Background Information
The VDOE Science Standards of Learning and and Curriculum Framework
Go to: http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/curriculum_framewk/science3.pdf
Understanding the Standard 3.8 and 3.9: Earth Patterns, Cycles and Change
· A cycle is a repeated pattern. A sequence is a series of events that occur in a natural order.
· The water cycle is the movement of water from the ground to the air and back to the ground by evaporation, condensation, and precipitation.
The energy that drives this cycle comes from the sun.
· During the water cycle, liquid water is heated and changed to a gas (water vapor). This process is called evaporation. The gas (water vapor) is cooled and changed back to a liquid. This process is called condensation. Water as a liquid or a solid falls to the ground as precipitation.
· Our water supply on Earth is limited. Pollution reduces the amount of usable water; therefore, the supply should be conserved carefully.
· Water is a simple compound essential for life on Earth. Living cells are mostly water. In each cell, the chemicals necessary for life are dissolved in water.
Understanding the Standard 3.10: Earth Resources
· Every organism depends on other organisms to survive. This is called interdependency.
· Human actions, such as polluting, can affect the survival of plants and animals.
· Natural events, such as fires, floods, diseases, and erosion, can also affect the survival of plant and animal species.
· Conservation is the careful use and preservation of our natural resources.
· Resource renewal is a conservation practice in which species are protected. An example would be protecting endangered plants by saving their seeds, growing the seeds indoors, and later putting the new plants back in their natural habitats.
Understanding the Standard 3.1: Scientific Investigation, Reasoning and Logic
The nature of science refers to the foundational concepts that govern the way scientists formulate explanations about the natural world. The nature of science includes the following concepts:
a) the natural world is understandable;
b) science is based on evidence, both observational and experimental;
c) science is a blend of logic and innovation;
d) scientific ideas are durable yet subject to change as new data are collected;
e) science is a complex social endeavor; and
f) scientists try to remain objective and engage in peer review to help avoid bias.
In grade three, an emphasis should be placed on concepts a, b, c, and e.
· Science assumes that the natural world is understandable. Scientific inquiry can provide explanations about nature. This expands students’ thinking from just a knowledge of facts to understanding how facts are relevant to everyday life.
· Science demands evidence. Scientists develop their ideas based on evidence and they change their ideas when new evidence becomes available or the old evidence is viewed in a different way.
· Science uses both logic and innovation. Innovation has always been an important part of science. Scientists draw upon their creativity to visualize how nature works, using analogies, metaphors, and mathematics.
· Science is a complex social activity. It is a complex social process for producing knowledge about the natural world. Scientific knowledge represents the current consensus as to what is the best explanation for phenomena in the natural world. This consensus does not arise automatically, since scientists with different backgrounds from all over the world may interpret the same data differently. To build a consensus, scientists communicate their findings to other scientists and attempt to replicate one another’s findings. In order to model the work of professional scientists, it is essential for third-grade students to engage in frequent discussions with peers about their understanding of their investigations.
· Questions frequently arise from observations. Hypotheses can be developed from those questions. Data gathered from an investigation may support a hypothesis. A hypothesis is a statement written in a manner that describes the cause and effect relationship between the independent and dependent variables in an experiment. At the third-grade level, a method for helping students understand how to develop a hypothesis is to have them build “if/then” statements (e.g., If heat is added to ice, then the ice will melt.).
· Complete observations are made using all of the senses. Simple instruments can help extend the senses (e.g., magnifying glass enhances the vision of an item).
· Predictions are statements of what is expected to happen in the future based on past experiences and observations.
· In order for data from an investigation to be most useful, it must be organized so that it can be examined more easily.
· Charts and graphs are powerful tools for reporting and organizing data.
· It is sometimes useful to organize objects according to similarities and differences. By organizing objects in sets and subsets, it may be easier to determine a specific type of characteristic.
· An inference is a tentative explanation based on background knowledge and available data.
· A conclusion is a summary statement based on the results of an investigation.
· Putting natural events in a sequence allows us to notice change over time.
· Metric measures, including centimeters, grams, milliliters, and degrees Celsius, are a standard way to record measurements. The metric system is recognized everywhere around the world.
· When using any standard measurement scale, measure to the marked increment and estimate one more decimal place. Scientists do not round their measurements as this would be inaccurate.
