly, or glassy and other minerals are dull. Special Properties • If an acid (vinegar) is placed on a mineral, it may bubble or fizz. • Some minerals split into thin sheets. Some minerals have magnetic properties. A mineral identification key is a chart that will give information about the properties of the minerals listed on the key. Properties of a given mineral are compared to those listed on the key and the mineral can be identified. Some common minerals with very observable properties might include calcite, feldspar, mica, talc, gypsum, quartz, and fluorite. A sample mineral identification key is provided.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Sample: Minerals Identification Key Mineral Properties
Hardness (scratch test)
Color Luster Special Properties
Calcite 3 scratched by nail
White Dull/Glassy Bubbles with acid
Feldspar 6 scratches glass
Pink or white Dull/Pearly ---
Mica 2 scratched by
fingernail
Black/Gray Shiny Splits into thin sheets
Talc 1 easily scratched
by fingernail
White Dull ---
Gypsum 2 scratched by
fingernail
White/Gray Dull ---
Quartz 7 scratches glass
Various colors Glassy
Fluorite 4
Various colors
It is not essential for students to know about crystal shape of minerals or the breakage properties of minerals. They do not need to know about the Mohs scale of hardness. The streak color of a mineral formed when the mineral is scratched across a ceramic plate is interesting but may be beyond the understanding for 3rd
grade identification.
Assessment Guidelines: The objective of this indicator is to identify minerals based on their properties; therefore, the primary focus of assessment should be to locate a mineral by its properties by using the information found on an identification key. However, appropriate assessments should also require students to identify mineral properties; or recall what would be observed when making an identification of a particular property.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and animals). Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/Future knowledge: Fossils are introduced as new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils). In high school Earth Science (6.3), students will summarize how fossil evidence reflects the changes in environmental conditions on Earth over time.
It is essential for students to know that a fossil is the remains of a living thing that lived long ago that has turned to rock. There are several types of fossils: Mold • A cavity or opening in a rock that has the shape of once living thing. • Fossil imprints of leaves and other thin objects, such as wings, feathers, and footprints are
also molds. • The leaves or animal parts rotted away long ago. Cast • A mold that has been filled in with sediments which harden and take the shape of the once
living thing. Preserved parts • Actual parts of the living thing such as shells, bones, or teeth that have turned to stone. • For example, sometimes an insect long ago was trapped in tree sap. • That sap hardened into a rock called amber. • The insect was preserved in the amber stone. It is not essential for students to know about carbonized imprint fossils. It may be interesting to discuss that some fossils are frozen remains or remains found in tar pits but these are not necessary for assessment. Assessment Guidelines: The objective of this indicator is to recognize types of fossils; therefore, the primary focus of assessment should be to locate a fossil type (including molds, casts, and preserved parts of plants and animals) based on the information presented about that fossil. However, appropriate assessments should also require students to identify a particular fossil from a drawing or picture; or recall types of fossils as stated in the indicator.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.4 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago. Taxonomy level: 2.5-B Understand Conceptual Knowledge
Previous/Future knowledge: Fossils and their relationship to the early environments of plants and animals is new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils) and in high school Earth Science.
It is essential for students to know that fossils can give information about what the environment was like in the location where the fossil was found. For example, • Fossils of a water organism found in an area that is now mountains means that area was
possibly once under water. • Fossils of trees or tree parts that are found in a desert mean that area was possibly once a
forest. • Fossils of plants that are found in very cold areas of Earth means that area at one time
possibly had a warmer climate.
Every time a new fossil is found, more information about life on Earth and the environment of Earth is discovered. It is not essential for students to know any specific times of early Earth history like the Paleozoic Era or the Jurassic Period. The exact names of organisms that lived long ago might be an interesting discussion, but it is not necessary for this indicator. Assessment Guidelines: The objective of this indicator is to infer early Earth environments from fossil information; therefore, the primary focus of assessment should be to make a conclusion about the early environment in an area on the basis of the fossil organism. However, appropriate assessments should also require students to compare environments of early Earth with environments today; or exemplify organisms that might help determine an environment.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.5 Illustrate Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Taxonomy level: 2.2-A Understand Factual Knowledge Previous/Future knowledge: The identification of specific water features found on Earth is new to this grade. In 1st grade (1-4.5), students illustrated the locations of water on Earth. In 4th grade (4-2.2), students will explain the characteristics of environments that include rivers and streams. In 5th
grade (5-2.3), students will compare ecosystems that include oceans, lakes, and ponds.
It is essential for students to know that there are many places on Earth where water is found. Sometimes the water is saltwater and other times it is fresh water. Most of the water on Earth is saltwater. Water is mostly in liquid form in these features, but sometimes it can be solid (ice). Earth’s water features include: Oceans • Oceans are large bodies of salt water that surrounds a continent. Seas • Seas are large bodies of salt water that is often connected to an ocean. • A sea may be partly or completely surrounded by land. Rivers • Rivers are large, flowing bodies of fresh water that usually empty into a sea or ocean. Streams • Streams are small, flowing bodies of fresh water that flow into rivers. Lakes& ponds • Lakes and ponds are areas where water, usually freshwater, are surrounded by land. • Lakes and ponds differ in size with ponds usually being smaller than lakes. Glaciers • Glaciers are huge sheets of ice that cover land. • They are found where temperatures are very cold, for example, high in the mountains or near
the poles of Earth. It is not essential for students to name specific bodies of water. Assessment Guidelines: The objective of this indicator is to illustrate Earths saltwater and freshwater features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of Earth’s water features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
However, appropriate assessments should also require students to identify oceans on a world map; compare the size of oceans, lakes, and ponds; or identify where glaciers might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.6 Illustrate Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: The identification of specific land features found on Earth is new to this grade. In 5th grade, students will explain how volcanic eruptions affect the land (5-3.1) and will compare continental and oceanic landforms (5-3.3). In 8th
grade (8-3.7), students will illustrate the creation and changing of landforms including volcanic eruptions and mountain-building.
It is essential for students to know that Earth’s surface has many natural shapes or features called landforms. Earth’s land features that can be seen on models, pictures, diagrams, and maps include: Volcanoes • An opening in Earth’s surface from which lava flows. • As the lava hardens and builds up, a volcanic mountain forms. Mountains • A place on Earth’s surface where the land is much higher than the land that surrounds it. • Some mountains are tall and rocky and others are rounded and covered with trees. • A mountain area that has a flat top is called a plateau. Valleys • A lowland area between higher areas such as mountains. • Sometimes rivers can wear away land to form valleys. Canyons • A deep valley with very steep sides. • They are often carved from the Earth by a river. Caverns • A large cave or underground chamber. • Caverns or caves are formed underground when water wears away the rock. Islands • An area of land that is entirely surrounded by water. • Sometimes islands are located in lakes, or they may be out from the seashore as barrier
islands. It is not essential for students to name specific landforms such as Rocky Mountains or Carlsbad Caverns.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Assessment Guidelines: The objective of this indicator is to illustrate Earth’s land features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of land features of Earth (including volcanoes, mountains, valleys, canyons, caverns, and islands). However, appropriate assessments should also require students to identify a feature on a world map or model; compare features based on their descriptions; or identify where a feature might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.7 Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.6), students gave examples of Earth materials used for building structures or for growing plants. In 5th grade (5-3.6), students will study the conservation of natural resources. In 7th grade (7-5.6), students will focus on the resources as renewable or nonrenewable. Students will further develop this concept in 8th
grade (8-3.5) to include the importance of fossil fuels as Earth resources. Fuels are new Earth materials for this grade.
It is essential for students to know that Earth is rich in useful resources that can be used for various purposes:
Fuels Earth materials come from inside Earth and are used as fuels. For example, fuels such as oil and coal can be burned to produce heat or made into gasoline to help run cars and other vehicles.
Building structures Earth materials can be mined from Earth and used to make building blocks or other building materials. For example, granite, marble, and sandstone have been used to make blocks for homes and office buildings. The mineral calcite is used to make cement for building.
Growing plants Earth materials can be used as a medium for growing plants. For example,
soil is made up of weathered pieces of rocks, minerals, and humus which supply water, nutrients and support for growing plants. Different types of soil are needed depending upon the type of plants that need to grow in the soil.
It is not essential for students to know less common materials such as natural gas or propane for fuels, or peat moss or vermiculite as growing mediums for plants. Students do not need to identify or classify Earth resources as renewable or nonrenewable at this time. Assessment Guidelines: The objective of this indicator is to exemplify uses of Earth materials; therefore, the primary focus of assessment should be to give examples of uses for Earth materials as fuel, as building materials, and as a growing medium for plants. However, appropriate assessments should also require students to identify a resource that would meet one of the criteria.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.8 Illustrate changes in Earth’s surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.4), students recognized that water flows downhill. This concept can be used as background for understanding weathering and erosion. All the other concepts are new to 3rd grade but can be tied to other indicators such as 3-3.1, 3-3.5, and 3-3.6. Students will further develop this concept in 5th
grade (5-3.1) to include how these natural processes affect the land and oceans in constructive and destructive ways.
It is essential for students to know that the surface of Earth does change in natural ways. Sometimes the change can be caused by a very slow process and at other times it can be caused by a rapid process. There is often evidence on the surface that these processes have caused a change. Changes Due to Slow Processes Weathering When weathering is occurring, Earth materials, for example rocks are
being broken apart. Little or big cracks in the rock are evidence that weathering is taking place.
Erosion When erosion is occurring, Earth materials, like rock, sand, and soil, are
being carried away from their original location. Water and wind are often the causes for erosion.
Deposition When deposition is occurring, Earth materials that have been eroded are
put in a new location. When the wind stops blowing, sand and soil may be put down in piles as large as dunes. Water may deposit its material at the end of a river and form a delta.
Changes Due to Rapid Processes Landslides When a landslide is occurring, Earth materials, like rock, sand, and soil,
on the side of a slope or cliff drop down to a lower location. Water soaking into the ground often makes this happen.
Volcanic Eruptions When a volcanic eruption is occurring, Earth material called lava comes
out of the volcano flows down the side of the volcanic mountain (or is sent up into the air and lands nearby) where it hardens. The hardened volcanic rock forms new Earth material and often makes the volcanic mountain larger.
Floods When a flood is occurring, a lot of water causes rivers and streams to
overflow their banks over the surrounding land around them. Heavy rainfall in the area is usually the cause of a flood.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Earthquakes When an earthquake is occurring, the surface of the ground shakes and rolls causing damage to the Earth’s surface, like cracks and other openings, and damage to roads and buildings.
It is not essential for students to know runoff across Earth’s surface as part of the water cycle. They do not need the geology of why a landslide, a volcanic eruption, or earthquake occurs. Assessment Guidelines: The objective of this indicator is to illustrate natural changes to Earth’s surface; therefore, the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show understanding of changes that occurs because of identified slow and rapid processes. However, appropriate assessments should also require students to interpret a before and after picture to identify an event or describe the change; or compare the slow and rapid processes as to end result, amount of damage, or effect on manmade structures.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.1 Classify rocks (including igneous, sedimentary, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. Taxonomy level: 2.3-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.1), students recognized that Earth was composed of rocks, sand, soil, and water. Sand and rocks were classified by physical appearance (1-4.2) and soil was sorted by properties (1-4.3). Students have not previously identified the names or properties of the types of rocks or soils. Students will further develop the concept of soil properties in 7th grade (7-4.4) and will explain the relationships between the types of rocks in the rock cycle in 8th
grade (8-3.4).
Classify Rocks It is essential for students to know that there are three classifications of rocks – igneous, sedimentary, and metamorphic. Rocks can be classified by properties, such as how they are formed, color, visible crystals or minerals, grain pieces, patterns in the rock such as stripes. Igneous • Igneous rock was once melted but it has cooled and hardened. • The melted material is called magma or lava. • Igneous rocks may be glassy or grainy with crystals of different types of minerals in them. • Granite is an example of an igneous rock. Sedimentary • Sedimentary rocks are usually made up of pieces of rock called sediments that have been
pressed and cemented together. • Some may contain pieces of animal shells or skeletons or other remains of plants or animals. • Sandstone and limestone are examples of sedimentary rocks. Metamorphic • Metamorphic rock was once another type of rock deep inside Earth, but heat and the pressing
of the rocks above caused the minerals to change. • Rocks that were pressed down could have the minerals line up in rows or bands. • Sometimes the heat just changes the size of the mineral crystals. • Marble and slate are examples of metamorphic rocks. It is not essential for students to know classifications within each type of rock. The relationship between the groups of rocks as explained by the rock cycle is also not necessary here. Classify Soils It is essential for students to know that soil can be classified based on content, texture, or grain size. Types of soil include humus, sand, clay, and silt.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Humus • Humus is soil that is made up of decayed parts of once-living organisms. • It is dark, soft, and very crumbly. Sand • Sand has large grains with large spaces between the grains. • This lets water leave it quickly. Sand feels gritty. Clay • Clay has very small grains, much smaller than sand or silt, and holds water easily. • This makes clay sticky when wet, but when it dries, it forms hard clumps. Silt • Silt has pieces that are smaller than sand. It feels like powder. Some soils are combinations of these soil types. For example, “loam” soil has large and small grains with lots of humus. This makes it dark and rich soil for plants. Another example, “potting soil” or “topsoil”; also has a lot of humus. Once some sand has been added to it, it is also good for growing plants. It is not essential for students to know soil profiles or the layers of soil. The relationship between the groups of rocks is explained by the rock cycle. Soil conservation is also not necessary but can be a good class discussion because of the importance of soil as a resource. Assessment Guidelines: The objective of this indicator is to classify types of rocks and soil; therefore, the primary focus of assessment should be to group rocks and soils by the properties used to describe them. However, appropriate assessments should also require students to recognize a particular rock or a soil type based on the description; exemplify rocks that are classified as a particular type; or recall how a particular rock type was formed.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.2 Identify common minerals on the basis of their properties by using a minerals identification key. Taxonomy level: 1.1-A, B Understand Factual, and Conceptual Knowledge
Previous/Future knowledge: Minerals are introduced as new material for 3rd grade. They will be further studied in 8th
grade (8-3.5) when students will summarize the importance of minerals, ores, and fossil fuels as Earth resources on the basis of their physical and chemical properties. In high school Earth Science (3.7), students will classify minerals and rocks on the basis of their physical and chemical properties and the environment in which they were formed.
It is essential for students to know that minerals are solid, formed in nature, have never been alive, and have properties by which they can be identified. Some examples of physical properties of minerals may be: Hardness • Hardness refers to whether the mineral can be scratched or can scratch something else. • The harder a mineral, the fewer things can scratch it. • The hardness is numbered 1-10 with 1 being the softest and 10 being the hardest. Diamond is
the hardest mineral. Color • Color can be used along with other properties to help identify a mineral. • Since many minerals have the same color, it cannot be used as the only property for
identification. Luster • Some minerals can be very shiny, pearly, or glassy and other minerals are dull. Special Properties • If an acid (vinegar) is placed on a mineral, it may bubble or fizz. • Some minerals split into thin sheets. Some minerals have magnetic properties. A mineral identification key is a chart that will give information about the properties of the minerals listed on the key. Properties of a given mineral are compared to those listed on the key and the mineral can be identified. Some common minerals with very observable properties might include calcite, feldspar, mica, talc, gypsum, quartz, and fluorite. A sample mineral identification key is provided.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Sample: Minerals Identification Key Mineral Properties
Hardness (scratch test)
Color Luster Special Properties
Calcite 3 scratched by nail
White Dull/Glassy Bubbles with acid
Feldspar 6 scratches glass
Pink or white Dull/Pearly ---
Mica 2 scratched by
fingernail
Black/Gray Shiny Splits into thin sheets
Talc 1 easily scratched
by fingernail
White Dull ---
Gypsum 2 scratched by
fingernail
White/Gray Dull ---
Quartz 7 scratches glass
Various colors Glassy
Fluorite 4
Various colors
It is not essential for students to know about crystal shape of minerals or the breakage properties of minerals. They do not need to know about the Mohs scale of hardness. The streak color of a mineral formed when the mineral is scratched across a ceramic plate is interesting but may be beyond the understanding for 3rd
grade identification.
Assessment Guidelines: The objective of this indicator is to identify minerals based on their properties; therefore, the primary focus of assessment should be to locate a mineral by its properties by using the information found on an identification key. However, appropriate assessments should also require students to identify mineral properties; or recall what would be observed when making an identification of a particular property.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and animals). Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/Future knowledge: Fossils are introduced as new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils). In high school Earth Science (6.3), students will summarize how fossil evidence reflects the changes in environmental conditions on Earth over time.
It is essential for students to know that a fossil is the remains of a living thing that lived long ago that has turned to rock. There are several types of fossils: Mold • A cavity or opening in a rock that has the shape of once living thing. • Fossil imprints of leaves and other thin objects, such as wings, feathers, and footprints are
also molds. • The leaves or animal parts rotted away long ago. Cast • A mold that has been filled in with sediments which harden and take the shape of the once
living thing. Preserved parts • Actual parts of the living thing such as shells, bones, or teeth that have turned to stone. • For example, sometimes an insect long ago was trapped in tree sap. • That sap hardened into a rock called amber. • The insect was preserved in the amber stone. It is not essential for students to know about carbonized imprint fossils. It may be interesting to discuss that some fossils are frozen remains or remains found in tar pits but these are not necessary for assessment. Assessment Guidelines: The objective of this indicator is to recognize types of fossils; therefore, the primary focus of assessment should be to locate a fossil type (including molds, casts, and preserved parts of plants and animals) based on the information presented about that fossil. However, appropriate assessments should also require students to identify a particular fossil from a drawing or picture; or recall types of fossils as stated in the indicator.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.4 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago. Taxonomy level: 2.5-B Understand Conceptual Knowledge
Previous/Future knowledge: Fossils and their relationship to the early environments of plants and animals is new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils) and in high school Earth Science.
It is essential for students to know that fossils can give information about what the environment was like in the location where the fossil was found. For example, • Fossils of a water organism found in an area that is now mountains means that area was
possibly once under water. • Fossils of trees or tree parts that are found in a desert mean that area was possibly once a
forest. • Fossils of plants that are found in very cold areas of Earth means that area at one time
possibly had a warmer climate.
Every time a new fossil is found, more information about life on Earth and the environment of Earth is discovered. It is not essential for students to know any specific times of early Earth history like the Paleozoic Era or the Jurassic Period. The exact names of organisms that lived long ago might be an interesting discussion, but it is not necessary for this indicator. Assessment Guidelines: The objective of this indicator is to infer early Earth environments from fossil information; therefore, the primary focus of assessment should be to make a conclusion about the early environment in an area on the basis of the fossil organism. However, appropriate assessments should also require students to compare environments of early Earth with environments today; or exemplify organisms that might help determine an environment.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.5 Illustrate Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Taxonomy level: 2.2-A Understand Factual Knowledge Previous/Future knowledge: The identification of specific water features found on Earth is new to this grade. In 1st grade (1-4.5), students illustrated the locations of water on Earth. In 4th grade (4-2.2), students will explain the characteristics of environments that include rivers and streams. In 5th
grade (5-2.3), students will compare ecosystems that include oceans, lakes, and ponds.
