GRADE 2 Science

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GRADE 4 Science

Content Standards and Expected Performances

Core Science for Grades 3-5

THE STANDARDS FOR SCIENTIFIC INQUIRY, LITERACY AND NUMERACY ARE INTEGRAL PARTS OF THE CONTENT STANDARDS FOR EACH GRADE LEVEL IN THIS CLUSTER.

Grades 3-5 Core Scientific Inquiry, Literacy and Numeracy How is scientific knowledge created and communicated?
Content Standards	Expected Performances
SCIENTIFIC INQUIRY Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena. SCIENTIFIC LITERACY Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science. SCIENTIFIC NUMERACY Mathematics provides useful tools for the description, analysis and presentation of scientific data and ideas.	B INQ.1 Make observations and ask questions about objects, organisms and the environment. B INQ.2 Seek relevant information in books, magazines and electronic media. B INQ.3 Design and conduct simple investigations. B INQ.4 Employ simple equipment and measuring tools to gather data and extend the senses. B INQ.5 Use data to construct reasonable explanations. B INQ.6 Analyze, critique and communicate investigations using words, graphs and drawings. B INQ.7 Read and write a variety of science-related fiction and nonfiction texts. B INQ.8 Search the Web and locate relevant science information. B INQ.9 Use measurement tools and standard units (e.g., centimeters, meters, grams, kilograms) to describe objects and materials. B INQ.10 Use mathematics to analyze, interpret and present data.

GRADE: 3

TOPIC: States of Matter (3.1)

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Conceptual Theme II: Properties of Matter How does the structure of matter affect the properties and uses of materials? Scientific Inquiry, Literacy and Numeracy
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
3.1 - Materials have properties that can be identified and described through the use of simple tests.	How does the structure of matter affect the properties and uses of materials? How does heating and cooling cause changes in some of the properties of materials?
Knowledge and Skills What students are expected to know and be able to do
Students will know… Materials can be classified by the properties they demonstrate in various settings. Temperature changes can alter the properties of matter.	Students will be able to… Sort and classify materials based on properties such as: dissolving in water, sinking and floating, conducting heat and attracting magnets. Describe the effect of heat on the melting, evaporation, condensation and freezing of water.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
You are a scientist working in a group to conduct an experiment on the states of matter. Each group of scientists will be given frozen water balloons with the same amount water in each, and a variety of other materials. These materials, such as salt, sugar, toothpicks and a bucket of water will be used to melt the ice. Using your journal, plan your strategy with your team. Be sure to predict the outcomes before conducting your experiment. Remember to document your findings/observations throughout the day. Be prepared to share your findings with the class in any way you see fit. ( poster, oral presentation, role play, poetry, etc.)	Teacher Observations Daily Work Center Work Homework Topic Assessments with rubric District Assessments Journals Lab work
SUGGESTED RESOURCES:
Insights – Changes of State Houghton-Mifflin Discovery Works – “Properties of Matter” Science In a Nutshell – Class Packs & Clusters

TOPIC: Adaptations (3.2)

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Conceptual Theme VII: Heredity & Evolution What are the processes responsible for life’s unity and diversity? Scientific Inquiry, Literacy and Numeracy
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
3.2 - Organisms can survive and reproduce only in environments that meet their basic needs.	What structures and behaviors do plants and animals have that help them survive in different environments?
Knowledge and Skills What students are expected to know and be able to do
Students will know… The methods by which plants and animals adapt in land habitats. The methods by which plants and animals adapt in water habitats. Plants and animals have structures and behaviors that help them survive in different environments.	Students will be able to… Describe how different plants and animals adapt to obtain air, water, food and protection in specific land habitats. Describe how different plants and animals adapt to obtain air, water, food and protection in water habitats.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
You are an international tour guide, who is leading a group of tourists around the world. You need to create a display (picture, model) of a group of people or animals in their habitat. The challenge involves informing the tourists about the basic needs of your organism and the specialized features that increase its chances of survival. Be ready to present your display before your next tour leaves!	Teacher Observations Daily Work Lab Work Journals Center Work Homework Topic Assessments Spider Test Spider Webquest Habitat Test
SUGGESTED RESOURCES:
Insights – Habitats AIMS – Exploring Environments Pegasus Book Spiders Trade Books: Rain Forest – South America Polar Regions – Antarctica Life on the Savannah – Africa Coral Reefs – Australia Creatures of the Sea Life in the Oceans Mystic Aquarium Programs Science In a Nutshell – Class Packs & Clusters

TOPIC: Properties of Rocks & Minerals (3.3)

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Conceptual Theme VIII: The Changing Earth How do materials cycle through the Earth’s systems? Scientific Inquiry, Literacy and Numeracy
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
3.3 - Earth materials have different physical and chemical properties.	What properties do rocks and minerals have that can be identified through observation and testing? How do the properties of rocks and minerals determine how they are best used?
Knowledge and Skills What students are expected to know and be able to do
Students will know… The physical properties of rocks define their potential uses. The properties of rocks are related to their formation. Rocks and minerals have properties that may be identified through observation and testing.	Students will be able to… Describe the physical properties of rocks and relate them to their potential uses. Relate the properties of rocks to the possible environmental conditions during their formation.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
You are a geologist who has received a shipment of rocks from South America. Though the rocks were originally labeled, the case of rocks fell on the ship and became mixed-up. Using scratch-testing and vinegar-testing, sort the rocks into categories. Label your categories and explain your reasoning for classifying them the way you did. Your fellow geologists await your results!	Teacher Observations Daily Work Center Work Homework Topic Assessments Lab Journals
SUGGESTED RESOURCES:
Magic School Bus Inside the Earth (Trade Book) Earth Science Unit: Rocks by Delea, K. Science in a Nutshell – Class Packs & Clusters

TOPIC: Conservation of Materials (3.4)

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State Conceptual Theme XI: Science & Technology in Society How do science and technology affect the quality of our lives? Scientific Inquiry, Literacy and Numeracy
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
3.4 - Earth materials provide resources for all living things, but these resources are limited and should be conserved.	What decisions can individuals make that impact the global supply of many resources? How can you use and conserve at the same time?
Knowledge and Skills What students are expected to know and be able to do
Students will know… Conservation and recycling can preserve earth materials.	Students will be able to… Describe how earth materials can be conserved by reducing the quantities used, and by reusing and recycling materials rather than discarding them.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
CT State Department Embedded Task for Gr. 3 ~ “Soggy Paper” - MANDATORY Plus: You are a scientist who has been asked to invent a new product. Resources are limited, so the materials you use must be from recycled items. These will be displayed and presented at an Invention Convention. Be ready to describe your product and demonstrate the manner in which it is intended to be used.	Teacher Observations Daily Work Center Work Journals Lab Work Homework Topic Assessments
SUGGESTED RESOURCES:
Using Energy Wisely - (Tradebook) Pegasus: Trash What Is Technology?– (Tradebook) Inventions – (Tradebook) Using Energy Wisely – (Tradebook) Science in a Nutshell – Class Packs & Clusters Local Sites: Groton Transfer Station American Refuel (Preston)