· A bar graph can be horizontal or vertical, and it compares amounts. Both the X- and Y-axis need to be identified.
· A line plot shows the spread of data. (See Grade 3 Mathematics Curriculum Framework, Standard 3.17, page 31.)
· A picture graph is similar to a bar graph except that it uses symbols to represent quantities.
· Scientists use a variety of modes to communicate about their work. Examples of ways they communicate include oral presentations; graphs and charts created to visualize, analyze and present information about their data; and written reports.
· In science, it is important that experiments and the observations recorded are replicable. There are two different types of data – qualitative and quantitative. Qualitative data deal with descriptions and data that can be observed, but not measured precisely. Quantitative data are data that can be counted or measured and the results can be recorded using numbers. Quantitative data can be represented visually in graphs and charts. Quantitative data define, whereas qualitative data describe. Quantitative data are more valuable in science because they allow direct comparisons between observations made by different people or at different times.
Go to: http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/curriculum_framewk/science3.pdf
Understanding the Standard 3.8 and 3.9: Earth Patterns, Cycles and Change
· A cycle is a repeated pattern. A sequence is a series of events that occur in a natural order.
· The water cycle is the movement of water from the ground to the air and back to the ground by evaporation, condensation, and precipitation.
The energy that drives this cycle comes from the sun.
· During the water cycle, liquid water is heated and changed to a gas (water vapor). This process is called evaporation. The gas (water vapor) is cooled and changed back to a liquid. This process is called condensation. Water as a liquid or a solid falls to the ground as precipitation.
· Our water supply on Earth is limited. Pollution reduces the amount of usable water; therefore, the supply should be conserved carefully.
· Water is a simple compound essential for life on Earth. Living cells are mostly water. In each cell, the chemicals necessary for life are dissolved in water.
Understanding the Standard 3.10: Earth Resources
· Every organism depends on other organisms to survive. This is called interdependency.
· Human actions, such as polluting, can affect the survival of plants and animals.
· Natural events, such as fires, floods, diseases, and erosion, can also affect the survival of plant and animal species.
· Conservation is the careful use and preservation of our natural resources.
· Resource renewal is a conservation practice in which species are protected. An example would be protecting endangered plants by saving their seeds, growing the seeds indoors, and later putting the new plants back in their natural habitats.
Understanding the Standard 3.1: Scientific Investigation, Reasoning and Logic
The nature of science refers to the foundational concepts that govern the way scientists formulate explanations about the natural world. The nature of science includes the following concepts:
a) the natural world is understandable;
b) science is based on evidence, both observational and experimental;
c) science is a blend of logic and innovation;
d) scientific ideas are durable yet subject to change as new data are collected;
e) science is a complex social endeavor; and
f) scientists try to remain objective and engage in peer review to help avoid bias.
In grade three, an emphasis should be placed on concepts a, b, c, and e.
· Science assumes that the natural world is understandable. Scientific inquiry can provide explanations about nature. This expands students’ thinking from just a knowledge of facts to understanding how facts are relevant to everyday life.
· Science demands evidence. Scientists develop their ideas based on evidence and they change their ideas when new evidence becomes available or the old evidence is viewed in a different way.
· Science uses both logic and innovation. Innovation has always been an important part of science. Scientists draw upon their creativity to visualize how nature works, using analogies, metaphors, and mathematics.
· Science is a complex social activity. It is a complex social process for producing knowledge about the natural world. Scientific knowledge represents the current consensus as to what is the best explanation for phenomena in the natural world. This consensus does not arise automatically, since scientists with different backgrounds from all over the world may interpret the same data differently. To build a consensus, scientists communicate their findings to other scientists and attempt to replicate one another’s findings. In order to model the work of professional scientists, it is essential for third-grade students to engage in frequent discussions with peers about their understanding of their investigations.
· Questions frequently arise from observations. Hypotheses can be developed from those questions. Data gathered from an investigation may support a hypothesis. A hypothesis is a statement written in a manner that describes the cause and effect relationship between the independent and dependent variables in an experiment. At the third-grade level, a method for helping students understand how to develop a hypothesis is to have them build “if/then” statements (e.g., If heat is added to ice, then the ice will melt.).
· Complete observations are made using all of the senses. Simple instruments can help extend the senses (e.g., magnifying glass enhances the vision of an item).