It is essential for students to know that there are many places on Earth where water is found. Sometimes the water is saltwater and other times it is fresh water. Most of the water on Earth is saltwater. Water is mostly in liquid form in these features, but sometimes it can be solid (ice). Earth’s water features include: Oceans • Oceans are large bodies of salt water that surrounds a continent. Seas • Seas are large bodies of salt water that is often connected to an ocean. • A sea may be partly or completely surrounded by land. Rivers • Rivers are large, flowing bodies of fresh water that usually empty into a sea or ocean. Streams • Streams are small, flowing bodies of fresh water that flow into rivers. Lakes& ponds • Lakes and ponds are areas where water, usually freshwater, are surrounded by land. • Lakes and ponds differ in size with ponds usually being smaller than lakes. Glaciers • Glaciers are huge sheets of ice that cover land. • They are found where temperatures are very cold, for example, high in the mountains or near
the poles of Earth. It is not essential for students to name specific bodies of water. Assessment Guidelines: The objective of this indicator is to illustrate Earths saltwater and freshwater features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of Earth’s water features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
However, appropriate assessments should also require students to identify oceans on a world map; compare the size of oceans, lakes, and ponds; or identify where glaciers might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.6 Illustrate Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: The identification of specific land features found on Earth is new to this grade. In 5th grade, students will explain how volcanic eruptions affect the land (5-3.1) and will compare continental and oceanic landforms (5-3.3). In 8th
grade (8-3.7), students will illustrate the creation and changing of landforms including volcanic eruptions and mountain-building.
It is essential for students to know that Earth’s surface has many natural shapes or features called landforms. Earth’s land features that can be seen on models, pictures, diagrams, and maps include: Volcanoes • An opening in Earth’s surface from which lava flows. • As the lava hardens and builds up, a volcanic mountain forms. Mountains • A place on Earth’s surface where the land is much higher than the land that surrounds it. • Some mountains are tall and rocky and others are rounded and covered with trees. • A mountain area that has a flat top is called a plateau. Valleys • A lowland area between higher areas such as mountains. • Sometimes rivers can wear away land to form valleys. Canyons • A deep valley with very steep sides. • They are often carved from the Earth by a river. Caverns • A large cave or underground chamber. • Caverns or caves are formed underground when water wears away the rock. Islands • An area of land that is entirely surrounded by water. • Sometimes islands are located in lakes, or they may be out from the seashore as barrier
islands. It is not essential for students to name specific landforms such as Rocky Mountains or Carlsbad Caverns.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Assessment Guidelines: The objective of this indicator is to illustrate Earth’s land features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of land features of Earth (including volcanoes, mountains, valleys, canyons, caverns, and islands). However, appropriate assessments should also require students to identify a feature on a world map or model; compare features based on their descriptions; or identify where a feature might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.7 Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.6), students gave examples of Earth materials used for building structures or for growing plants. In 5th grade (5-3.6), students will study the conservation of natural resources. In 7th grade (7-5.6), students will focus on the resources as renewable or nonrenewable. Students will further develop this concept in 8th
grade (8-3.5) to include the importance of fossil fuels as Earth resources. Fuels are new Earth materials for this grade.
It is essential for students to know that Earth is rich in useful resources that can be used for various purposes:
Fuels Earth materials come from inside Earth and are used as fuels. For example, fuels such as oil and coal can be burned to produce heat or made into gasoline to help run cars and other vehicles.
Building structures Earth materials can be mined from Earth and used to make building blocks or other building materials. For example, granite, marble, and sandstone have been used to make blocks for homes and office buildings. The mineral calcite is used to make cement for building.
Growing plants Earth materials can be used as a medium for growing plants. For example,
soil is made up of weathered pieces of rocks, minerals, and humus which supply water, nutrients and support for growing plants. Different types of soil are needed depending upon the type of plants that need to grow in the soil.
It is not essential for students to know less common materials such as natural gas or propane for fuels, or peat moss or vermiculite as growing mediums for plants. Students do not need to identify or classify Earth resources as renewable or nonrenewable at this time. Assessment Guidelines: The objective of this indicator is to exemplify uses of Earth materials; therefore, the primary focus of assessment should be to give examples of uses for Earth materials as fuel, as building materials, and as a growing medium for plants. However, appropriate assessments should also require students to identify a resource that would meet one of the criteria.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.8 Illustrate changes in Earth’s surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.4), students recognized that water flows downhill. This concept can be used as background for understanding weathering and erosion. All the other concepts are new to 3rd grade but can be tied to other indicators such as 3-3.1, 3-3.5, and 3-3.6. Students will further develop this concept in 5th
grade (5-3.1) to include how these natural processes affect the land and oceans in constructive and destructive ways.
It is essential for students to know that the surface of Earth does change in natural ways. Sometimes the change can be caused by a very slow process and at other times it can be caused by a rapid process. There is often evidence on the surface that these processes have caused a change. Changes Due to Slow Processes Weathering When weathering is occurring, Earth materials, for example rocks are
being broken apart. Little or big cracks in the rock are evidence that weathering is taking place.
Erosion When erosion is occurring, Earth materials, like rock, sand, and soil, are
being carried away from their original location. Water and wind are often the causes for erosion.
Deposition When deposition is occurring, Earth materials that have been eroded are
put in a new location. When the wind stops blowing, sand and soil may be put down in piles as large as dunes. Water may deposit its material at the end of a river and form a delta.
Changes Due to Rapid Processes Landslides When a landslide is occurring, Earth materials, like rock, sand, and soil,
on the side of a slope or cliff drop down to a lower location. Water soaking into the ground often makes this happen.
Volcanic Eruptions When a volcanic eruption is occurring, Earth material called lava comes
out of the volcano flows down the side of the volcanic mountain (or is sent up into the air and lands nearby) where it hardens. The hardened volcanic rock forms new Earth material and often makes the volcanic mountain larger.
Floods When a flood is occurring, a lot of water causes rivers and streams to
overflow their banks over the surrounding land around them. Heavy rainfall in the area is usually the cause of a flood.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Earthquakes When an earthquake is occurring, the surface of the ground shakes and rolls causing damage to the Earth’s surface, like cracks and other openings, and damage to roads and buildings.
It is not essential for students to know runoff across Earth’s surface as part of the water cycle. They do not need the geology of why a landslide, a volcanic eruption, or earthquake occurs. Assessment Guidelines: The objective of this indicator is to illustrate natural changes to Earth’s surface; therefore, the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show understanding of changes that occurs because of identified slow and rapid processes. However, appropriate assessments should also require students to interpret a before and after picture to identify an event or describe the change; or compare the slow and rapid processes as to end result, amount of damage, or effect on manmade structures.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.1 Classify rocks (including igneous, sedimentary, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. Taxonomy level: 2.3-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.1), students recognized that Earth was composed of rocks, sand, soil, and water. Sand and rocks were classified by physical appearance (1-4.2) and soil was sorted by properties (1-4.3). Students have not previously identified the names or properties of the types of rocks or soils. Students will further develop the concept of soil properties in 7th grade (7-4.4) and will explain the relationships between the types of rocks in the rock cycle in 8th
grade (8-3.4).
Classify Rocks It is essential for students to know that there are three classifications of rocks – igneous, sedimentary, and metamorphic. Rocks can be classified by properties, such as how they are formed, color, visible crystals or minerals, grain pieces, patterns in the rock such as stripes. Igneous • Igneous rock was once melted but it has cooled and hardened. • The melted material is called magma or lava. • Igneous rocks may be glassy or grainy with crystals of different types of minerals in them. • Granite is an example of an igneous rock. Sedimentary • Sedimentary rocks are usually made up of pieces of rock called sediments that have been
pressed and cemented together. • Some may contain pieces of animal shells or skeletons or other remains of plants or animals. • Sandstone and limestone are examples of sedimentary rocks. Metamorphic • Metamorphic rock was once another type of rock deep inside Earth, but heat and the pressing
of the rocks above caused the minerals to change. • Rocks that were pressed down could have the minerals line up in rows or bands. • Sometimes the heat just changes the size of the mineral crystals. • Marble and slate are examples of metamorphic rocks. It is not essential for students to know classifications within each type of rock. The relationship between the groups of rocks as explained by the rock cycle is also not necessary here. Classify Soils It is essential for students to know that soil can be classified based on content, texture, or grain size. Types of soil include humus, sand, clay, and silt.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Humus • Humus is soil that is made up of decayed parts of once-living organisms. • It is dark, soft, and very crumbly. Sand • Sand has large grains with large spaces between the grains. • This lets water leave it quickly. Sand feels gritty. Clay • Clay has very small grains, much smaller than sand or silt, and holds water easily. • This makes clay sticky when wet, but when it dries, it forms hard clumps. Silt • Silt has pieces that are smaller than sand. It feels like powder. Some soils are combinations of these soil types. For example, “loam” soil has large and small grains with lots of humus. This makes it dark and rich soil for plants. Another example, “potting soil” or “topsoil”; also has a lot of humus. Once some sand has been added to it, it is also good for growing plants. It is not essential for students to know soil profiles or the layers of soil. The relationship between the groups of rocks is explained by the rock cycle. Soil conservation is also not necessary but can be a good class discussion because of the importance of soil as a resource. Assessment Guidelines: The objective of this indicator is to classify types of rocks and soil; therefore, the primary focus of assessment should be to group rocks and soils by the properties used to describe them. However, appropriate assessments should also require students to recognize a particular rock or a soil type based on the description; exemplify rocks that are classified as a particular type; or recall how a particular rock type was formed.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.2 Identify common minerals on the basis of their properties by using a minerals identification key. Taxonomy level: 1.1-A, B Understand Factual, and Conceptual Knowledge
Previous/Future knowledge: Minerals are introduced as new material for 3rd grade. They will be further studied in 8th
grade (8-3.5) when students will summarize the importance of minerals, ores, and fossil fuels as Earth resources on the basis of their physical and chemical properties. In high school Earth Science (3.7), students will classify minerals and rocks on the basis of their physical and chemical properties and the environment in which they were formed.
It is essential for students to know that minerals are solid, formed in nature, have never been alive, and have properties by which they can be identified. Some examples of physical properties of minerals may be: Hardness • Hardness refers to whether the mineral can be scratched or can scratch something else. • The harder a mineral, the fewer things can scratch it. • The hardness is numbered 1-10 with 1 being the softest and 10 being the hardest. Diamond is
the hardest mineral. Color • Color can be used along with other properties to help identify a mineral. • Since many minerals have the same color, it cannot be used as the only property for
identification. Luster • Some minerals can be very shiny, pearly, or glassy and other minerals are dull. Special Properties • If an acid (vinegar) is placed on a mineral, it may bubble or fizz. • Some minerals split into thin sheets. Some minerals have magnetic properties. A mineral identification key is a chart that will give information about the properties of the minerals listed on the key. Properties of a given mineral are compared to those listed on the key and the mineral can be identified. Some common minerals with very observable properties might include calcite, feldspar, mica, talc, gypsum, quartz, and fluorite. A sample mineral identification key is provided.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Sample: Minerals Identification Key Mineral Properties
Hardness (scratch test)
Color Luster Special Properties
Calcite 3 scratched by nail
White Dull/Glassy Bubbles with acid
Feldspar 6 scratches glass
Pink or white Dull/Pearly ---
Mica 2 scratched by
fingernail
Black/Gray Shiny Splits into thin sheets
Talc 1 easily scratched
by fingernail
White Dull ---
Gypsum 2 scratched by
fingernail
White/Gray Dull ---
Quartz 7 scratches glass
Various colors Glassy
Fluorite 4
Various colors
It is not essential for students to know about crystal shape of minerals or the breakage properties of minerals. They do not need to know about the Mohs scale of hardness. The streak color of a mineral formed when the mineral is scratched across a ceramic plate is interesting but may be beyond the understanding for 3rd
grade identification.
Assessment Guidelines: The objective of this indicator is to identify minerals based on their properties; therefore, the primary focus of assessment should be to locate a mineral by its properties by using the information found on an identification key. However, appropriate assessments should also require students to identify mineral properties; or recall what would be observed when making an identification of a particular property.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and animals). Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/Future knowledge: Fossils are introduced as new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils). In high school Earth Science (6.3), students will summarize how fossil evidence reflects the changes in environmental conditions on Earth over time.
It is essential for students to know that a fossil is the remains of a living thing that lived long ago that has turned to rock. There are several types of fossils: Mold • A cavity or opening in a rock that has the shape of once living thing. • Fossil imprints of leaves and other thin objects, such as wings, feathers, and footprints are
also molds. • The leaves or animal parts rotted away long ago. Cast • A mold that has been filled in with sediments which harden and take the shape of the once
living thing. Preserved parts • Actual parts of the living thing such as shells, bones, or teeth that have turned to stone. • For example, sometimes an insect long ago was trapped in tree sap. • That sap hardened into a rock called amber. • The insect was preserved in the amber stone. It is not essential for students to know about carbonized imprint fossils. It may be interesting to discuss that some fossils are frozen remains or remains found in tar pits but these are not necessary for assessment. Assessment Guidelines: The objective of this indicator is to recognize types of fossils; therefore, the primary focus of assessment should be to locate a fossil type (including molds, casts, and preserved parts of plants and animals) based on the information presented about that fossil. However, appropriate assessments should also require students to identify a particular fossil from a drawing or picture; or recall types of fossils as stated in the indicator.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.4 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago. Taxonomy level: 2.5-B Understand Conceptual Knowledge
Previous/Future knowledge: Fossils and their relationship to the early environments of plants and animals is new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils) and in high school Earth Science.
It is essential for students to know that fossils can give information about what the environment was like in the location where the fossil was found. For example, • Fossils of a water organism found in an area that is now mountains means that area was
possibly once under water. • Fossils of trees or tree parts that are found in a desert mean that area was possibly once a
forest. • Fossils of plants that are found in very cold areas of Earth means that area at one time
possibly had a warmer climate.
Every time a new fossil is found, more information about life on Earth and the environment of Earth is discovered. It is not essential for students to know any specific times of early Earth history like the Paleozoic Era or the Jurassic Period. The exact names of organisms that lived long ago might be an interesting discussion, but it is not necessary for this indicator. Assessment Guidelines: The objective of this indicator is to infer early Earth environments from fossil information; therefore, the primary focus of assessment should be to make a conclusion about the early environment in an area on the basis of the fossil organism. However, appropriate assessments should also require students to compare environments of early Earth with environments today; or exemplify organisms that might help determine an environment.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.5 Illustrate Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Taxonomy level: 2.2-A Understand Factual Knowledge Previous/Future knowledge: The identification of specific water features found on Earth is new to this grade. In 1st grade (1-4.5), students illustrated the locations of water on Earth. In 4th grade (4-2.2), students will explain the characteristics of environments that include rivers and streams. In 5th
grade (5-2.3), students will compare ecosystems that include oceans, lakes, and ponds.
It is essential for students to know that there are many places on Earth where water is found. Sometimes the water is saltwater and other times it is fresh water. Most of the water on Earth is saltwater. Water is mostly in liquid form in these features, but sometimes it can be solid (ice). Earth’s water features include: Oceans • Oceans are large bodies of salt water that surrounds a continent. Seas • Seas are large bodies of salt water that is often connected to an ocean. • A sea may be partly or completely surrounded by land. Rivers • Rivers are large, flowing bodies of fresh water that usually empty into a sea or ocean. Streams • Streams are small, flowing bodies of fresh water that flow into rivers. Lakes& ponds • Lakes and ponds are areas where water, usually freshwater, are surrounded by land. • Lakes and ponds differ in size with ponds usually being smaller than lakes. Glaciers • Glaciers are huge sheets of ice that cover land. • They are found where temperatures are very cold, for example, high in the mountains or near
the poles of Earth. It is not essential for students to name specific bodies of water. Assessment Guidelines: The objective of this indicator is to illustrate Earths saltwater and freshwater features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of Earth’s water features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
However, appropriate assessments should also require students to identify oceans on a world map; compare the size of oceans, lakes, and ponds; or identify where glaciers might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.6 Illustrate Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: The identification of specific land features found on Earth is new to this grade. In 5th grade, students will explain how volcanic eruptions affect the land (5-3.1) and will compare continental and oceanic landforms (5-3.3). In 8th
grade (8-3.7), students will illustrate the creation and changing of landforms including volcanic eruptions and mountain-building.
It is essential for students to know that Earth’s surface has many natural shapes or features called landforms. Earth’s land features that can be seen on models, pictures, diagrams, and maps include: Volcanoes • An opening in Earth’s surface from which lava flows. • As the lava hardens and builds up, a volcanic mountain forms. Mountains • A place on Earth’s surface where the land is much higher than the land that surrounds it. • Some mountains are tall and rocky and others are rounded and covered with trees. • A mountain area that has a flat top is called a plateau. Valleys • A lowland area between higher areas such as mountains. • Sometimes rivers can wear away land to form valleys. Canyons • A deep valley with very steep sides. • They are often carved from the Earth by a river. Caverns • A large cave or underground chamber. • Caverns or caves are formed underground when water wears away the rock. Islands • An area of land that is entirely surrounded by water. • Sometimes islands are located in lakes, or they may be out from the seashore as barrier
islands. It is not essential for students to name specific landforms such as Rocky Mountains or Carlsbad Caverns.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Assessment Guidelines: The objective of this indicator is to illustrate Earth’s land features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of land features of Earth (including volcanoes, mountains, valleys, canyons, caverns, and islands). However, appropriate assessments should also require students to identify a feature on a world map or model; compare features based on their descriptions; or identify where a feature might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.7 Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.6), students gave examples of Earth materials used for building structures or for growing plants. In 5th grade (5-3.6), students will study the conservation of natural resources. In 7th grade (7-5.6), students will focus on the resources as renewable or nonrenewable. Students will further develop this concept in 8th
grade (8-3.5) to include the importance of fossil fuels as Earth resources. Fuels are new Earth materials for this grade.
It is essential for students to know that Earth is rich in useful resources that can be used for various purposes:
Fuels Earth materials come from inside Earth and are used as fuels. For example, fuels such as oil and coal can be burned to produce heat or made into gasoline to help run cars and other vehicles.
Building structures Earth materials can be mined from Earth and used to make building blocks or other building materials. For example, granite, marble, and sandstone have been used to make blocks for homes and office buildings. The mineral calcite is used to make cement for building.
Growing plants Earth materials can be used as a medium for growing plants. For example,
soil is made up of weathered pieces of rocks, minerals, and humus which supply water, nutrients and support for growing plants. Different types of soil are needed depending upon the type of plants that need to grow in the soil.
