Strand: Characteristics of Science -- Habits of Mind
S3CS1 Records Investigations
Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
Element: S3CS1a Keep Honest Records
Keep records of investigations and observations and do not alter the records later.
Element: S3CS1b Use Reasoning
Offer reasons for findings and consider reasons suggested by others.
Element: S3CS1c Responsible For Safety
Take responsibility for understanding the importance of being safety conscious.
S3CS2 Analyzes Whole Number Data
Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
Element: S3CS2b Fractions
Use commonly encountered fractions - halves, thirds, and fourths (but not sixths, sevenths, and so on) - in scientific calculations.
Element: S3CS2a Whole Numbers
Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.
Element: S3CS2c Measurements and Computations
Judge whether measurements and computations of quantities, such as length, weight, or time, are reasonable answers to scientific problems by comparing them to typical values.
S3CS3 Measurement and Safety Concerns
Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures.
Element: S3CS3a Makes Simple Constructions/Repairs
Choose appropraite common materials for making simple mechanical constructions and repairing things.
Element: S3CS3b Use Devices for Capturing Information
Use computers, cameras, and recording devices for capturing information.
Element: S3CS3c Use Materials and Equipment Safely
Identify and practice accepted safety procedures in manipulating scinece materials and equipment.
S3CS4 System, Model, Change, and Scale
Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.
Element: S3CS4a Describe How Parts Influence Others
Observe and describe how parts influence one another in things with many parts.
Element: S3CS4b Use Representations to Explain
Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world.
Element: S3CS4c ID How Representations Do Not Match Original
Identify ways in which the representations do not match their original counterparts.
S3CS5 Communicates Scientific Ideas
Students will comunicate scientific ideas and activities clearly.
Element: S3CS5a Write Instructions
Write instructions that others can follow in carrying out a scientific procedure.
Element: S3CS5b Sketch Explanations
Make sketches to aid in explaining scientific procedures or ideas.
Element: S3CS5c Use Numerical Data
Use numerical data in describing and comparing objects and events.
Element: S3CS5d Locate Information for Research
Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.
Students will question scientific claims and arguments effectively.
Element: S3CS6a Support Claims With Facts and Sources
Support statements with facts found in books, articles, and databases, and identify the sources used.
Strand: Charcteristics of Science -- The Nature of Science
S3CS7 Scientific Knowledge
Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that:
Element: S3CS7a Similar Investigations Seldom Produce Same Results
Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.
Element: S3CS7b Recognize History of Science
Some scientific knowledge is very old and yet is still applicable today.
S3CS8 Importance of Inquiry
Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices:
Element: S3CS8a Apply Different Forms of Inquiry
Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.
Element: S3CS8b Apply Communication Skills
Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other sicnetists, and stay informed about scientific discoveries around the world.
Element: S3CS8c understand How Scientists Use Technology
Scientists use technology to increase their power to observe things and to measure and compare things accurately.
Element: S3CS8d Relates to the Work of Science
Science involves many different kinds of work and engages men and women of all ages and backgrounds.
Strand: Earth and Space Science
S3E1 Physical Attributes of Rocks and Soils
Students will investigate the physical attributes of rocks and soils.
Element: S3E1a Rock and Mineral Differences
Explain the difference between a rock and a mineral.
Element: S3E1b Test/Measure Rocks and Minerals
Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness).
Element: S3E1c Observe Soils
Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand).
Element: S3E1d Changes in Rocks/Soils
Determine how water and wind can change rocks and soil over time using observation and research.
Students will investigate fossils as evidence of organisms that lived long ago.
Element: S3E2a Investigates Fossils as Evidence
Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago.
Element: S3E2b Fossil Formation
Describe how a fossil is formed.
Strand: Physical Science
Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat.
Element: S3P1a Production of Heat Energy
Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another.
Element: S3P1b Effects of Insulation
Investigate how insulation affects heating and cooling.
Element: S3P1c Transfer of Sun's Heat
Investigate the transfer of heat energy from the sun to various materials.
Element: S3P1d Measure Temperature of Water
Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time.
Students will investigate magnets and how they affect other magnets and common objects.
Element: S3P2a Magnetic Attraction of Objects
Investigate to find common objects that are attracted to magnets.
Element: S3P2b Magnets Attract and Repel Each Other
Investigate how magnets attract and repel each other.
Strand: Life Science
Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.
Element: S3L1a Habitats of Georgia
Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.
Element: S3L1b Features of Georgia Plants
Identify features of green plants that allow them to live and thrive in different regions of Georgia.
Element: S3L1c Features of Georgia Animals
Identify features of animals that allow them to live and thrive in different regions of Georgia.
Element: S3L1d Results of Change in Habitat
Explain what will happen to an organism if the habitat is changed.
S3L2 Effects of Pollution and Humans on the Environment
Students will recognize the effects of pollution and humans on the environment.
Element: S3L2a Effects of Pollution
Explain the effects of pollution (such as littering) to the habitats of plants and animals.
The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)
Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.
Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.
Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.