· Predictions are statements of what is expected to happen in the future based on past experiences and observations.
· In order for data from an investigation to be most useful, it must be organized so that it can be examined more easily.
· Charts and graphs are powerful tools for reporting and organizing data.
· It is sometimes useful to organize objects according to similarities and differences. By organizing objects in sets and subsets, it may be easier to determine a specific type of characteristic.
· An inference is a tentative explanation based on background knowledge and available data.
· A conclusion is a summary statement based on the results of an investigation.
· Putting natural events in a sequence allows us to notice change over time.
· Metric measures, including centimeters, grams, milliliters, and degrees Celsius, are a standard way to record measurements. The metric system is recognized everywhere around the world.
· When using any standard measurement scale, measure to the marked increment and estimate one more decimal place. Scientists do not round their measurements as this would be inaccurate.
· A bar graph can be horizontal or vertical, and it compares amounts. Both the X- and Y-axis need to be identified.
· A line plot shows the spread of data. (See Grade 3 Mathematics Curriculum Framework, Standard 3.17, page 31.)
· A picture graph is similar to a bar graph except that it uses symbols to represent quantities.
· Scientists use a variety of modes to communicate about their work. Examples of ways they communicate include oral presentations; graphs and charts created to visualize, analyze and present information about their data; and written reports.
· In science, it is important that experiments and the observations recorded are replicable. There are two different types of data – qualitative and quantitative. Qualitative data deal with descriptions and data that can be observed, but not measured precisely. Quantitative data are data that can be counted or measured and the results can be recorded using numbers. Quantitative data can be represented visually in graphs and charts. Quantitative data define, whereas qualitative data describe. Quantitative data are more valuable in science because they allow direct comparisons between observations made by different people or at different times.
The Habitable Planet: Unit 8 Water Resources
Go to: http://www.learner.org/courses/envsci/unit/text.php?unit=8&secNum=0
The Annenberg Learner Foundation has a series of units titled, The Habitable Planet. One unit is devoted to water. This is an excellent recourse for background information for teachers. Here is an outline with links to the unit's online textbook:
Go to: http://www.learner.org/courses/envsci/unit/text.php?unit=8&secNum=0
The Annenberg Learner Foundation has a series of units titled, The Habitable Planet. One unit is devoted to water. This is an excellent recourse for background information for teachers. Here is an outline with links to the unit's online textbook:
National Geographic Education for Teachers:
Water Collection
Go to: http://education.nationalgeographic.com/education/topics/water/?ar_a=1
This resource provides background information in the form of articles, photographs, activities for third graders. The picture to the left shows a series of water-related terms with photographs and links to more information about the concept. I highly recommend this website for teachers.
Water Collection
Go to: http://education.nationalgeographic.com/education/topics/water/?ar_a=1
This resource provides background information in the form of articles, photographs, activities for third graders. The picture to the left shows a series of water-related terms with photographs and links to more information about the concept. I highly recommend this website for teachers.
United States Geological Survey: Water Resources of the U.S.
Go to: http://www.usgs.gov/water/
The USGS has six science mission areas, and one of those areas is water. This website has entire sections dedicated to water uses, quality of water, ground water and surface water. This is an incredible resource teachers to gain background information for teachers. The website also directs users to primary data on a wide variety of water-related studies and topics.
Go to: http://www.usgs.gov/water/
The USGS has six science mission areas, and one of those areas is water. This website has entire sections dedicated to water uses, quality of water, ground water and surface water. This is an incredible resource teachers to gain background information for teachers. The website also directs users to primary data on a wide variety of water-related studies and topics.
Life in the Chesapeake Bay
Go to:http://books.google.com/books?id=BhCbWmyKrZcC&printsec=frontcover&#v=onepage&q&f=false
This is a wonderful resource to provide teachers with background information about a specific body of water and the impact of pollution on the aquatic ecosystem. It discusses the Chesapeake Bay as a habitat for the many types of animals and plants. It may be used by teachers as a field guide.
Go to:http://books.google.com/books?id=BhCbWmyKrZcC&printsec=frontcover&#v=onepage&q&f=false
This is a wonderful resource to provide teachers with background information about a specific body of water and the impact of pollution on the aquatic ecosystem. It discusses the Chesapeake Bay as a habitat for the many types of animals and plants. It may be used by teachers as a field guide.