It is not essential for students to know less common materials such as natural gas or propane for fuels, or peat moss or vermiculite as growing mediums for plants. Students do not need to identify or classify Earth resources as renewable or nonrenewable at this time. Assessment Guidelines: The objective of this indicator is to exemplify uses of Earth materials; therefore, the primary focus of assessment should be to give examples of uses for Earth materials as fuel, as building materials, and as a growing medium for plants. However, appropriate assessments should also require students to identify a resource that would meet one of the criteria.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.8 Illustrate changes in Earth’s surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.4), students recognized that water flows downhill. This concept can be used as background for understanding weathering and erosion. All the other concepts are new to 3rd grade but can be tied to other indicators such as 3-3.1, 3-3.5, and 3-3.6. Students will further develop this concept in 5th
grade (5-3.1) to include how these natural processes affect the land and oceans in constructive and destructive ways.
It is essential for students to know that the surface of Earth does change in natural ways. Sometimes the change can be caused by a very slow process and at other times it can be caused by a rapid process. There is often evidence on the surface that these processes have caused a change. Changes Due to Slow Processes Weathering When weathering is occurring, Earth materials, for example rocks are
being broken apart. Little or big cracks in the rock are evidence that weathering is taking place.
Erosion When erosion is occurring, Earth materials, like rock, sand, and soil, are
being carried away from their original location. Water and wind are often the causes for erosion.
Deposition When deposition is occurring, Earth materials that have been eroded are
put in a new location. When the wind stops blowing, sand and soil may be put down in piles as large as dunes. Water may deposit its material at the end of a river and form a delta.
Changes Due to Rapid Processes Landslides When a landslide is occurring, Earth materials, like rock, sand, and soil,
on the side of a slope or cliff drop down to a lower location. Water soaking into the ground often makes this happen.
Volcanic Eruptions When a volcanic eruption is occurring, Earth material called lava comes
out of the volcano flows down the side of the volcanic mountain (or is sent up into the air and lands nearby) where it hardens. The hardened volcanic rock forms new Earth material and often makes the volcanic mountain larger.
Floods When a flood is occurring, a lot of water causes rivers and streams to
overflow their banks over the surrounding land around them. Heavy rainfall in the area is usually the cause of a flood.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Earthquakes When an earthquake is occurring, the surface of the ground shakes and rolls causing damage to the Earth’s surface, like cracks and other openings, and damage to roads and buildings.
It is not essential for students to know runoff across Earth’s surface as part of the water cycle. They do not need the geology of why a landslide, a volcanic eruption, or earthquake occurs. Assessment Guidelines: The objective of this indicator is to illustrate natural changes to Earth’s surface; therefore, the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show understanding of changes that occurs because of identified slow and rapid processes. However, appropriate assessments should also require students to interpret a before and after picture to identify an event or describe the change; or compare the slow and rapid processes as to end result, amount of damage, or effect on manmade structures.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.1 Classify rocks (including igneous, sedimentary, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. Taxonomy level: 2.3-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.1), students recognized that Earth was composed of rocks, sand, soil, and water. Sand and rocks were classified by physical appearance (1-4.2) and soil was sorted by properties (1-4.3). Students have not previously identified the names or properties of the types of rocks or soils. Students will further develop the concept of soil properties in 7th grade (7-4.4) and will explain the relationships between the types of rocks in the rock cycle in 8th
grade (8-3.4).
Classify Rocks It is essential for students to know that there are three classifications of rocks – igneous, sedimentary, and metamorphic. Rocks can be classified by properties, such as how they are formed, color, visible crystals or minerals, grain pieces, patterns in the rock such as stripes. Igneous • Igneous rock was once melted but it has cooled and hardened. • The melted material is called magma or lava. • Igneous rocks may be glassy or grainy with crystals of different types of minerals in them. • Granite is an example of an igneous rock. Sedimentary • Sedimentary rocks are usually made up of pieces of rock called sediments that have been
pressed and cemented together. • Some may contain pieces of animal shells or skeletons or other remains of plants or animals. • Sandstone and limestone are examples of sedimentary rocks. Metamorphic • Metamorphic rock was once another type of rock deep inside Earth, but heat and the pressing
of the rocks above caused the minerals to change. • Rocks that were pressed down could have the minerals line up in rows or bands. • Sometimes the heat just changes the size of the mineral crystals. • Marble and slate are examples of metamorphic rocks. It is not essential for students to know classifications within each type of rock. The relationship between the groups of rocks as explained by the rock cycle is also not necessary here. Classify Soils It is essential for students to know that soil can be classified based on content, texture, or grain size. Types of soil include humus, sand, clay, and silt.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Humus • Humus is soil that is made up of decayed parts of once-living organisms. • It is dark, soft, and very crumbly. Sand • Sand has large grains with large spaces between the grains. • This lets water leave it quickly. Sand feels gritty. Clay • Clay has very small grains, much smaller than sand or silt, and holds water easily. • This makes clay sticky when wet, but when it dries, it forms hard clumps. Silt • Silt has pieces that are smaller than sand. It feels like powder. Some soils are combinations of these soil types. For example, “loam” soil has large and small grains with lots of humus. This makes it dark and rich soil for plants. Another example, “potting soil” or “topsoil”; also has a lot of humus. Once some sand has been added to it, it is also good for growing plants. It is not essential for students to know soil profiles or the layers of soil. The relationship between the groups of rocks is explained by the rock cycle. Soil conservation is also not necessary but can be a good class discussion because of the importance of soil as a resource. Assessment Guidelines: The objective of this indicator is to classify types of rocks and soil; therefore, the primary focus of assessment should be to group rocks and soils by the properties used to describe them. However, appropriate assessments should also require students to recognize a particular rock or a soil type based on the description; exemplify rocks that are classified as a particular type; or recall how a particular rock type was formed.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.2 Identify common minerals on the basis of their properties by using a minerals identification key. Taxonomy level: 1.1-A, B Understand Factual, and Conceptual Knowledge
Previous/Future knowledge: Minerals are introduced as new material for 3rd grade. They will be further studied in 8th
grade (8-3.5) when students will summarize the importance of minerals, ores, and fossil fuels as Earth resources on the basis of their physical and chemical properties. In high school Earth Science (3.7), students will classify minerals and rocks on the basis of their physical and chemical properties and the environment in which they were formed.
It is essential for students to know that minerals are solid, formed in nature, have never been alive, and have properties by which they can be identified. Some examples of physical properties of minerals may be: Hardness • Hardness refers to whether the mineral can be scratched or can scratch something else. • The harder a mineral, the fewer things can scratch it. • The hardness is numbered 1-10 with 1 being the softest and 10 being the hardest. Diamond is
the hardest mineral. Color • Color can be used along with other properties to help identify a mineral. • Since many minerals have the same color, it cannot be used as the only property for
identification. Luster • Some minerals can be very shiny, pearly, or glassy and other minerals are dull. Special Properties • If an acid (vinegar) is placed on a mineral, it may bubble or fizz. • Some minerals split into thin sheets. Some minerals have magnetic properties. A mineral identification key is a chart that will give information about the properties of the minerals listed on the key. Properties of a given mineral are compared to those listed on the key and the mineral can be identified. Some common minerals with very observable properties might include calcite, feldspar, mica, talc, gypsum, quartz, and fluorite. A sample mineral identification key is provided.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Sample: Minerals Identification Key Mineral Properties
Hardness (scratch test)
Color Luster Special Properties
Calcite 3 scratched by nail
White Dull/Glassy Bubbles with acid
Feldspar 6 scratches glass
Pink or white Dull/Pearly ---
Mica 2 scratched by
fingernail
Black/Gray Shiny Splits into thin sheets
Talc 1 easily scratched
by fingernail
White Dull ---
Gypsum 2 scratched by
fingernail
White/Gray Dull ---
Quartz 7 scratches glass
Various colors Glassy
Fluorite 4
Various colors
It is not essential for students to know about crystal shape of minerals or the breakage properties of minerals. They do not need to know about the Mohs scale of hardness. The streak color of a mineral formed when the mineral is scratched across a ceramic plate is interesting but may be beyond the understanding for 3rd
grade identification.
Assessment Guidelines: The objective of this indicator is to identify minerals based on their properties; therefore, the primary focus of assessment should be to locate a mineral by its properties by using the information found on an identification key. However, appropriate assessments should also require students to identify mineral properties; or recall what would be observed when making an identification of a particular property.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and animals). Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/Future knowledge: Fossils are introduced as new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils). In high school Earth Science (6.3), students will summarize how fossil evidence reflects the changes in environmental conditions on Earth over time.
It is essential for students to know that a fossil is the remains of a living thing that lived long ago that has turned to rock. There are several types of fossils: Mold • A cavity or opening in a rock that has the shape of once living thing. • Fossil imprints of leaves and other thin objects, such as wings, feathers, and footprints are
also molds. • The leaves or animal parts rotted away long ago. Cast • A mold that has been filled in with sediments which harden and take the shape of the once
living thing. Preserved parts • Actual parts of the living thing such as shells, bones, or teeth that have turned to stone. • For example, sometimes an insect long ago was trapped in tree sap. • That sap hardened into a rock called amber. • The insect was preserved in the amber stone. It is not essential for students to know about carbonized imprint fossils. It may be interesting to discuss that some fossils are frozen remains or remains found in tar pits but these are not necessary for assessment. Assessment Guidelines: The objective of this indicator is to recognize types of fossils; therefore, the primary focus of assessment should be to locate a fossil type (including molds, casts, and preserved parts of plants and animals) based on the information presented about that fossil. However, appropriate assessments should also require students to identify a particular fossil from a drawing or picture; or recall types of fossils as stated in the indicator.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.4 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago. Taxonomy level: 2.5-B Understand Conceptual Knowledge
Previous/Future knowledge: Fossils and their relationship to the early environments of plants and animals is new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils) and in high school Earth Science.
It is essential for students to know that fossils can give information about what the environment was like in the location where the fossil was found. For example, • Fossils of a water organism found in an area that is now mountains means that area was
possibly once under water. • Fossils of trees or tree parts that are found in a desert mean that area was possibly once a
forest. • Fossils of plants that are found in very cold areas of Earth means that area at one time
possibly had a warmer climate.
Every time a new fossil is found, more information about life on Earth and the environment of Earth is discovered. It is not essential for students to know any specific times of early Earth history like the Paleozoic Era or the Jurassic Period. The exact names of organisms that lived long ago might be an interesting discussion, but it is not necessary for this indicator. Assessment Guidelines: The objective of this indicator is to infer early Earth environments from fossil information; therefore, the primary focus of assessment should be to make a conclusion about the early environment in an area on the basis of the fossil organism. However, appropriate assessments should also require students to compare environments of early Earth with environments today; or exemplify organisms that might help determine an environment.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.5 Illustrate Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Taxonomy level: 2.2-A Understand Factual Knowledge Previous/Future knowledge: The identification of specific water features found on Earth is new to this grade. In 1st grade (1-4.5), students illustrated the locations of water on Earth. In 4th grade (4-2.2), students will explain the characteristics of environments that include rivers and streams. In 5th
grade (5-2.3), students will compare ecosystems that include oceans, lakes, and ponds.
It is essential for students to know that there are many places on Earth where water is found. Sometimes the water is saltwater and other times it is fresh water. Most of the water on Earth is saltwater. Water is mostly in liquid form in these features, but sometimes it can be solid (ice). Earth’s water features include: Oceans • Oceans are large bodies of salt water that surrounds a continent. Seas • Seas are large bodies of salt water that is often connected to an ocean. • A sea may be partly or completely surrounded by land. Rivers • Rivers are large, flowing bodies of fresh water that usually empty into a sea or ocean. Streams • Streams are small, flowing bodies of fresh water that flow into rivers. Lakes& ponds • Lakes and ponds are areas where water, usually freshwater, are surrounded by land. • Lakes and ponds differ in size with ponds usually being smaller than lakes. Glaciers • Glaciers are huge sheets of ice that cover land. • They are found where temperatures are very cold, for example, high in the mountains or near
the poles of Earth. It is not essential for students to name specific bodies of water. Assessment Guidelines: The objective of this indicator is to illustrate Earths saltwater and freshwater features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of Earth’s water features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
However, appropriate assessments should also require students to identify oceans on a world map; compare the size of oceans, lakes, and ponds; or identify where glaciers might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.6 Illustrate Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: The identification of specific land features found on Earth is new to this grade. In 5th grade, students will explain how volcanic eruptions affect the land (5-3.1) and will compare continental and oceanic landforms (5-3.3). In 8th
grade (8-3.7), students will illustrate the creation and changing of landforms including volcanic eruptions and mountain-building.
It is essential for students to know that Earth’s surface has many natural shapes or features called landforms. Earth’s land features that can be seen on models, pictures, diagrams, and maps include: Volcanoes • An opening in Earth’s surface from which lava flows. • As the lava hardens and builds up, a volcanic mountain forms. Mountains • A place on Earth’s surface where the land is much higher than the land that surrounds it. • Some mountains are tall and rocky and others are rounded and covered with trees. • A mountain area that has a flat top is called a plateau. Valleys • A lowland area between higher areas such as mountains. • Sometimes rivers can wear away land to form valleys. Canyons • A deep valley with very steep sides. • They are often carved from the Earth by a river. Caverns • A large cave or underground chamber. • Caverns or caves are formed underground when water wears away the rock. Islands • An area of land that is entirely surrounded by water. • Sometimes islands are located in lakes, or they may be out from the seashore as barrier
islands. It is not essential for students to name specific landforms such as Rocky Mountains or Carlsbad Caverns.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Assessment Guidelines: The objective of this indicator is to illustrate Earth’s land features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of land features of Earth (including volcanoes, mountains, valleys, canyons, caverns, and islands). However, appropriate assessments should also require students to identify a feature on a world map or model; compare features based on their descriptions; or identify where a feature might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.7 Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.6), students gave examples of Earth materials used for building structures or for growing plants. In 5th grade (5-3.6), students will study the conservation of natural resources. In 7th grade (7-5.6), students will focus on the resources as renewable or nonrenewable. Students will further develop this concept in 8th
grade (8-3.5) to include the importance of fossil fuels as Earth resources. Fuels are new Earth materials for this grade.
It is essential for students to know that Earth is rich in useful resources that can be used for various purposes:
Fuels Earth materials come from inside Earth and are used as fuels. For example, fuels such as oil and coal can be burned to produce heat or made into gasoline to help run cars and other vehicles.
Building structures Earth materials can be mined from Earth and used to make building blocks or other building materials. For example, granite, marble, and sandstone have been used to make blocks for homes and office buildings. The mineral calcite is used to make cement for building.
Growing plants Earth materials can be used as a medium for growing plants. For example,
soil is made up of weathered pieces of rocks, minerals, and humus which supply water, nutrients and support for growing plants. Different types of soil are needed depending upon the type of plants that need to grow in the soil.
It is not essential for students to know less common materials such as natural gas or propane for fuels, or peat moss or vermiculite as growing mediums for plants. Students do not need to identify or classify Earth resources as renewable or nonrenewable at this time. Assessment Guidelines: The objective of this indicator is to exemplify uses of Earth materials; therefore, the primary focus of assessment should be to give examples of uses for Earth materials as fuel, as building materials, and as a growing medium for plants. However, appropriate assessments should also require students to identify a resource that would meet one of the criteria.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.8 Illustrate changes in Earth’s surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.4), students recognized that water flows downhill. This concept can be used as background for understanding weathering and erosion. All the other concepts are new to 3rd grade but can be tied to other indicators such as 3-3.1, 3-3.5, and 3-3.6. Students will further develop this concept in 5th
grade (5-3.1) to include how these natural processes affect the land and oceans in constructive and destructive ways.
It is essential for students to know that the surface of Earth does change in natural ways. Sometimes the change can be caused by a very slow process and at other times it can be caused by a rapid process. There is often evidence on the surface that these processes have caused a change. Changes Due to Slow Processes Weathering When weathering is occurring, Earth materials, for example rocks are
being broken apart. Little or big cracks in the rock are evidence that weathering is taking place.
Erosion When erosion is occurring, Earth materials, like rock, sand, and soil, are
being carried away from their original location. Water and wind are often the causes for erosion.
Deposition When deposition is occurring, Earth materials that have been eroded are
put in a new location. When the wind stops blowing, sand and soil may be put down in piles as large as dunes. Water may deposit its material at the end of a river and form a delta.
Changes Due to Rapid Processes Landslides When a landslide is occurring, Earth materials, like rock, sand, and soil,
on the side of a slope or cliff drop down to a lower location. Water soaking into the ground often makes this happen.
Volcanic Eruptions When a volcanic eruption is occurring, Earth material called lava comes
out of the volcano flows down the side of the volcanic mountain (or is sent up into the air and lands nearby) where it hardens. The hardened volcanic rock forms new Earth material and often makes the volcanic mountain larger.
Floods When a flood is occurring, a lot of water causes rivers and streams to
overflow their banks over the surrounding land around them. Heavy rainfall in the area is usually the cause of a flood.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Earthquakes When an earthquake is occurring, the surface of the ground shakes and rolls causing damage to the Earth’s surface, like cracks and other openings, and damage to roads and buildings.
It is not essential for students to know runoff across Earth’s surface as part of the water cycle. They do not need the geology of why a landslide, a volcanic eruption, or earthquake occurs. Assessment Guidelines: The objective of this indicator is to illustrate natural changes to Earth’s surface; therefore, the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show understanding of changes that occurs because of identified slow and rapid processes. However, appropriate assessments should also require students to interpret a before and after picture to identify an event or describe the change; or compare the slow and rapid processes as to end result, amount of damage, or effect on manmade structures.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.1 Classify rocks (including igneous, sedimentary, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. Taxonomy level: 2.3-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.1), students recognized that Earth was composed of rocks, sand, soil, and water. Sand and rocks were classified by physical appearance (1-4.2) and soil was sorted by properties (1-4.3). Students have not previously identified the names or properties of the types of rocks or soils. Students will further develop the concept of soil properties in 7th grade (7-4.4) and will explain the relationships between the types of rocks in the rock cycle in 8th
grade (8-3.4).
Classify Rocks It is essential for students to know that there are three classifications of rocks – igneous, sedimentary, and metamorphic. Rocks can be classified by properties, such as how they are formed, color, visible crystals or minerals, grain pieces, patterns in the rock such as stripes. Igneous • Igneous rock was once melted but it has cooled and hardened. • The melted material is called magma or lava. • Igneous rocks may be glassy or grainy with crystals of different types of minerals in them. • Granite is an example of an igneous rock. Sedimentary • Sedimentary rocks are usually made up of pieces of rock called sediments that have been
pressed and cemented together. • Some may contain pieces of animal shells or skeletons or other remains of plants or animals. • Sandstone and limestone are examples of sedimentary rocks. Metamorphic • Metamorphic rock was once another type of rock deep inside Earth, but heat and the pressing
of the rocks above caused the minerals to change. • Rocks that were pressed down could have the minerals line up in rows or bands. • Sometimes the heat just changes the size of the mineral crystals. • Marble and slate are examples of metamorphic rocks. It is not essential for students to know classifications within each type of rock. The relationship between the groups of rocks as explained by the rock cycle is also not necessary here. Classify Soils It is essential for students to know that soil can be classified based on content, texture, or grain size. Types of soil include humus, sand, clay, and silt.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Humus • Humus is soil that is made up of decayed parts of once-living organisms. • It is dark, soft, and very crumbly. Sand • Sand has large grains with large spaces between the grains. • This lets water leave it quickly. Sand feels gritty. Clay • Clay has very small grains, much smaller than sand or silt, and holds water easily. • This makes clay sticky when wet, but when it dries, it forms hard clumps. Silt • Silt has pieces that are smaller than sand. It feels like powder. Some soils are combinations of these soil types. For example, “loam” soil has large and small grains with lots of humus. This makes it dark and rich soil for plants. Another example, “potting soil” or “topsoil”; also has a lot of humus. Once some sand has been added to it, it is also good for growing plants. It is not essential for students to know soil profiles or the layers of soil. The relationship between the groups of rocks is explained by the rock cycle. Soil conservation is also not necessary but can be a good class discussion because of the importance of soil as a resource. Assessment Guidelines: The objective of this indicator is to classify types of rocks and soil; therefore, the primary focus of assessment should be to group rocks and soils by the properties used to describe them. However, appropriate assessments should also require students to recognize a particular rock or a soil type based on the description; exemplify rocks that are classified as a particular type; or recall how a particular rock type was formed.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.2 Identify common minerals on the basis of their properties by using a minerals identification key. Taxonomy level: 1.1-A, B Understand Factual, and Conceptual Knowledge
Previous/Future knowledge: Minerals are introduced as new material for 3rd grade. They will be further studied in 8th
grade (8-3.5) when students will summarize the importance of minerals, ores, and fossil fuels as Earth resources on the basis of their physical and chemical properties. In high school Earth Science (3.7), students will classify minerals and rocks on the basis of their physical and chemical properties and the environment in which they were formed.
It is essential for students to know that minerals are solid, formed in nature, have never been alive, and have properties by which they can be identified. Some examples of physical properties of minerals may be: Hardness • Hardness refers to whether the mineral can be scratched or can scratch something else. • The harder a mineral, the fewer things can scratch it. • The hardness is numbered 1-10 with 1 being the softest and 10 being the hardest. Diamond is
the hardest mineral. Color • Color can be used along with other properties to help identify a mineral. • Since many minerals have the same color, it cannot be used as the only property for
identification. Luster • Some minerals can be very shiny, pearly, or glassy and other minerals are dull. Special Properties • If an acid (vinegar) is placed on a mineral, it may bubble or fizz. • Some minerals split into thin sheets. Some minerals have magnetic properties. A mineral identification key is a chart that will give information about the properties of the minerals listed on the key. Properties of a given mineral are compared to those listed on the key and the mineral can be identified. Some common minerals with very observable properties might include calcite, feldspar, mica, talc, gypsum, quartz, and fluorite. A sample mineral identification key is provided.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Sample: Minerals Identification Key Mineral Properties
Hardness (scratch test)
Color Luster Special Properties
Calcite 3 scratched by nail
White Dull/Glassy Bubbles with acid
Feldspar 6 scratches glass
Pink or white Dull/Pearly ---
Mica 2 scratched by
fingernail
Black/Gray Shiny Splits into thin sheets
Talc 1 easily scratched
by fingernail
White Dull ---
Gypsum 2 scratched by
fingernail
White/Gray Dull ---
Quartz 7 scratches glass
Various colors Glassy
Fluorite 4
Various colors
It is not essential for students to know about crystal shape of minerals or the breakage properties of minerals. They do not need to know about the Mohs scale of hardness. The streak color of a mineral formed when the mineral is scratched across a ceramic plate is interesting but may be beyond the understanding for 3rd
grade identification.
Assessment Guidelines: The objective of this indicator is to identify minerals based on their properties; therefore, the primary focus of assessment should be to locate a mineral by its properties by using the information found on an identification key. However, appropriate assessments should also require students to identify mineral properties; or recall what would be observed when making an identification of a particular property.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and animals). Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/Future knowledge: Fossils are introduced as new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils). In high school Earth Science (6.3), students will summarize how fossil evidence reflects the changes in environmental conditions on Earth over time.
It is essential for students to know that a fossil is the remains of a living thing that lived long ago that has turned to rock. There are several types of fossils: Mold • A cavity or opening in a rock that has the shape of once living thing. • Fossil imprints of leaves and other thin objects, such as wings, feathers, and footprints are
also molds. • The leaves or animal parts rotted away long ago. Cast • A mold that has been filled in with sediments which harden and take the shape of the once
living thing. Preserved parts • Actual parts of the living thing such as shells, bones, or teeth that have turned to stone. • For example, sometimes an insect long ago was trapped in tree sap. • That sap hardened into a rock called amber. • The insect was preserved in the amber stone. It is not essential for students to know about carbonized imprint fossils. It may be interesting to discuss that some fossils are frozen remains or remains found in tar pits but these are not necessary for assessment. Assessment Guidelines: The objective of this indicator is to recognize types of fossils; therefore, the primary focus of assessment should be to locate a fossil type (including molds, casts, and preserved parts of plants and animals) based on the information presented about that fossil. However, appropriate assessments should also require students to identify a particular fossil from a drawing or picture; or recall types of fossils as stated in the indicator.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.4 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago. Taxonomy level: 2.5-B Understand Conceptual Knowledge
Previous/Future knowledge: Fossils and their relationship to the early environments of plants and animals is new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils) and in high school Earth Science.
It is essential for students to know that fossils can give information about what the environment was like in the location where the fossil was found. For example, • Fossils of a water organism found in an area that is now mountains means that area was
possibly once under water. • Fossils of trees or tree parts that are found in a desert mean that area was possibly once a
forest. • Fossils of plants that are found in very cold areas of Earth means that area at one time
possibly had a warmer climate.
Every time a new fossil is found, more information about life on Earth and the environment of Earth is discovered. It is not essential for students to know any specific times of early Earth history like the Paleozoic Era or the Jurassic Period. The exact names of organisms that lived long ago might be an interesting discussion, but it is not necessary for this indicator. Assessment Guidelines: The objective of this indicator is to infer early Earth environments from fossil information; therefore, the primary focus of assessment should be to make a conclusion about the early environment in an area on the basis of the fossil organism. However, appropriate assessments should also require students to compare environments of early Earth with environments today; or exemplify organisms that might help determine an environment.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.5 Illustrate Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Taxonomy level: 2.2-A Understand Factual Knowledge Previous/Future knowledge: The identification of specific water features found on Earth is new to this grade. In 1st grade (1-4.5), students illustrated the locations of water on Earth. In 4th grade (4-2.2), students will explain the characteristics of environments that include rivers and streams. In 5th
grade (5-2.3), students will compare ecosystems that include oceans, lakes, and ponds.
It is essential for students to know that there are many places on Earth where water is found. Sometimes the water is saltwater and other times it is fresh water. Most of the water on Earth is saltwater. Water is mostly in liquid form in these features, but sometimes it can be solid (ice). Earth’s water features include: Oceans • Oceans are large bodies of salt water that surrounds a continent. Seas • Seas are large bodies of salt water that is often connected to an ocean. • A sea may be partly or completely surrounded by land. Rivers • Rivers are large, flowing bodies of fresh water that usually empty into a sea or ocean. Streams • Streams are small, flowing bodies of fresh water that flow into rivers. Lakes& ponds • Lakes and ponds are areas where water, usually freshwater, are surrounded by land. • Lakes and ponds differ in size with ponds usually being smaller than lakes. Glaciers • Glaciers are huge sheets of ice that cover land. • They are found where temperatures are very cold, for example, high in the mountains or near
the poles of Earth. It is not essential for students to name specific bodies of water. Assessment Guidelines: The objective of this indicator is to illustrate Earths saltwater and freshwater features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of Earth’s water features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
However, appropriate assessments should also require students to identify oceans on a world map; compare the size of oceans, lakes, and ponds; or identify where glaciers might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.6 Illustrate Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: The identification of specific land features found on Earth is new to this grade. In 5th grade, students will explain how volcanic eruptions affect the land (5-3.1) and will compare continental and oceanic landforms (5-3.3). In 8th
grade (8-3.7), students will illustrate the creation and changing of landforms including volcanic eruptions and mountain-building.
It is essential for students to know that Earth’s surface has many natural shapes or features called landforms. Earth’s land features that can be seen on models, pictures, diagrams, and maps include: Volcanoes • An opening in Earth’s surface from which lava flows. • As the lava hardens and builds up, a volcanic mountain forms. Mountains • A place on Earth’s surface where the land is much higher than the land that surrounds it. • Some mountains are tall and rocky and others are rounded and covered with trees. • A mountain area that has a flat top is called a plateau. Valleys • A lowland area between higher areas such as mountains. • Sometimes rivers can wear away land to form valleys. Canyons • A deep valley with very steep sides. • They are often carved from the Earth by a river. Caverns • A large cave or underground chamber. • Caverns or caves are formed underground when water wears away the rock. Islands • An area of land that is entirely surrounded by water. • Sometimes islands are located in lakes, or they may be out from the seashore as barrier
islands. It is not essential for students to name specific landforms such as Rocky Mountains or Carlsbad Caverns.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Assessment Guidelines: The objective of this indicator is to illustrate Earth’s land features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of land features of Earth (including volcanoes, mountains, valleys, canyons, caverns, and islands). However, appropriate assessments should also require students to identify a feature on a world map or model; compare features based on their descriptions; or identify where a feature might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.7 Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.6), students gave examples of Earth materials used for building structures or for growing plants. In 5th grade (5-3.6), students will study the conservation of natural resources. In 7th grade (7-5.6), students will focus on the resources as renewable or nonrenewable. Students will further develop this concept in 8th
grade (8-3.5) to include the importance of fossil fuels as Earth resources. Fuels are new Earth materials for this grade.
It is essential for students to know that Earth is rich in useful resources that can be used for various purposes:
Fuels Earth materials come from inside Earth and are used as fuels. For example, fuels such as oil and coal can be burned to produce heat or made into gasoline to help run cars and other vehicles.
Building structures Earth materials can be mined from Earth and used to make building blocks or other building materials. For example, granite, marble, and sandstone have been used to make blocks for homes and office buildings. The mineral calcite is used to make cement for building.
Growing plants Earth materials can be used as a medium for growing plants. For example,
soil is made up of weathered pieces of rocks, minerals, and humus which supply water, nutrients and support for growing plants. Different types of soil are needed depending upon the type of plants that need to grow in the soil.
It is not essential for students to know less common materials such as natural gas or propane for fuels, or peat moss or vermiculite as growing mediums for plants. Students do not need to identify or classify Earth resources as renewable or nonrenewable at this time. Assessment Guidelines: The objective of this indicator is to exemplify uses of Earth materials; therefore, the primary focus of assessment should be to give examples of uses for Earth materials as fuel, as building materials, and as a growing medium for plants. However, appropriate assessments should also require students to identify a resource that would meet one of the criteria.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.8 Illustrate changes in Earth’s surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.4), students recognized that water flows downhill. This concept can be used as background for understanding weathering and erosion. All the other concepts are new to 3rd grade but can be tied to other indicators such as 3-3.1, 3-3.5, and 3-3.6. Students will further develop this concept in 5th
grade (5-3.1) to include how these natural processes affect the land and oceans in constructive and destructive ways.
It is essential for students to know that the surface of Earth does change in natural ways. Sometimes the change can be caused by a very slow process and at other times it can be caused by a rapid process. There is often evidence on the surface that these processes have caused a change. Changes Due to Slow Processes Weathering When weathering is occurring, Earth materials, for example rocks are
being broken apart. Little or big cracks in the rock are evidence that weathering is taking place.
Erosion When erosion is occurring, Earth materials, like rock, sand, and soil, are
being carried away from their original location. Water and wind are often the causes for erosion.
Deposition When deposition is occurring, Earth materials that have been eroded are
put in a new location. When the wind stops blowing, sand and soil may be put down in piles as large as dunes. Water may deposit its material at the end of a river and form a delta.
Changes Due to Rapid Processes Landslides When a landslide is occurring, Earth materials, like rock, sand, and soil,
on the side of a slope or cliff drop down to a lower location. Water soaking into the ground often makes this happen.
Volcanic Eruptions When a volcanic eruption is occurring, Earth material called lava comes
out of the volcano flows down the side of the volcanic mountain (or is sent up into the air and lands nearby) where it hardens. The hardened volcanic rock forms new Earth material and often makes the volcanic mountain larger.
Floods When a flood is occurring, a lot of water causes rivers and streams to
overflow their banks over the surrounding land around them. Heavy rainfall in the area is usually the cause of a flood.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Earthquakes When an earthquake is occurring, the surface of the ground shakes and rolls causing damage to the Earth’s surface, like cracks and other openings, and damage to roads and buildings.
It is not essential for students to know runoff across Earth’s surface as part of the water cycle. They do not need the geology of why a landslide, a volcanic eruption, or earthquake occurs. Assessment Guidelines: The objective of this indicator is to illustrate natural changes to Earth’s surface; therefore, the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show understanding of changes that occurs because of identified slow and rapid processes. However, appropriate assessments should also require students to interpret a before and after picture to identify an event or describe the change; or compare the slow and rapid processes as to end result, amount of damage, or effect on manmade structures.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.1 Classify rocks (including igneous, sedimentary, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. Taxonomy level: 2.3-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.1), students recognized that Earth was composed of rocks, sand, soil, and water. Sand and rocks were classified by physical appearance (1-4.2) and soil was sorted by properties (1-4.3). Students have not previously identified the names or properties of the types of rocks or soils. Students will further develop the concept of soil properties in 7th grade (7-4.4) and will explain the relationships between the types of rocks in the rock cycle in 8th
grade (8-3.4).
Classify Rocks It is essential for students to know that there are three classifications of rocks – igneous, sedimentary, and metamorphic. Rocks can be classified by properties, such as how they are formed, color, visible crystals or minerals, grain pieces, patterns in the rock such as stripes. Igneous • Igneous rock was once melted but it has cooled and hardened. • The melted material is called magma or lava. • Igneous rocks may be glassy or grainy with crystals of different types of minerals in them. • Granite is an example of an igneous rock. Sedimentary • Sedimentary rocks are usually made up of pieces of rock called sediments that have been
pressed and cemented together. • Some may contain pieces of animal shells or skeletons or other remains of plants or animals. • Sandstone and limestone are examples of sedimentary rocks. Metamorphic • Metamorphic rock was once another type of rock deep inside Earth, but heat and the pressing
of the rocks above caused the minerals to change. • Rocks that were pressed down could have the minerals line up in rows or bands. • Sometimes the heat just changes the size of the mineral crystals. • Marble and slate are examples of metamorphic rocks. It is not essential for students to know classifications within each type of rock. The relationship between the groups of rocks as explained by the rock cycle is also not necessary here. Classify Soils It is essential for students to know that soil can be classified based on content, texture, or grain size. Types of soil include humus, sand, clay, and silt.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Humus • Humus is soil that is made up of decayed parts of once-living organisms. • It is dark, soft, and very crumbly. Sand • Sand has large grains with large spaces between the grains. • This lets water leave it quickly. Sand feels gritty. Clay • Clay has very small grains, much smaller than sand or silt, and holds water easily. • This makes clay sticky when wet, but when it dries, it forms hard clumps. Silt • Silt has pieces that are smaller than sand. It feels like powder. Some soils are combinations of these soil types. For example, “loam” soil has large and small grains with lots of humus. This makes it dark and rich soil for plants. Another example, “potting soil” or “topsoil”; also has a lot of humus. Once some sand has been added to it, it is also good for growing plants. It is not essential for students to know soil profiles or the layers of soil. The relationship between the groups of rocks is explained by the rock cycle. Soil conservation is also not necessary but can be a good class discussion because of the importance of soil as a resource. Assessment Guidelines: The objective of this indicator is to classify types of rocks and soil; therefore, the primary focus of assessment should be to group rocks and soils by the properties used to describe them. However, appropriate assessments should also require students to recognize a particular rock or a soil type based on the description; exemplify rocks that are classified as a particular type; or recall how a particular rock type was formed.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.2 Identify common minerals on the basis of their properties by using a minerals identification key. Taxonomy level: 1.1-A, B Understand Factual, and Conceptual Knowledge
Previous/Future knowledge: Minerals are introduced as new material for 3rd grade. They will be further studied in 8th
grade (8-3.5) when students will summarize the importance of minerals, ores, and fossil fuels as Earth resources on the basis of their physical and chemical properties. In high school Earth Science (3.7), students will classify minerals and rocks on the basis of their physical and chemical properties and the environment in which they were formed.
It is essential for students to know that minerals are solid, formed in nature, have never been alive, and have properties by which they can be identified. Some examples of physical properties of minerals may be: Hardness • Hardness refers to whether the mineral can be scratched or can scratch something else. • The harder a mineral, the fewer things can scratch it. • The hardness is numbered 1-10 with 1 being the softest and 10 being the hardest. Diamond is
the hardest mineral. Color • Color can be used along with other properties to help identify a mineral. • Since many minerals have the same color, it cannot be used as the only property for
identification. Luster • Some minerals can be very shiny, pearly, or glassy and other minerals are dull. Special Properties • If an acid (vinegar) is placed on a mineral, it may bubble or fizz. • Some minerals split into thin sheets. Some minerals have magnetic properties. A mineral identification key is a chart that will give information about the properties of the minerals listed on the key. Properties of a given mineral are compared to those listed on the key and the mineral can be identified. Some common minerals with very observable properties might include calcite, feldspar, mica, talc, gypsum, quartz, and fluorite. A sample mineral identification key is provided.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Sample: Minerals Identification Key Mineral Properties
Hardness (scratch test)
Color Luster Special Properties
Calcite 3 scratched by nail
White Dull/Glassy Bubbles with acid
Feldspar 6 scratches glass
Pink or white Dull/Pearly ---
Mica 2 scratched by
fingernail
Black/Gray Shiny Splits into thin sheets
Talc 1 easily scratched
by fingernail
White Dull ---
Gypsum 2 scratched by
fingernail
White/Gray Dull ---
Quartz 7 scratches glass
Various colors Glassy
Fluorite 4
Various colors
It is not essential for students to know about crystal shape of minerals or the breakage properties of minerals. They do not need to know about the Mohs scale of hardness. The streak color of a mineral formed when the mineral is scratched across a ceramic plate is interesting but may be beyond the understanding for 3rd
grade identification.
Assessment Guidelines: The objective of this indicator is to identify minerals based on their properties; therefore, the primary focus of assessment should be to locate a mineral by its properties by using the information found on an identification key. However, appropriate assessments should also require students to identify mineral properties; or recall what would be observed when making an identification of a particular property.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.3 Recognize types of fossils (including molds, casts, and preserved parts of plants and animals). Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/Future knowledge: Fossils are introduced as new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils). In high school Earth Science (6.3), students will summarize how fossil evidence reflects the changes in environmental conditions on Earth over time.
It is essential for students to know that a fossil is the remains of a living thing that lived long ago that has turned to rock. There are several types of fossils: Mold • A cavity or opening in a rock that has the shape of once living thing. • Fossil imprints of leaves and other thin objects, such as wings, feathers, and footprints are
also molds. • The leaves or animal parts rotted away long ago. Cast • A mold that has been filled in with sediments which harden and take the shape of the once
living thing. Preserved parts • Actual parts of the living thing such as shells, bones, or teeth that have turned to stone. • For example, sometimes an insect long ago was trapped in tree sap. • That sap hardened into a rock called amber. • The insect was preserved in the amber stone. It is not essential for students to know about carbonized imprint fossils. It may be interesting to discuss that some fossils are frozen remains or remains found in tar pits but these are not necessary for assessment. Assessment Guidelines: The objective of this indicator is to recognize types of fossils; therefore, the primary focus of assessment should be to locate a fossil type (including molds, casts, and preserved parts of plants and animals) based on the information presented about that fossil. However, appropriate assessments should also require students to identify a particular fossil from a drawing or picture; or recall types of fossils as stated in the indicator.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.4 Infer ideas about Earth’s early environments from fossils of plants and animals that lived long ago. Taxonomy level: 2.5-B Understand Conceptual Knowledge
Previous/Future knowledge: Fossils and their relationship to the early environments of plants and animals is new material for 3rd grade. They will be studied further in 8th
grade (8-2.2) when students will summarize how scientists study Earth’s past environment and diverse life forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils) and in high school Earth Science.
It is essential for students to know that fossils can give information about what the environment was like in the location where the fossil was found. For example, • Fossils of a water organism found in an area that is now mountains means that area was
possibly once under water. • Fossils of trees or tree parts that are found in a desert mean that area was possibly once a
forest. • Fossils of plants that are found in very cold areas of Earth means that area at one time
possibly had a warmer climate.
Every time a new fossil is found, more information about life on Earth and the environment of Earth is discovered. It is not essential for students to know any specific times of early Earth history like the Paleozoic Era or the Jurassic Period. The exact names of organisms that lived long ago might be an interesting discussion, but it is not necessary for this indicator. Assessment Guidelines: The objective of this indicator is to infer early Earth environments from fossil information; therefore, the primary focus of assessment should be to make a conclusion about the early environment in an area on the basis of the fossil organism. However, appropriate assessments should also require students to compare environments of early Earth with environments today; or exemplify organisms that might help determine an environment.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.5 Illustrate Earth’s saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Taxonomy level: 2.2-A Understand Factual Knowledge Previous/Future knowledge: The identification of specific water features found on Earth is new to this grade. In 1st grade (1-4.5), students illustrated the locations of water on Earth. In 4th grade (4-2.2), students will explain the characteristics of environments that include rivers and streams. In 5th
grade (5-2.3), students will compare ecosystems that include oceans, lakes, and ponds.
It is essential for students to know that there are many places on Earth where water is found. Sometimes the water is saltwater and other times it is fresh water. Most of the water on Earth is saltwater. Water is mostly in liquid form in these features, but sometimes it can be solid (ice). Earth’s water features include: Oceans • Oceans are large bodies of salt water that surrounds a continent. Seas • Seas are large bodies of salt water that is often connected to an ocean. • A sea may be partly or completely surrounded by land. Rivers • Rivers are large, flowing bodies of fresh water that usually empty into a sea or ocean. Streams • Streams are small, flowing bodies of fresh water that flow into rivers. Lakes& ponds • Lakes and ponds are areas where water, usually freshwater, are surrounded by land. • Lakes and ponds differ in size with ponds usually being smaller than lakes. Glaciers • Glaciers are huge sheets of ice that cover land. • They are found where temperatures are very cold, for example, high in the mountains or near
the poles of Earth. It is not essential for students to name specific bodies of water. Assessment Guidelines: The objective of this indicator is to illustrate Earths saltwater and freshwater features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of Earth’s water features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
However, appropriate assessments should also require students to identify oceans on a world map; compare the size of oceans, lakes, and ponds; or identify where glaciers might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.6 Illustrate Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: The identification of specific land features found on Earth is new to this grade. In 5th grade, students will explain how volcanic eruptions affect the land (5-3.1) and will compare continental and oceanic landforms (5-3.3). In 8th
grade (8-3.7), students will illustrate the creation and changing of landforms including volcanic eruptions and mountain-building.
It is essential for students to know that Earth’s surface has many natural shapes or features called landforms. Earth’s land features that can be seen on models, pictures, diagrams, and maps include: Volcanoes • An opening in Earth’s surface from which lava flows. • As the lava hardens and builds up, a volcanic mountain forms. Mountains • A place on Earth’s surface where the land is much higher than the land that surrounds it. • Some mountains are tall and rocky and others are rounded and covered with trees. • A mountain area that has a flat top is called a plateau. Valleys • A lowland area between higher areas such as mountains. • Sometimes rivers can wear away land to form valleys. Canyons • A deep valley with very steep sides. • They are often carved from the Earth by a river. Caverns • A large cave or underground chamber. • Caverns or caves are formed underground when water wears away the rock. Islands • An area of land that is entirely surrounded by water. • Sometimes islands are located in lakes, or they may be out from the seashore as barrier
islands. It is not essential for students to name specific landforms such as Rocky Mountains or Carlsbad Caverns.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Assessment Guidelines: The objective of this indicator is to illustrate Earth’s land features; therefore, the primary focus of assessment should be to give or use illustrations to show understanding of land features of Earth (including volcanoes, mountains, valleys, canyons, caverns, and islands). However, appropriate assessments should also require students to identify a feature on a world map or model; compare features based on their descriptions; or identify where a feature might be found.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.7 Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants. Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.6), students gave examples of Earth materials used for building structures or for growing plants. In 5th grade (5-3.6), students will study the conservation of natural resources. In 7th grade (7-5.6), students will focus on the resources as renewable or nonrenewable. Students will further develop this concept in 8th
grade (8-3.5) to include the importance of fossil fuels as Earth resources. Fuels are new Earth materials for this grade.
It is essential for students to know that Earth is rich in useful resources that can be used for various purposes:
Fuels Earth materials come from inside Earth and are used as fuels. For example, fuels such as oil and coal can be burned to produce heat or made into gasoline to help run cars and other vehicles.
Building structures Earth materials can be mined from Earth and used to make building blocks or other building materials. For example, granite, marble, and sandstone have been used to make blocks for homes and office buildings. The mineral calcite is used to make cement for building.
Growing plants Earth materials can be used as a medium for growing plants. For example,
soil is made up of weathered pieces of rocks, minerals, and humus which supply water, nutrients and support for growing plants. Different types of soil are needed depending upon the type of plants that need to grow in the soil.
It is not essential for students to know less common materials such as natural gas or propane for fuels, or peat moss or vermiculite as growing mediums for plants. Students do not need to identify or classify Earth resources as renewable or nonrenewable at this time. Assessment Guidelines: The objective of this indicator is to exemplify uses of Earth materials; therefore, the primary focus of assessment should be to give examples of uses for Earth materials as fuel, as building materials, and as a growing medium for plants. However, appropriate assessments should also require students to identify a resource that would meet one of the criteria.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.8 Illustrate changes in Earth’s surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.4), students recognized that water flows downhill. This concept can be used as background for understanding weathering and erosion. All the other concepts are new to 3rd grade but can be tied to other indicators such as 3-3.1, 3-3.5, and 3-3.6. Students will further develop this concept in 5th
grade (5-3.1) to include how these natural processes affect the land and oceans in constructive and destructive ways.
It is essential for students to know that the surface of Earth does change in natural ways. Sometimes the change can be caused by a very slow process and at other times it can be caused by a rapid process. There is often evidence on the surface that these processes have caused a change. Changes Due to Slow Processes Weathering When weathering is occurring, Earth materials, for example rocks are
being broken apart. Little or big cracks in the rock are evidence that weathering is taking place.
Erosion When erosion is occurring, Earth materials, like rock, sand, and soil, are
being carried away from their original location. Water and wind are often the causes for erosion.
Deposition When deposition is occurring, Earth materials that have been eroded are
put in a new location. When the wind stops blowing, sand and soil may be put down in piles as large as dunes. Water may deposit its material at the end of a river and form a delta.
Changes Due to Rapid Processes Landslides When a landslide is occurring, Earth materials, like rock, sand, and soil,
on the side of a slope or cliff drop down to a lower location. Water soaking into the ground often makes this happen.
Volcanic Eruptions When a volcanic eruption is occurring, Earth material called lava comes
out of the volcano flows down the side of the volcanic mountain (or is sent up into the air and lands nearby) where it hardens. The hardened volcanic rock forms new Earth material and often makes the volcanic mountain larger.
Floods When a flood is occurring, a lot of water causes rivers and streams to
overflow their banks over the surrounding land around them. Heavy rainfall in the area is usually the cause of a flood.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Earthquakes When an earthquake is occurring, the surface of the ground shakes and rolls causing damage to the Earth’s surface, like cracks and other openings, and damage to roads and buildings.
It is not essential for students to know runoff across Earth’s surface as part of the water cycle. They do not need the geology of why a landslide, a volcanic eruption, or earthquake occurs. Assessment Guidelines: The objective of this indicator is to illustrate natural changes to Earth’s surface; therefore, the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show understanding of changes that occurs because of identified slow and rapid processes. However, appropriate assessments should also require students to interpret a before and after picture to identify an event or describe the change; or compare the slow and rapid processes as to end result, amount of damage, or effect on manmade structures.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
3-3.8 Illustrate changes in Earth’s surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). Taxonomy level: 2.2-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-4.4), students recognized that water flows downhill. This concept can be used as background for understanding weathering and erosion. All the other concepts are new to 3rd grade but can be tied to other indicators such as 3-3.1, 3-3.5, and 3-3.6. Students will further develop this concept in 5th
grade (5-3.1) to include how these natural processes affect the land and oceans in constructive and destructive ways.
It is essential for students to know that the surface of Earth does change in natural ways. Sometimes the change can be caused by a very slow process and at other times it can be caused by a rapid process. There is often evidence on the surface that these processes have caused a change. Changes Due to Slow Processes Weathering When weathering is occurring, Earth materials, for example rocks are
being broken apart. Little or big cracks in the rock are evidence that weathering is taking place.
Erosion When erosion is occurring, Earth materials, like rock, sand, and soil, are
being carried away from their original location. Water and wind are often the causes for erosion.
Deposition When deposition is occurring, Earth materials that have been eroded are
put in a new location. When the wind stops blowing, sand and soil may be put down in piles as large as dunes. Water may deposit its material at the end of a river and form a delta.
Changes Due to Rapid Processes Landslides When a landslide is occurring, Earth materials, like rock, sand, and soil,
on the side of a slope or cliff drop down to a lower location. Water soaking into the ground often makes this happen.
Volcanic Eruptions When a volcanic eruption is occurring, Earth material called lava comes
out of the volcano flows down the side of the volcanic mountain (or is sent up into the air and lands nearby) where it hardens. The hardened volcanic rock forms new Earth material and often makes the volcanic mountain larger.
Floods When a flood is occurring, a lot of water causes rivers and streams to
overflow their banks over the surrounding land around them. Heavy rainfall in the area is usually the cause of a flood.
Earth’s Materials and Changes 3-3 The student will demonstrate an understanding of Earth’s composition and the
changes that occur to the features of Earth’s surface. (Earth Science)
Effective August 2007
Earthquakes When an earthquake is occurring, the surface of the ground shakes and rolls causing damage to the Earth’s surface, like cracks and other openings, and damage to roads and buildings.
It is not essential for students to know runoff across Earth’s surface as part of the water cycle. They do not need the geology of why a landslide, a volcanic eruption, or earthquake occurs. Assessment Guidelines: The objective of this indicator is to illustrate natural changes to Earth’s surface; therefore, the primary focus of assessment should be to give illustrations of these concepts or use illustrations to show understanding of changes that occurs because of identified slow and rapid processes. However, appropriate assessments should also require students to interpret a before and after picture to identify an event or describe the change; or compare the slow and rapid processes as to end result, amount of damage, or effect on manmade structures.
Heat and Changes in Matter 3-4 The student will demonstrate an understanding of the changes in matter that are
caused by heat.
Effective August 2007 1
3-4.1 Classify different forms of matter (including solids, liquids, and gases) according to their observable and measurable properties. Taxonomy level: 2.3-A, B Understand Factual and Conceptual Knowledge
Previous/Future knowledge: In 2nd grade (2-4.1), students were introduced to the concept of liquids and solids and their properties. Students have not been introduced to the properties of gases in previous grades. Students will compare the physical properties of the states of matter in 5th
grade (5-4.2).
It is essential for students to know that matter is anything that has mass and takes up space. Mass • Mass is how much matter is in an object. • Mass can be measured using a balance with known masses compared to the unknown mass
being measured. • An object with a large mass feels heavier than an object with a smaller mass. Volume • Volume is the amount of space an object takes up. • Volume of a liquid can be measured with a beaker, graduated cylinder or graduated syringe. • An object that takes up more space has a greater volume. Properties of matter are characteristics that can be used to describe matter.
Observable (using senses) properties Measurable (using tools) properties (Using sense of sight): color, size, shape, shininess or luster (Using sense of touch): texture or relative hotness or coldness (Using sense of smell): odor present or not
(Using balance): mass (Using graduated cylinder or syringe, or beaker): volume (Using thermometer): temperature (Using ruler): length
Matter is classified into the following forms based on observable and measurable properties:
• Solids have a definite size and shape, that is, the size and shape do not change. • Liquids have a definite volume, but they take the shape of their containers. • Gases do not have a definite shape or volume. Gases take the shape and size of their
container. It is not essential for students to calculate the volume of a solid object or the volume of a gas. Assessment Guidelines: The objective of this indicator is to classify solids, liquids, and gases according to their observable and measurable properties; therefore, the primary focus of assessment should be to group materials into categories of solids, liquids, or gases based on their observable and measurable properties. However, appropriate assessments should also require students to infer from information about materials with their properties described, whether the materials are
Heat and Changes in Matter 3-4 The student will demonstrate an understanding of the changes in matter that are
caused by heat.
Effective August 2007 2
solids, liquids, or gases; compare various materials to determine which are solids, liquids, or gases; identify a material with properties described as a solid, liquid, or gas; or summarize the properties of solids, liquids, and gases.
Heat and Changes in Matter 3-4 The student will demonstrate an understanding of the changes in matter that are
caused by heat.
Effective August 2007 3
3-4.2 Explain how water and other substances change from one state to another (including melting, freezing, condensing, boiling, and evaporating). Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: In 2nd grade (2-4.2), students exemplified matter changing from a solid to a liquid and from a liquid to a solid. Students have not been introduced to the terms for these changes or how heat is involved in previous grades. In 4th grade (4-4.1), students will summarize the processes of the water cycle, including evaporation and condensation. In 5th grade (5-4.2), students will compare the physical properties of the states of matter (including volume, shape, and the movement and spacing of particles).
It is essential for students to know that water and other substances can change from one state to another with either heat is added or removed. The diagram below shows the relationship between heat and the changes of state: GAS Heat removed (condensing) Heat Added (evaporating or boiling) LIQUID LIQUID Heat Added Heat removed (freezing) (melting) SOLID SOLID Melting • Melting occurs when a solid is heated enough to change to a liquid. • When solid ice melts, it changes to liquid water. • Ice melts at 0oC or 32o
F.
Freezing • Freezing occurs when a liquid cools enough (heat is removed) to form a solid. • When liquid water freezes, it changes to solid ice. • Water freezes at 0oC or 32o
• Water will expand when it freezes; other substances contract. F.
Evaporation • Evaporation occurs when liquids change to gases rather slowly at the surface of the liquid as
heat is added from their surroundings. NOTE TO TEACHER: Evaporation occurs at any temperature.
Heat and Changes in Matter 3-4 The student will demonstrate an understanding of the changes in matter that are
caused by heat.
Effective August 2007 4
Boiling • Boiling also is the change from a liquid to a gas but faster with bubbles of gas forming in the
liquid at a given temperature because a lot heat is being added from a source. • Water boils at 100oC or 212o
F. When substances are heated, they will expand and take up more space.
Condensing • Condensing occurs when a gas is cooled enough (heat is removed) to form a liquid. • For example, condensation occurs, when liquid water is visible on the outside of a glass of
ice water. • The water vapor or gas in the air is cooled when it contacts the cold surface of the glass. • Another example of condensation is when liquid water droplets form on the cool surface of
the mirror in the bathroom from hot water vapor produced by the shower. • The water vapor in the air condenses on the cool mirror. It is not essential for students to know the temperatures at which melting, boiling, or freezing occur in other substances besides water. Assessment Guidelines: The objective of this indicator is to explain how water and other substances change from one state to another; therefore, the primary focus of assessment should be to construct a cause-and-effect model to show how heat causes melting, evaporating, and boiling and how cooling (removing heat) causes condensing and freezing. However, appropriate assessments should also require students to summarize the processes by which substances change from one state to another by being either heated or cooled; interpret a diagram of changing states of matter with heating and cooling; compare various matter changing states by being heated or being cooled; or identify the processes by which matter changes from one state to another.
Heat and Changes in Matter 3-4 The student will demonstrate an understanding of the changes in matter that are
caused by heat.
Effective August 2007 5
3-4.3 Explain how heat moves easily from one object to another through direct contact in some materials (called conductors) and not so easily through other materials (called insulators).
Taxonomy level: 2.7-B Understand Conceptual Knowledge Previous/Future knowledge: The concept of heat moving from one object to another is new material for this grade level. Students will further develop the concept of forms of energy (light and electricity) in 4th
It is essential for students to know that heat makes things warmer. Some materials allow heat to move through them easily and others do not as follows:
grade (4-5.2 and 4-5.5).
Conductors • Some materials allow heat to move easily through them and from one object to another
through direct contact. • These materials are called conductors. • If a metal spoon, for example, is put in hot water, it will become warmer. • Metal objects are good conductors of heat, and they get warmer. Insulators • Other materials do not allow heat to move easily through them and are called insulators. • If wooden and plastic spoons are put in hot water, for example, they do not become warmer. • These materials do not allow heat to move easily through them. • Plastic and wood materials are insulators, and they do not get warmer. It is not essential for students to know that heat is a form of energy that causes the particles in matter to move faster, or that it is also transferred by convection or radiation. Assessment Guidelines: The objective of this indicator is to explain that heat either moves easily in some materials called conductors or not so easily in other materials called insulators; therefore, the primary focus of assessment should be to construct a cause-and-effect model of heat moving easily in a conductor or not so easily in an insulator. However, appropriate assessments should also require students to illustrate or exemplify insulators and conductors; classify materials as either insulators or conductors; compare insulators and conductors; or identify materials as either insulators or conductors.
Heat and Changes in Matter 3-4 The student will demonstrate an understanding of the changes in matter that are
caused by heat.
Effective August 2007 6
3-4.4 Identify sources of heat and exemplify ways that heat can be produced (including rubbing, burning, and using electricity). Taxonomy level: 1.1-A Remember Factual and
2.2-B Understand Conceptual Knowledge Previous/Future knowledge: The concept of heat or how it can be produced is new material for this grade level. Students will further develop the concept of sources of heat energy in 6th
grade (6-5.1).
It is essential for students to know that sources of heat produce heat energy and make things warmer, for example, fires, stoves, toasters, ovens, the Sun, light bulbs, engines, animals, and other common objects in their environment. They should also identify the following ways that heat can be produced: Rubbing • When objects are rubbed together, heat is produced. • For example, when hands are rubbed together, they get warmer on a cold day. Burning • When materials are burned in a fire, heat can be produced. • For example, when wood or candles are burned, they produce heat. Using electricity • When electricity is used, heat can be produced. • For example, when electricity is used in light bulbs, heaters, stoves, toasters, or ovens, things
get warmer. It is not essential for students to know ways to extinguish fires or what materials are necessary for fires to start, or for students to know that particles of matter move faster as a result of heat production. Assessment Guidelines: One objective of this indicator is to identify sources of heat; therefore, the primary focus of assessment should be to recognize an object or material that produces and gives off heat. Another objective is to exemplify ways heat can be produced, therefore, the primary focus of that objective is to give examples of producing heat by rubbing, burning, or using electricity. However, appropriate assessments should also require students to illustrate heat being produced by the processes of rubbing, burning, and using electricity.
Heat and Changes in Matter 3-4 The student will demonstrate an understanding of the changes in matter that are
caused by heat.
Effective August 2007
3-4.1 Classify different forms of matter (including solids, liquids, and gases) according to their observable and measurable properties. Taxonomy level: 2.3-A, B Understand Factual and Conceptual Knowledge
Previous/Future knowledge: In 2nd grade (2-4.1), students were introduced to the concept of liquids and solids and their properties. Students have not been introduced to the properties of gases in previous grades. Students will compare the physical properties of the states of matter in 5th
grade (5-4.2).
It is essential for students to know that matter is anything that has mass and takes up space. Mass • Mass is how much matter is in an object. • Mass can be measured using a balance with known masses compared to the unknown mass
being measured. • An object with a large mass feels heavier than an object with a smaller mass. Volume • Volume is the amount of space an object takes up. • Volume of a liquid can be measured with a beaker, graduated cylinder or graduated syringe. • An object that takes up more space has a greater volume. Properties of matter are characteristics that can be used to describe matter.
Observable (using senses) properties Measurable (using tools) properties (Using sense of sight): color, size, shape, shininess or luster (Using sense of touch): texture or relative hotness or coldness (Using sense of smell): odor present or not
(Using balance): mass (Using graduated cylinder or syringe, or beaker): volume (Using thermometer): temperature (Using ruler): length
Matter is classified into the following forms based on observable and measurable properties:
• Solids have a definite size and shape, that is, the size and shape do not change. • Liquids have a definite volume, but they take the shape of their containers. • Gases do not have a definite shape or volume. Gases take the shape and size of their
container. It is not essential for students to calculate the volume of a solid object or the volume of a gas. Assessment Guidelines: The objective of this indicator is to classify solids, liquids, and gases according to their observable and measurable properties; therefore, the primary focus of assessment should be to group materials into categories of solids, liquids, or gases based on their observable and measurable properties. However, appropriate assessments should also require students to infer from information about materials with their properties described, whether the materials are
Heat and Changes in Matter 3-4 The student will demonstrate an understanding of the changes in matter that are
caused by heat.
Effective August 2007
solids, liquids, or gases; compare various materials to determine which are solids, liquids, or gases; identify a material with properties described as a solid, liquid, or gas; or summarize the properties of solids, liquids, and gases.
Heat and Changes in Matter 3-4 The student will demonstrate an understanding of the changes in matter that are
caused by heat.
Effective August 2007
3-4.2 Explain how water and other substances change from one state to another (including melting, freezing, condensing, boiling, and evaporating). Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: In 2nd grade (2-4.2), students exemplified matter changing from a solid to a liquid and from a liquid to a solid. Students have not been introduced to the terms for these changes or how heat is involved in previous grades. In 4th grade (4-4.1), students will summarize the processes of the water cycle, including evaporation and condensation. In 5th grade (5-4.2), students will compare the physical properties of the states of matter (including volume, shape, and the movement and spacing of particles).
It is essential for students to know that water and other substances can change from one state to another with either heat is added or removed. The diagram below shows the relationship between heat and the changes of state: GAS Heat removed (condensing) Heat Added (evaporating or boiling) LIQUID LIQUID Heat Added Heat removed (freezing) (melting) SOLID SOLID Melting • Melting occurs when a solid is heated enough to change to a liquid. • When solid ice melts, it changes to liquid water. • Ice melts at 0oC or 32o
F.
Freezing • Freezing occurs when a liquid cools enough (heat is removed) to form a solid. • When liquid water freezes, it changes to solid ice. • Water freezes at 0oC or 32o
• Water will expand when it freezes; other substances contract. F.
Evaporation • Evaporation occurs when liquids change to gases rather slowly at the surface of the liquid as
heat is added from their surroundings. NOTE TO TEACHER: Evaporation occurs at any temperature.
Heat and Changes in Matter 3-4 The student will demonstrate an understanding of the changes in matter that are
caused by heat.
Effective August 2007
Boiling • Boiling also is the change from a liquid to a gas but faster with bubbles of gas forming in the
liquid at a given temperature because a lot heat is being added from a source. • Water boils at 100oC or 212o
F. When substances are heated, they will expand and take up more space.
Condensing • Condensing occurs when a gas is cooled enough (heat is removed) to form a liquid. • For example, condensation occurs, when liquid water is visible on the outside of a glass of
ice water. • The water vapor or gas in the air is cooled when it contacts the cold surface of the glass. • Another example of condensation is when liquid water droplets form on the cool surface of
the mirror in the bathroom from hot water vapor produced by the shower. • The water vapor in the air condenses on the cool mirror. It is not essential for students to know the temperatures at which melting, boiling, or freezing occur in other substances besides water. Assessment Guidelines: The objective of this indicator is to explain how water and other substances change from one state to another; therefore, the primary focus of assessment should be to construct a cause-and-effect model to show how heat causes melting, evaporating, and boiling and how cooling (removing heat) causes condensing and freezing. However, appropriate assessments should also require students to summarize the processes by which substances change from one state to another by being either heated or cooled; interpret a diagram of changing states of matter with heating and cooling; compare various matter changing states by being heated or being cooled; or identify the processes by which matter changes from one state to another.
Heat and Changes in Matter 3-4 The student will demonstrate an understanding of the changes in matter that are
caused by heat.
Effective August 2007
3-4.3 Explain how heat moves easily from one object to another through direct contact in some materials (called conductors) and not so easily through other materials (called insulators).
Taxonomy level: 2.7-B Understand Conceptual Knowledge Previous/Future knowledge: The concept of heat moving from one object to another is new material for this grade level. Students will further develop the concept of forms of energy (light and electricity) in 4th
It is essential for students to know that heat makes things warmer. Some materials allow heat to move through them easily and others do not as follows:
grade (4-5.2 and 4-5.5).
Conductors • Some materials allow heat to move easily through them and from one object to another
through direct contact. • These materials are called conductors. • If a metal spoon, for example, is put in hot water, it will become warmer. • Metal objects are good conductors of heat, and they get warmer. Insulators • Other materials do not allow heat to move easily through them and are called insulators. • If wooden and plastic spoons are put in hot water, for example, they do not become warmer. • These materials do not allow heat to move easily through them. • Plastic and wood materials are insulators, and they do not get warmer. It is not essential for students to know that heat is a form of energy that causes the particles in matter to move faster, or that it is also transferred by convection or radiation. Assessment Guidelines: The objective of this indicator is to explain that heat either moves easily in some materials called conductors or not so easily in other materials called insulators; therefore, the primary focus of assessment should be to construct a cause-and-effect model of heat moving easily in a conductor or not so easily in an insulator. However, appropriate assessments should also require students to illustrate or exemplify insulators and conductors; classify materials as either insulators or conductors; compare insulators and conductors; or identify materials as either insulators or conductors.
Heat and Changes in Matter 3-4 The student will demonstrate an understanding of the changes in matter that are
caused by heat.
Effective August 2007
3-4.4 Identify sources of heat and exemplify ways that heat can be produced (including rubbing, burning, and using electricity). Taxonomy level: 1.1-A Remember Factual and
2.2-B Understand Conceptual Knowledge Previous/Future knowledge: The concept of heat or how it can be produced is new material for this grade level. Students will further develop the concept of sources of heat energy in 6th
grade (6-5.1).
It is essential for students to know that sources of heat produce heat energy and make things warmer, for example, fires, stoves, toasters, ovens, the Sun, light bulbs, engines, animals, and other common objects in their environment. They should also identify the following ways that heat can be produced: Rubbing • When objects are rubbed together, heat is produced. • For example, when hands are rubbed together, they get warmer on a cold day. Burning • When materials are burned in a fire, heat can be produced. • For example, when wood or candles are burned, they produce heat. Using electricity • When electricity is used, heat can be produced. • For example, when electricity is used in light bulbs, heaters, stoves, toasters, or ovens, things
get warmer. It is not essential for students to know ways to extinguish fires or what materials are necessary for fires to start, or for students to know that particles of matter move faster as a result of heat production. Assessment Guidelines: One objective of this indicator is to identify sources of heat; therefore, the primary focus of assessment should be to recognize an object or material that produces and gives off heat. Another objective is to exemplify ways heat can be produced, therefore, the primary focus of that objective is to give examples of producing heat by rubbing, burning, or using electricity. However, appropriate assessments should also require students to illustrate heat being produced by the processes of rubbing, burning, and using electricity.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007 1
3-5.1 Identify the position of an object relative to a reference point by using position terms such as “above,” “below,” “inside of,” “underneath,” or “on top of,” and a distance scale or measurement.
Taxonomy level: 1.1-A, B Remember Factual and Conceptual Knowledge Previous/Future knowledge: In 1st grade (1-5.1), students identified the location of an object relative to another object. Students have not been introduced to the concepts of identifying positions and motions of objects with terms and measurements in previous grades. Students will further develop this concept of position in 5th
grade (5-5.2) when they will summarize the motion of an object in terms of position, direction, and speed.
It is essential for students to know that the position of an object can be identified by using a reference point. • Terms, such as, “above,” “below,” “inside of,” “underneath,” “on top of” can be used to
describe its relative location to another object. • Distance is the length between two locations or positions. • The distance of a specific object to another object can be measured using meter tapes, sticks,
or rulers. • This distance can be recorded in meters or centimeters. It is not essential for students to read or record distance in millimeters. Assessment Guidelines: The objective of this indicator is to identify the location or position of an object relative to a reference point; therefore, the primary focus of assessment should be to recognize the position of an object compared to that of another object using terms that show positions (including “above,” “below,” “inside of,” “underneath,” or “on top of,”) or a distance scale to measure the distance. However, appropriate assessments should also require students to recognize the location or position of an object compared to another object using terms listed above or a distance scale or measurement from a meter tape, stick, or ruler in meters and/or centimeters.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007 2
3-5.2 Compare the motion of common objects in terms of speed and direction. Taxonomy level: 2.6-B Understand Conceptual Knowledge Previous/Future knowledge: In 1st grade (1-5.4), students illustrated ways in which objects can move in terms of direction and speed (including straight forward, back and forth, fast or slow, zigzag, and circular). Students will further develop this concept quantitatively in 5th
grade (5-5.2) when they will summarize the motion of an object in terms of position, direction, and speed, and they will use a graph to illustrate the motion of an object (5-5.5).
It is essential for students to know that motion can be described in terms of speed and direction. Direction • Direction is the path/course along which something is moving. • Examples of terms that describe the direction of a moving object relative to another object
are: “up,” “down,” “left,” “right,” “north,” “south,” “east,” “west.” Speed • Speed is how fast an object moves. • Faster objects move a greater distance than slower objects in a certain period of time. • For example, if a toy car moves a greater distance than another toy car in one minute, then its
speed is greater. It is not essential for students to know how to calculate the speed if given the time and distance measurements or to identify direction of an object from a compass rose on a map. Assessment Guidelines: The objective of this indicator is to compare the motion of several objects in terms of their speeds and directions; therefore, the primary focus of assessment should be to detect similarities and differences between faster or slower objects and the direction of travel of those objects. However, appropriate assessments should require students to illustrate the slower and faster moving objects with pictures, diagrams, or words; recognize from pictures or diagrams which object is moving faster or slower; or recognize which direction objects are moving relative to other objects.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007 3
3-5.3 Explain how the motion of an object is affected by the strength of a push or pull and the mass of the object. Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-5.2), students explained the importance of pushing and pulling to the motion of an object. Students have not been introduced to the concept of the strength of a push or pull and the mass of an object affecting the motion of an object in previous grades. In 5th grade, students will further develop the concept of the effects of various forces on motion (5-5.1) and how a change in force or a change in mass affects the motion of an object (5-5.6). It is essential for students to know that the strength of a push or pull and the amount of mass of the object can affect the motion of an object at rest. • The stronger the push or pull, the faster the object would move. • The weaker the push or pull, the slower the object would move. • Mass is how much matter is in an object. • If the strength of the push or pull is the same, an object of greater mass would move slower
than an object of lesser mass. It is not essential for students to know how to measure the strength of the push or pull on an object or to measure the speed of the objects. Assessment Guidelines: The objective of this indicator is to explain how the motion of objects is affected by the strength of the push or pull and the mass of the object; therefore, the primary focus of assessment should be to construct a cause-(strength of push or pull, mass of object)-and-effect (motion of objects) model showing how the stronger or weaker pushes and pulls affect the motion of objects with more or less mass. However, appropriate assessments should also require students to infer which object is heavier or lighter if subjected to the same strength push or pull based on their location in a diagram; infer which objects of different masses would move faster if given the same strength push or pull; infer which objects of the same mass would move faster or slower if given stronger or weaker pushes or pulls; or classify objects based on characteristics listed above.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007 4
3-5.4 Explain the relationship between the motion of an object and the pull of gravity. Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: In first grade (1-5.2), students explained the importance of pushing and pulling to the motion of an object. In 4th grade, students will relate the Moon’s pull of gravity on Earth to the high and low tides of the oceans (4-3.6), and they will relate Earth’s pull of gravity on the Moon to keeping the Moon in orbit around Earth (4-3.6) as well as the Sun’s pull of gravity on Earth to keeping Earth revolving around the Sun (4-3.3). Students will further develop the concept of the effects of the force of gravity on motion in 5th
grade (5-5.1).
It is essential for students to know that the pull of gravity attracts objects to one another. • The pull of gravity is everywhere. • Earth’s gravity pulls objects toward the center of Earth. • The pull of gravity holds things down on Earth. • Things fall to Earth because they are pulled straight down by Earth’s gravity. • No matter whether an object is dropped or thrown, it will always fall toward Earth’s surface. It is not essential for students to know how fast objects fall (acceleration due to gravity) or how masses and distances of objects affect the strength of the pull of gravity. They do not need to explain any quantitative relationships between the pull of gravity and the motion of objects. Assessment Guidelines: The objective of this indicator is to explain the relationship between the motion of objects and the pull of gravity; therefore, the primary focus of assessment should be to construct a cause-and-effect model of the way the pull of gravity can affect the motion of objects. However, appropriate assessments should also require students to infer which direction an object will move if dropped or thrown on Earth; or interpret a diagram of objects being dropped or thrown and how the pull of gravity will affect them.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007 5
3-5.5 Recall that vibrating objects produce sound and that vibrations can be transferred from one material to another. Taxonomy level: 1.2-B Remember Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-5.3), students illustrated the fact that sound is produced by vibrating objects. Students will further develop the concept of sound energy being transferred to other materials and other forms of energy in 6th
grade (6-5.2 and 6-5.4).
It is essential for students to know that sound vibrations are back and forth movements that occur very quickly. • Vibrations can be transferred from one material to another causing that material to vibrate. • Vibrations of materials causing sound can travel through solids, liquids, and gases, but they
cannot travel through empty space where there are no particles of matter to vibrate. • Sound moves better through some materials than others, for example, when a metal spoon is
tied to a string and hit so that it vibrates, the sound can be heard through the string held to the ears better than through the air only.
It is not essential for students to know that sound vibrations travel at different speeds through different materials. Assessment Guidelines: The objective of this indicator is to recall that vibrating objects produce sound and that vibrations can be transferred from one material to another; therefore, the primary focus of assessment should be to remember that sound is produced by vibrating objects and to remember that a vibrating object can cause another object also to vibrate. However, appropriate assessments should also require students to identify the materials involved in the transfer of the vibrations of sound; or recognize on a picture or diagram the vibrating objects involved in the transfer of vibrations.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007 6
3-5.6 Compare pitch and volume of different sounds. Taxonomy level: 2.6-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concepts of pitch and volume of different sounds in previous grades. They will further develop these concepts in 8th grade (8-6.3) and also in high school Physical Science (PS-7.7). It is essential for students to know that different sounds can have different pitches and volumes as follows: Pitch • Pitch of a sound is how high or low it is. • For example, a man’s voice has a lower pitch than a woman’s voice, or a bird song has a
higher pitch than the rumble of a heavy truck. • Changing the length of the vibrating object can change pitch. • A long string or wire will have a lower pitch than a short string or wire. Volume • Volume is the loudness or softness of a sound. • For example, the sound from a person yelling is a louder volume than the sound from a
person whispering even though the pitch is the same. • It takes more force to produce loud sounds than soft sounds. It is not essential for students to know how frequencies, wavelengths, or amplitude compare to the pitch and volume of sound waves. Assessment Guidelines: The objective of this indicator is to compare the pitch and volume of different sounds; therefore, the primary focus of assessment should be to detect similarities and differences between common sounds to see if they have higher or lower pitch or louder or softer volume. However, appropriate assessments should also require students to exemplify sounds with higher or lower pitch or louder or softer volume.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007 7
3-5.7 Recognize ways to change the volume of sounds. Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/Future knowledge: Students have not been introduced to the concept of sounds in previous grades. In the 8th
grade (8-6.3), students will study this concept in more depth as they study the factors that influence the basic properties of waves for example volume or amplitude.
It is essential for students to know that the volume of sounds can be changed. Strength of the vibrations • If the vibrations are made stronger or weaker by striking or plucking objects harder or softer,
the volume will get louder or softer. • If the force is decreased, the volume becomes softer. • If the force is increased, the volume becomes louder. • Tapping a desk lightly produces a soft sound while hitting a desk hard produces a loud
sound. Distance • If the sources of the vibrations are farther away, the volume of the sound is softer. • The closer the source of the vibrations, the louder the volume of the sound will be. Radios, TVs, and disc players have loudness, or volume, controls. The volume can be turned up to make the sound louder or turned down to make the sound softer. It is not essential for students to know that volume is related to the amplitude of sound waves. Assessment Guidelines: The objective of this indicator is to recognize ways to change the volume of sounds; therefore, the primary focus of assessment should be to recall ways that the volume of sounds could be changed. However, appropriate assessments should also require students to recall how to make an object produce a louder sound; or identify loud sounds or soft sounds from a list or illustration.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007 8
3-5.8 Explain how the vibration of an object affects pitch. Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concept of how vibrations can affect pitch in previous grades. In 8th
grade (8-6.3), students will summarize factors that influence the basic properties of waves (including frequency, amplitude, wavelength, and speed).
It is essential for students to know how the vibrations of an object affect pitch of a sound. Pitch depends on how fast an object is vibrating. Pitch is affected by the materials vibrating in the following ways: Length • Length of an object can change the vibration and cause the pitch to change. • Shorter materials vibrate faster than longer ones. • The faster a string, wire, or air in a tube vibrates, the higher the pitch of the sound. • For example, when you shorten the length of a guitar string it makes a higher pitched sound. Thickness • Thickness can change pitch. • Thinner strings or wires vibrate faster than thicker ones. • Thinner vibrating materials have a higher pitch than thicker ones when they are vibrated. • For example, when a thick rubber band and a thin rubber band are plucked, the thinner one
produces a higher pitched sound. Tightness • Tightness of the stretch of the string or wire can change the pitch—the tighter the stretch of
the string, the higher the pitch of the sound. • For example, guitars and pianos have screws that can tighten the wire. • Tightening the wire to tune the instrument can change the pitch. • Tighter wires vibrate faster, making the pitch higher. It is not essential for students to know why the speed of the vibrations affects the pitch of the sound or the quantitative relationship between frequency and energy of sound waves. Assessment Guidelines: The objective of this indicator is to explain how the vibration of an object affects pitch; therefore the primary focus of assessment should be to construct a cause-and-effect model of the factors that affect the pitch of various sounds and how they are related to the vibrations of objects. However, appropriate assessments should also require students to illustrate with pictures, diagrams, or words different factors that affect vibrations indicating which will produce the highest or lowest pitch; compare strings stretched to various degrees of tightness related to
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007 9
highest or lowest pitch when plucked; or recognize the relationship between smallest length and highest pitch.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007
3-5.1 Identify the position of an object relative to a reference point by using position terms such as “above,” “below,” “inside of,” “underneath,” or “on top of,” and a distance scale or measurement.
Taxonomy level: 1.1-A, B Remember Factual and Conceptual Knowledge Previous/Future knowledge: In 1st grade (1-5.1), students identified the location of an object relative to another object. Students have not been introduced to the concepts of identifying positions and motions of objects with terms and measurements in previous grades. Students will further develop this concept of position in 5th
grade (5-5.2) when they will summarize the motion of an object in terms of position, direction, and speed.
It is essential for students to know that the position of an object can be identified by using a reference point. • Terms, such as, “above,” “below,” “inside of,” “underneath,” “on top of” can be used to
describe its relative location to another object. • Distance is the length between two locations or positions. • The distance of a specific object to another object can be measured using meter tapes, sticks,
or rulers. • This distance can be recorded in meters or centimeters. It is not essential for students to read or record distance in millimeters. Assessment Guidelines: The objective of this indicator is to identify the location or position of an object relative to a reference point; therefore, the primary focus of assessment should be to recognize the position of an object compared to that of another object using terms that show positions (including “above,” “below,” “inside of,” “underneath,” or “on top of,”) or a distance scale to measure the distance. However, appropriate assessments should also require students to recognize the location or position of an object compared to another object using terms listed above or a distance scale or measurement from a meter tape, stick, or ruler in meters and/or centimeters.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007
3-5.2 Compare the motion of common objects in terms of speed and direction. Taxonomy level: 2.6-B Understand Conceptual Knowledge Previous/Future knowledge: In 1st grade (1-5.4), students illustrated ways in which objects can move in terms of direction and speed (including straight forward, back and forth, fast or slow, zigzag, and circular). Students will further develop this concept quantitatively in 5th
grade (5-5.2) when they will summarize the motion of an object in terms of position, direction, and speed, and they will use a graph to illustrate the motion of an object (5-5.5).
It is essential for students to know that motion can be described in terms of speed and direction. Direction • Direction is the path/course along which something is moving. • Examples of terms that describe the direction of a moving object relative to another object
are: “up,” “down,” “left,” “right,” “north,” “south,” “east,” “west.” Speed • Speed is how fast an object moves. • Faster objects move a greater distance than slower objects in a certain period of time. • For example, if a toy car moves a greater distance than another toy car in one minute, then its
speed is greater. It is not essential for students to know how to calculate the speed if given the time and distance measurements or to identify direction of an object from a compass rose on a map. Assessment Guidelines: The objective of this indicator is to compare the motion of several objects in terms of their speeds and directions; therefore, the primary focus of assessment should be to detect similarities and differences between faster or slower objects and the direction of travel of those objects. However, appropriate assessments should require students to illustrate the slower and faster moving objects with pictures, diagrams, or words; recognize from pictures or diagrams which object is moving faster or slower; or recognize which direction objects are moving relative to other objects.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007
3-5.3 Explain how the motion of an object is affected by the strength of a push or pull and the mass of the object. Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-5.2), students explained the importance of pushing and pulling to the motion of an object. Students have not been introduced to the concept of the strength of a push or pull and the mass of an object affecting the motion of an object in previous grades. In 5th grade, students will further develop the concept of the effects of various forces on motion (5-5.1) and how a change in force or a change in mass affects the motion of an object (5-5.6). It is essential for students to know that the strength of a push or pull and the amount of mass of the object can affect the motion of an object at rest. • The stronger the push or pull, the faster the object would move. • The weaker the push or pull, the slower the object would move. • Mass is how much matter is in an object. • If the strength of the push or pull is the same, an object of greater mass would move slower
than an object of lesser mass. It is not essential for students to know how to measure the strength of the push or pull on an object or to measure the speed of the objects. Assessment Guidelines: The objective of this indicator is to explain how the motion of objects is affected by the strength of the push or pull and the mass of the object; therefore, the primary focus of assessment should be to construct a cause-(strength of push or pull, mass of object)-and-effect (motion of objects) model showing how the stronger or weaker pushes and pulls affect the motion of objects with more or less mass. However, appropriate assessments should also require students to infer which object is heavier or lighter if subjected to the same strength push or pull based on their location in a diagram; infer which objects of different masses would move faster if given the same strength push or pull; infer which objects of the same mass would move faster or slower if given stronger or weaker pushes or pulls; or classify objects based on characteristics listed above.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007
3-5.4 Explain the relationship between the motion of an object and the pull of gravity. Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: In first grade (1-5.2), students explained the importance of pushing and pulling to the motion of an object. In 4th grade, students will relate the Moon’s pull of gravity on Earth to the high and low tides of the oceans (4-3.6), and they will relate Earth’s pull of gravity on the Moon to keeping the Moon in orbit around Earth (4-3.6) as well as the Sun’s pull of gravity on Earth to keeping Earth revolving around the Sun (4-3.3). Students will further develop the concept of the effects of the force of gravity on motion in 5th
grade (5-5.1).
It is essential for students to know that the pull of gravity attracts objects to one another. • The pull of gravity is everywhere. • Earth’s gravity pulls objects toward the center of Earth. • The pull of gravity holds things down on Earth. • Things fall to Earth because they are pulled straight down by Earth’s gravity. • No matter whether an object is dropped or thrown, it will always fall toward Earth’s surface. It is not essential for students to know how fast objects fall (acceleration due to gravity) or how masses and distances of objects affect the strength of the pull of gravity. They do not need to explain any quantitative relationships between the pull of gravity and the motion of objects. Assessment Guidelines: The objective of this indicator is to explain the relationship between the motion of objects and the pull of gravity; therefore, the primary focus of assessment should be to construct a cause-and-effect model of the way the pull of gravity can affect the motion of objects. However, appropriate assessments should also require students to infer which direction an object will move if dropped or thrown on Earth; or interpret a diagram of objects being dropped or thrown and how the pull of gravity will affect them.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007
3-5.5 Recall that vibrating objects produce sound and that vibrations can be transferred from one material to another. Taxonomy level: 1.2-B Remember Conceptual Knowledge
Previous/Future knowledge: In 1st grade (1-5.3), students illustrated the fact that sound is produced by vibrating objects. Students will further develop the concept of sound energy being transferred to other materials and other forms of energy in 6th
grade (6-5.2 and 6-5.4).
It is essential for students to know that sound vibrations are back and forth movements that occur very quickly. • Vibrations can be transferred from one material to another causing that material to vibrate. • Vibrations of materials causing sound can travel through solids, liquids, and gases, but they
cannot travel through empty space where there are no particles of matter to vibrate. • Sound moves better through some materials than others, for example, when a metal spoon is
tied to a string and hit so that it vibrates, the sound can be heard through the string held to the ears better than through the air only.
It is not essential for students to know that sound vibrations travel at different speeds through different materials. Assessment Guidelines: The objective of this indicator is to recall that vibrating objects produce sound and that vibrations can be transferred from one material to another; therefore, the primary focus of assessment should be to remember that sound is produced by vibrating objects and to remember that a vibrating object can cause another object also to vibrate. However, appropriate assessments should also require students to identify the materials involved in the transfer of the vibrations of sound; or recognize on a picture or diagram the vibrating objects involved in the transfer of vibrations.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007
3-5.6 Compare pitch and volume of different sounds. Taxonomy level: 2.6-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concepts of pitch and volume of different sounds in previous grades. They will further develop these concepts in 8th grade (8-6.3) and also in high school Physical Science (PS-7.7). It is essential for students to know that different sounds can have different pitches and volumes as follows: Pitch • Pitch of a sound is how high or low it is. • For example, a man’s voice has a lower pitch than a woman’s voice, or a bird song has a
higher pitch than the rumble of a heavy truck. • Changing the length of the vibrating object can change pitch. • A long string or wire will have a lower pitch than a short string or wire. Volume • Volume is the loudness or softness of a sound. • For example, the sound from a person yelling is a louder volume than the sound from a
person whispering even though the pitch is the same. • It takes more force to produce loud sounds than soft sounds. It is not essential for students to know how frequencies, wavelengths, or amplitude compare to the pitch and volume of sound waves. Assessment Guidelines: The objective of this indicator is to compare the pitch and volume of different sounds; therefore, the primary focus of assessment should be to detect similarities and differences between common sounds to see if they have higher or lower pitch or louder or softer volume. However, appropriate assessments should also require students to exemplify sounds with higher or lower pitch or louder or softer volume.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007
3-5.7 Recognize ways to change the volume of sounds. Taxonomy level: 1.1-A Remember Factual Knowledge
Previous/Future knowledge: Students have not been introduced to the concept of sounds in previous grades. In the 8th
grade (8-6.3), students will study this concept in more depth as they study the factors that influence the basic properties of waves for example volume or amplitude.
It is essential for students to know that the volume of sounds can be changed. Strength of the vibrations • If the vibrations are made stronger or weaker by striking or plucking objects harder or softer,
the volume will get louder or softer. • If the force is decreased, the volume becomes softer. • If the force is increased, the volume becomes louder. • Tapping a desk lightly produces a soft sound while hitting a desk hard produces a loud
sound. Distance • If the sources of the vibrations are farther away, the volume of the sound is softer. • The closer the source of the vibrations, the louder the volume of the sound will be. Radios, TVs, and disc players have loudness, or volume, controls. The volume can be turned up to make the sound louder or turned down to make the sound softer. It is not essential for students to know that volume is related to the amplitude of sound waves. Assessment Guidelines: The objective of this indicator is to recognize ways to change the volume of sounds; therefore, the primary focus of assessment should be to recall ways that the volume of sounds could be changed. However, appropriate assessments should also require students to recall how to make an object produce a louder sound; or identify loud sounds or soft sounds from a list or illustration.
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007
3-5.8 Explain how the vibration of an object affects pitch. Taxonomy level: 2.7-B Understand Conceptual Knowledge
Previous/Future knowledge: Students have not been introduced to the concept of how vibrations can affect pitch in previous grades. In 8th
grade (8-6.3), students will summarize factors that influence the basic properties of waves (including frequency, amplitude, wavelength, and speed).
It is essential for students to know how the vibrations of an object affect pitch of a sound. Pitch depends on how fast an object is vibrating. Pitch is affected by the materials vibrating in the following ways: Length • Length of an object can change the vibration and cause the pitch to change. • Shorter materials vibrate faster than longer ones. • The faster a string, wire, or air in a tube vibrates, the higher the pitch of the sound. • For example, when you shorten the length of a guitar string it makes a higher pitched sound. Thickness • Thickness can change pitch. • Thinner strings or wires vibrate faster than thicker ones. • Thinner vibrating materials have a higher pitch than thicker ones when they are vibrated. • For example, when a thick rubber band and a thin rubber band are plucked, the thinner one
produces a higher pitched sound. Tightness • Tightness of the stretch of the string or wire can change the pitch—the tighter the stretch of
the string, the higher the pitch of the sound. • For example, guitars and pianos have screws that can tighten the wire. • Tightening the wire to tune the instrument can change the pitch. • Tighter wires vibrate faster, making the pitch higher. It is not essential for students to know why the speed of the vibrations affects the pitch of the sound or the quantitative relationship between frequency and energy of sound waves. Assessment Guidelines: The objective of this indicator is to explain how the vibration of an object affects pitch; therefore the primary focus of assessment should be to construct a cause-and-effect model of the factors that affect the pitch of various sounds and how they are related to the vibrations of objects. However, appropriate assessments should also require students to illustrate with pictures, diagrams, or words different factors that affect vibrations indicating which will produce the highest or lowest pitch; compare strings stretched to various degrees of tightness related to
Motion and Sound 3-5 The student will demonstrate an understanding of how motion and sound are
affected by a push and pull on an object and the vibration of an object (Physical Science)
Effective August 2007
highest or lowest pitch when plucked; or recognize the relationship between smallest length and highest pitch.
101
APPENDIX A
Scientific Inquiry Standards and Indicators
Kindergarten through Grade Twelve
Scientific inquiry standards and indicators will be assessed cumulatively on statewide tests.
Therefore, as students progress through the grade levels, they are responsible for the scientific
inquiry indicators—including a knowledge of the use of tools—from all their earlier grades. In
accordance with that fact, only those tools that have not been identified in the earlier grades are
listed at each successive grade level.
K–12 Scientific Inquiry Standards and Indicators
Kindergarten
Standard K-1: The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific
investigation.
Indicators
K-1.1 Identify observed objects or events by using the senses.
K-1.2 Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately when
gathering specific data.
K-1.3 Predict and explain information or events based on observation or previous experience.
K-1.4 Compare objects by using nonstandard units of measurement.
K-1.5 Use appropriate safety procedures when conducting investigations.
Grade 1
Standard 1-1: The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific
investigation.
Indicators
1-1.1 Compare, classify, and sequence objects by number, shape, texture, size, color, and motion, using
standard English units of measurement where appropriate
1-1.2 Use tools (including rulers) safely, accurately, and appropriately when gathering specific data.
1-1.3 Carry out simple scientific investigations when given clear directions.
1-1.4 Use appropriate safety procedures when conducting investigations.
Grade 2
Standard 2-1: The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific
investigation.
Indicators
2-1.1 Carry out simple scientific investigations to answer questions about familiar objects and events.
2-1.2 Use tools (including thermometers, rain gauges, balances, and measuring cups) safely, accurately, and
appropriately when gathering specific data.
2-1.3 Represent and communicate simple data and explanations through drawings, tables, pictographs, bar
graphs, and oral and written language.
2-1.4 Infer explanations regarding scientific observations and experiences.
2-1.5 Use appropriate safety procedures when conducting investigations.
Grade 3
Standard 3-1: The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific
102
K–12 Scientific Inquiry Standards and Indicators
investigation.
Indicators
3-1.1 Classify objects by two of their properties (attributes).
3-1.2 Classify objects or events in sequential order.
3-1.3 Generate questions such as “what if?” or “how?” about objects, organisms, and events in the
environment and use those questions to conduct a simple scientific investigation.
3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction.
3-1.5 Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated
cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data.
3-1.6 Infer meaning from data communicated in graphs, tables, and diagrams.
3-1.7 Explain why similar investigations might produce different results.
3-1.8 Use appropriate safety procedures when conducting investigations.
Grade 4
Standard 4-1: The student will demonstrate an understanding of scientific inquiry, including the
processes, skills, and mathematical thinking necessary to conduct a simple scientific
investigation.
Indicators
4-1.1 Classify observations as either quantitative or qualitative.
4-1.2 Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism)
safely and accurately when conducting simple investigations.
4-1.3 Summarize the characteristics of a simple scientific investigation that represent a fair test (including a
question that identifies the problem, a prediction that indicates a possible outcome, a process that tests
one manipulated variable at a time, and results that are communicated and explained).
4-1.4 Distinguish among observations, predictions, and inferences.
4-1.5 Recognize the correct placement of variables on a line graph.
4-1.6 Construct and interpret diagrams, tables, and graphs made from recorded measurements and
observations.
4-1.7 Use appropriate safety procedures when conducting investigations.
Grade 5 Standard 5-1: The student will demonstrate an understanding of scientific inquiry, including the
foundations of technological design and the processes, skills, and mathematical thinking
necessary to conduct a controlled scientific investigation.
Indicators
5-1.1 Identify questions suitable for generating a hypothesis.
5-1.2 Identify independent (manipulated), dependent (responding), and controlled variables in an
experiment.
5-1.3 Plan and conduct controlled scientific investigations, manipulating one variable at a time.
5-1.4 Use appropriate tools and instruments (including a timing device and a 10x magnifier) safely and
accurately when conducting a controlled scientific investigation.
5-1.5 Construct a line graph from recorded data with correct placement of independent (manipulated) and
dependent (responding) variables.
5-1.6 Evaluate results of an investigation to formulate a valid conclusion based on evidence and
communicate the findings of the evaluation in oral or written form.
5-1.7 Use a simple technological design process to develop a solution or a product, communicating the
design by using descriptions, models, and drawings.
5-1.8 Use appropriate safety procedures when conducting investigations.
103
K–12 Scientific Inquiry Standards and Indicators
Grade 6
Standard 6-1: The student will demonstrate an understanding of technological design and scientific
inquiry, including process skills, mathematical thinking, controlled investigative design
and analysis, and problem solving.
Indicators
6-1.1 Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling
psychrometer) safely and accurately when conducting a controlled scientific investigation.
6-1.2 Differentiate between observation and inference during the analysis and interpretation of data.
6-1.3 Use a technological design process to plan and produce a solution to a problem or a product
(including identifying a problem, designing a solution or a product, implementing the design, and
evaluating the solution or the product).
6-1.4 Use appropriate safety procedures when conducting investigations.
Grade 7
Standard 7-1: The student will demonstrate an understanding of technological design and scientific
inquiry, including process skills, mathematical thinking, controlled investigative design
and analysis, and problem solving.
Indicators 7-1.1 Use appropriate tools and instruments (including a microscope) safely and accurately when
conducting a controlled scientific investigation.
7-1.2 Generate questions that can be answered through scientific investigation.
7-1.3 Explain the reasons for testing one independent variable at a time in a controlled scientific
investigation.
7-1.4 Explain the importance that repeated trials and a well-chosen sample size have with regard to the
validity of a controlled scientific investigation.
7-1.5 Explain the relationships between independent and dependent variables in a controlled scientific
investigation through the use of appropriate graphs, tables, and charts.
7-1.6 Critique a conclusion drawn from a scientific investigation.
7-1.7 Use appropriate safety procedures when conducting investigations.
Grade 8
Standard 8-1: The student will demonstrate an understanding of technological design and scientific
inquiry, including process skills, mathematical thinking, controlled investigative design
and analysis, and problem solving. Indicators 8-1.1 Design a controlled scientific investigation.
8-1.2 Recognize the importance of a systematic process for safely and accurately conducting investigations.
8-1.3 Construct explanations and conclusions from interpretations of data obtained during a controlled
scientific investigation.
8-1.4 Generate questions for further study on the basis of prior investigations.
8-1.5 Explain the importance of and requirements for replication of scientific investigations.
8-1.6 Use appropriate tools and instruments (including convex lenses, plane mirrors, color filters, prisms,
and slinky springs) safely and accurately when conducting a controlled scientific investigation.
8-1.7 Use appropriate safety procedures when conducting investigations.
Physical Science
Standard PS-1: The student will demonstrate an understanding of how scientific inquiry and
technological design, including mathematical analysis, can be used appropriately to
pose questions, seek answers, and develop solutions.
Indicators
PS-1.1 Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information.
Grade 3
Standard 3-1: The student will demonstrate an understanding of scientific inquiry (including the processes,
skills, and mathematical thinking necessary to conduct a simple investigation. (Inquiry)
Indicators
3-1.1 Classify objects by two properties (attributes).
3-1.2 Classify objects or events in sequential order.
3-1.3 Generate questions (“what if” or “how”) about objects, organisms, and events in the environment that will be
used to conduct a simple investigation.
3-1.4 Predict the outcome of a simple investigation and compare the result with the prediction.
3-1.5 Use tools including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, and graduated
cylinders/syringes safely, accurately, and as appropriate for gathering specific data.
3-1.6 Infer from data communicated in graphs, tables, and diagrams.
3-1.7 Explain why similar investigations might produce different results.
104
K–12 Scientific Inquiry Standards and Indicators
PS-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when
conducting a scientific investigation.
PS-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the
precision and accuracy of each particular instrument.
PS-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including
independent and dependent variables), and evaluate the designs of sample investigations.
PS-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics
(including formulas and dimensional analysis), graphs, models, and/or technology.
PS-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify
the hypothesis.
PS-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time,
and materials).
PS-1.8 Compare the processes of scientific investigation and technological design.
PS-1.9 Use appropriate safety procedures when conducting investigations.
Biology
Standard B-1: The student will demonstrate an understanding of how scientific inquiry and
technological design, including mathematical analysis, can be used appropriately to pose
questions, seek answers, and develop solutions.
Indicators
B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific information.
B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when
conducting a scientific investigation.
B-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the
precision and accuracy of each particular instrument.
B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including
independent and dependent variables), and evaluate the designs of sample investigations.
B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics,
graphs, models, and/or technology.
B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify
the hypothesis.
B-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time,
and materials).
B-1.8 Compare the processes of scientific investigation and technological design.
B-1.9 Use appropriate safety procedures when conducting investigations.
105
K–12 Scientific Inquiry Standards and Indicators
Chemistry
Standard C-1: The student will demonstrate an understanding of how scientific inquiry and
technological design, including mathematical analysis, can be used appropriately to pose
questions, seek answers, and develop solutions.
Indicators
C-1.1 Apply established rules for significant digits, both in reading a scientific instrument and in calculating
a derived quantity from measurement.
C-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when
conducting a scientific investigation.
C-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the
precision and accuracy of each particular instrument.
C-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including
independent and dependent variables), and evaluate the designs of sample investigations.
C-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics
(including formulas, scientific notation, and dimensional analysis), graphs, models, and/or
technology.
C-1.6 Evaluate the results of a scientific investigation in terms of whether they verify or refute the
hypothesis and what the possible sources of error are.
C-1.7 Evaluate a technological design or product on the basis of designated criteria.
C-1.8 Use appropriate safety procedures when conducting investigations.
Physics
Standard P-1: The student will demonstrate an understanding of how scientific inquiry and
technological design, including mathematical analysis, can be used appropriately to pose
questions, seek answers, and develop solutions.
Indicators
P-1.1 Apply established rules for significant digits, both in reading scientific instruments and in calculating
derived quantities from measurement.
P-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when
conducting a scientific investigation.
P-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the
precision and accuracy of each particular instrument.
P-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including
independent and dependent variables), and evaluate the designs of sample investigations.
P-1.5 Organize and interpret the data from a controlled scientific investigation by using (including
calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models,
diagrams, and/or technology.
P-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify
the hypothesis.
P-1.7 Evaluate conclusions based on qualitative and quantitative data (including the impact of parallax,
instrument malfunction, or human error) on experimental results.
P-1.8 Evaluate a technological design or product on the basis of designated criteria (including cost, time,
and materials).
P-1.9 Communicate and defend a scientific argument or conclusion.
P-1.10 Use appropriate safety procedures when conducting investigations.
Earth Science Standard ES-1: The student will demonstrate an understanding of how scientific inquiry and
technological design, including mathematical analysis, can be used appropriately to
pose questions, seek answers, and develop solutions.
Indicators
106
K–12 Scientific Inquiry Standards and Indicators
ES-1.1 Apply established rules for significant digits, both in reading scientific instruments and in calculating
derived quantities from measurement.
ES-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when
conducting a scientific investigation.
ES-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the
precision and accuracy of each particular instrument.
ES-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including
independent and dependent variables), and evaluate the designs of sample investigations.
ES-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics
(including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables,
models, diagrams, and/or technology.
ES-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify
the hypothesis.
ES-1.7 Evaluate conclusions based on qualitative and quantitative data (including the impact of parallax,
instrument malfunction, or human error) on experimental results.
ES-1.8 Evaluate a technological design or product on the basis of designated criteria (including cost, time,
and materials).
ES-1.9 Communicate and defend a scientific argument or conclusion.
ES-1.10 Use appropriate safety procedures when conducting investigations.
107
APPENDIX B
Revised Bloom’s Taxonomy
In 1956, Benjamin Bloom and his colleagues published the Taxonomy of Educational
Objectives: The Classification of Educational Goals, a groundbreaking book that classified
educational goals according to the cognitive processes that learners must use in order to attain
those goals. The work, which was enthusiastically received, was utilized by teachers to analyze
learning in the classroom for nearly fifty years.
However, research during that time span generated new ideas and information about how
learners learn and how teachers teach. Education practice is very different today. Even the
measurement of achievement has changed; teachers now live in a standards-based world defined
by state accountability systems.
In order to reflect the new data and insights about teaching and learning that the past forty-five
years of research have yielded—and to refocus educators’ attention on the value of the original
Bloom’s taxonomy—Lorin Anderson and David Krathwohl led a team of colleagues in revising
and enhancing that system to make it more usable for aligning standards, instruction, and
assessment in today’s schools. The results of their work were published in 2001 as A Taxonomy
for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational
Objectives (New York: Allyn and Bacon)—a book that is important to educators because it
provides the common understanding of expectations that is critical for improving student
achievement in all subjects.
The revised taxonomy is two-dimensional, identifying both the kind of knowledge to be learned
(knowledge dimension) and the kind of learning expected from students (cognitive processes) to
help teachers and administrators improve alignment and rigor in the classroom. This taxonomy
will assist educators to improve instruction, to ensure that their lessons and assessments are
aligned with one another and with the state standards, that their lessons are cognitively rich, and
that instructional opportunities are not missed.
Science goes well beyond simple recognition and the memorization of facts that many people
mistake for scientific literacy. Therefore, many of the main verbs in the indicators of the South
Carolina science standards reflect the cognitive processes described in the revised Bloom’s
taxonomy under the category understand. This category requires interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining from students—understanding
rather than rote memorization of materials. Students might have to compare two organisms or
explain how variations in habitats affect the survival of an organism. Several indicators require
students to demonstrate two even higher categories of cognitive processes—analyze and
evaluate—by organizing and critiquing data and/or the results of scientific investigation, for
example.
Tables 1 and 2 on the following pages are reproduced from Anderson and Krathwohl’s
Taxonomy for Learning, Teaching, and Assessing, pages 46 and 67, respectively. Table 3, “A
Taxonomy for Teaching, Learning, and Assessing,” describes both dimensions of the taxonomy:
types and subtypes of knowledge described in table 1 and the cognitive categories and processes
108
described in table 2. This matrix is provided as a template for teachers to use in analyzing their
instruction as they seek to align standards, units/lessons/activities, and assessments. Examples
and more information about specific uses of the matrix can be found in the Taxonomy for
Learning.
109
Table 1: The Knowledge Dimension
MAJOR TYPES AND SUBTYPES EXAMPLES
A. FACTUAL KNOWLEDGE—The basic elements students must know to be acquainted with a
discipline or solve problems in it
AA. Knowledge of terminology Technical vocabulary, musical symbols
AB. Knowledge of specific details and
elements
Major natural resources, reliable sources of information
B. CONCEPTUAL KNOWLEDGE—The interrelationships among the basic elements within a larger
structure that enable them to function together
BA. Knowledge of classifications and
categories Periods of geological time, forms of business ownership
BB. Knowledge of principles and
generalizations
Pythagorean theorem, law of supply and demand
BC. Knowledge of theories, models,
and structures
Theory of evolution, structure of Congress
C. PROCEDURAL KNOWLEDGE—How to do something, methods and inquiry, and criteria for using
skills, algorithms, techniques, and methods
CA. Knowledge of subject-specific
skills and algorithms
Skills used in painting with watercolors, whole-number
division algorithm
CB. Knowledge of subject-specific
techniques and methods
Interviewing techniques, scientific method
CC. Knowledge of criteria for
determining when to use
appropriate procedures
Criteria used to determine when to apply a procedure
involving Newton’s second law, criteria used to judge the
feasibility of using a particular method to estimate business
costs
D. METACOGNITIVE KNOWLEDGE—Knowledge of cognition in general as well as awareness and
knowledge of one’s own cognition
DA. Strategic knowledge Knowledge of outlining as a means of capturing the structure
of a unit of subject matter in a textbook, knowledge of the use
of heuristics
DB. Knowledge about cognitive tasks
including appropriate contextual
and conditional knowledge
Knowledge of the types of tests particular teachers
administer, knowledge of the cognitive demands of different
tasks
DC. Self-knowledge Knowledge that critiquing essays is a personal strength,
whereas writing essays is a personal weakness; awareness of
one’s own knowledge level
From Lorin W. Anderson and David R. Krathwohl, A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Educational
Objectives, © 2001. Published by Allyn and Bacon, Boston, MA. © 2001 by Pearson Education. Reprinted by permission of the publisher.
110
Table 2: The Cognitive Process Dimension
CATEGORIES
& COGNITIVE
PROCESSES
ALTERNATIVE
NAMES DEFINITIONS AND EXAMPLES
1. REMEMBER—Retrieve relevant knowledge from long-term memory
1.1 RECOGNIZING Identifying Locating knowledge in long-term memory that is consistent
with presented material (e.g., Recognize the dates of
important events in United States history)
1.2 RECALLING Retrieving Retrieving relevant knowledge from long-term memory
(e.g., Recall the dates of important events in United States
history)
2. UNDERSTAND—Construct meaning from instructional messages including oral, written, and
graphic communication
2.1 INTERPRETING Clarifying,
paraphrasing,
representing,
translating
Changing from one form of representation (e.g., numerical)
to another (e.g., verbal) (e.g., Paraphrase important speeches
and documents)
2.2 EXEMPLIFYING Illustrating,
instantiating
Finding a specific example or illustration of a concept or
principle (e.g., Give examples of various artistic painting
styles)
2.3 CLASSIFYING Categorizing,
subsuming
Determining that something belongs to a category (e.g.,
Classify observed or described cases of mental disorders)
2.4 SUMMARIZING Abstracting,
generalizing
Abstracting a general theme or major point(s) (e.g., Write a
short summary of events portrayed on a videotape)
2.5 INFERRING Concluding,
extrapolating,
interpolating,
predicting
Drawing a logical conclusion from presented information (e.g.,
In learning a foreign language, infer grammatical principles
from examples)
2.6 COMPARING Contrasting,
mapping,
matching
Detecting correspondences between two ideas, objects, and the
like (e.g., Compare historical events to contemporary
situations)
2.7 EXPLAINING Constructing
models
Constructing a cause-and-effect model of a system (e.g.,
Explain the causes of important 18th Century events in France)
3. APPLY—Carry out or use a procedure in a given situation
3.1 EXECUTING Carrying out Applying a procedure to a familiar task (e.g., Divide one whole
number by another whole number, both with multiple digits)
3.2 IMPLEMENTING Using Applying a procedure to an unfamiliar task (e.g., Use Newton’s
Second Law in situations in which it is appropriate)
From Lorin W. Anderson and David R. Krathwohl, A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Educational Objectives,
© 2001. Published by Allyn and Bacon, Boston, MA. © 2001 by Pearson Education. Reprinted by permission of the publisher.
111
Table 2: The Cognitive Process Dimension
CATEGORIES
& COGNITIVE
PROCESSES
ALTERNATIVE
NAMES DEFINITIONS AND EXAMPLES
4. ANALYZE—Break material into its constituent parts and determine how the parts relate to one
another and to an overall structure or purpose
4.1 DIFFERENTIATING Discriminating,
distinguishing,
focusing,
selecting
Distinguishing relevant from irrelevant parts or important from
unimportant parts of presented material (e.g., Distinguish
between relevant and irrelevant numbers in a mathematical
word problem)
4.2 ORGANIZING Finding coherence,
integrating,
outlining,
parsing,
structuring
Determining how elements fit or function within a structure
(e.g., Structure evidence in a historical description into
evidence for and against a particular historical explanation)
4.3 ATTRIBUTING Deconstructing Determine a point of view, bias, values, or intent underlying
presented material (e.g., Determine the point of view of the
author of an essay in terms of his or her political perspective)
5. EVALUATE—Make judgments based on criteria and standards
5.1 CHECKING Coordinating,
detecting,
monitoring,
testing
Detecting inconsistencies or fallacies within a process or
product; determining whether a process or product has internal
consistency; detecting the effectiveness of a procedure as it is
being implemented (e.g., Determine if a scientist’s conclusions
follow from observed data)
5.2 CRITIQUING Judging Detecting inconsistencies between a product and external
criteria, determining whether a product has external
consistency; detecting the appropriateness of a procedure for a
given problem (e.g., Judge which of two methods is the best
way to solve a given problem)
6. CREATE—Put elements together to form a coherent or functional whole; reorganize elements into a
new pattern or structure
6.1 GENERATING Hypothesizing Coming up with alternative hypotheses based on criteria (e.g.,
Generate hypotheses to account for an observed phenomenon)
6.2 PLANNING Designing Devising a procedure for accomplishing some task (e.g., Plan a
research paper on a given historical topic)
6.3 PRODUCING Constructing Inventing a product (e.g., Build habitats for a specific purpose)
112
Table 3: A Taxonomy for Teaching, Learning, and Assessing
THE KNOWLEDGE DIMENSION
THE COGNITIVE PROCESS DIMENSION
1. Remember—
Retrieve relevant
knowledge from
long-term memory 1.1 Recognizing
1.2 Recalling
2. Understand—
Construct meaning
from instructional
messages including
oral, written, and
graphic
communication 2.1 Interpreting
2.2 Exemplifying 2.3 Classifying
2.4 Summarizing
2.5 Inferring 2.6 Comparing
2.7 Explaining
3. Apply—Carry out
or use a procedure
in a given situation 3.1 Executing
3.2 Implementing
4. Analyze—Break
material into its
constituent parts
and determine how
the parts relate to
one another and to
an overall structure
or purpose 4.1 Differentiating
4.2 Organizing
4.3 Attributing
5. Evaluate—Make
judgments based on
criteria and
standards 5.1 Checking
5.2 Critiquing
6. Create—Put
elements together to
form a coherent or
functional whole;
reorganize elements
into a new pattern
or structure 6.1 Generating
6.2 Planning 6.3 Producing
A. Factual Knowledge—The basic elements
that students must know to be acquainted
with a discipline or solve problems in it
AA. Knowledge of terminology
AB. Knowledge of specific details and elements
B. Conceptual Knowledge—The
interrelationships among the basic elements
within a larger structure that enable them to
function together
BA. Knowledge of classifications and categories
BB. Knowledge of principles and
generalizations BC. Knowledge of theories, models, and
structures
C. Procedural Knowledge—How to do
something, methods of inquiry, and criteria
for using skills, algorithms, techniques, and
methods
CA. Knowledge of subject-specific skills and
algorithms CB. Knowledge of subject-specific techniques
and methods CC. Knowledge of criteria for determining when
to use appropriate procedures
D. Metacognitive Knowledge—Knowledge of
cognition in general as well as awareness of
one’s own cognition
DA. Strategic knowledge
DB. Knowledge about cognitive tasks (including
appropriate contextual and conditional knowledge
DC. Self-knowledge
113
APPENDIX C
Science Standards Glossary
Some of the terms and phrases that are used in the science standards have multiple definitions or
interpretations. In any case, the definition of scientific terms should be refined as students
become more cognitively adept. In the classroom, teachers should use the definition most
appropriate for the immediate context—particular students, grade level, and subject area.
The following definitions explain certain key terms that are not specifically defined within the
text of the standards or the indicators:
Glossary
abiotic A term that refers to nonliving factors in the environment such
as light and temperature.
accuracy
The degree to which the reading from a scientific instrument
agrees with an accepted value. The accuracy of a scientific
measuring tool can be checked by ensuring that the instrument
reads zero when it should and by comparing the reading of the
instrument to an established standard.
biotic A term that refers to living organisms or to something that is
produced or caused by living organisms. Antonym abiotic.
conceptual A term that places the emphasis on scientific concepts rather
than on mathematical relationships.
controlled scientific
investigation
An experiment in which the variables are managed so that the
results of the experiment will be reliable.
dependent variable
The respondent or outcome variable in an investigation; the
variable that the experimenter hypothesizes will be affected by
manipulations in the independent variable.
derived quantity
A quantity that has a unit that is a combination of base units.
Grams and milliliters are base units (for mass and volume
respectively). Density is a derived quantity because the units for
density are grams per milliliter (g/ml).
dimensional analysis
A method for converting a given result from one unit of
measure to another unit of measure (e.g., if one wishes to
convert the length of a line from centimeters to meters).
fair test An experiment in which only one variable is manipulated.
hypothesis A prediction based on observations and inferences that may be
tested by one or more experiments.