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Meigs County |
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Meigs County Curriculum |
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3rd Grade - Science |
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Materials Data Sheet
The learner will be able to
read a Materials Data Sheet for safety procedures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safety |
Comprehension |
Master |
0.4 |
Meigs County Bd of Ed(a) |
Classroom
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| |
Instructional Resources |
| |
| · |
Materials Data Sheet, Safety Procedures [Materials Data Sheet]. Lesson Plan 1 - Process of Science |
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Fragile Instruments
The learner will be able to
use magnifying lenses, microscopes, telescopes, thermometers, and other fragile instruments in a safe manner.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safety |
Application |
Master |
0.4 |
Meigs County Bd of Ed(a) |
Classroom
|
| |
Instructional Resources |
| |
| · |
Equipment, Classroom [Sci-School Purchase]. magnifying lenses, slides, microscopes, telescopes, thermometers, Lesson Plan 2 - Process of Science |
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Precautions re: Plants & Animals
The learner will be able to
use safety precautions when dealing with certain plants and/or animals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safety |
Application |
Master |
0.4 |
Meigs County Bd of Ed(a) |
Classroom
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| |
Assessment Resources |
| |
| · |
Miscellaneous, Lesson Plan 3 - Process of Science [Miscellaneous]. |
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Chemical Reactions
The learner will be able to
use safety equipment and procedures such as safety goggles, gloves, and/or thorough handwashing when dealing with chemical reactions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safety |
Application |
Master |
0.4 |
Meigs County Bd of Ed(a) |
Classroom
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| |
Instructional Resources |
| |
| · |
Equipment, Classroom [Sci-School Purchase]. safety goggles, gloves, soap, Lesson Plan 1 - Process of Science |
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Safety Rules
The learner will be able to
identify and follow safety rules in order of instruction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safety |
Knowledge |
Master |
0.8 |
Meigs County Bd of Ed(a) |
Classroom
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| |
Instructional Resources |
| |
| · |
Equipment, Classroom [Sci-School Purchase]. Poster of Science Safety Rules, Lesson Plan 3 - Process of Science, Lesson Plan 5 - Process of Science |
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Data Collection
The learner will be able to
should observe safety procedures in all areas of data collection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safety |
Application |
Master |
0.4 |
Meigs County Bd of Ed(a), TN Standard 1.3c |
Classroom
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Instructional Resources |
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| · |
Equipment, Classroom [Sci-School Purchase]. Poster of Science Safety Rules, Lesson Plan 8 - Process of Science |
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Preparation
The learner will be able to
understand the importance of being prepared for accidents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Safety |
Comprehension |
Master |
0.4 |
Meigs County Bd of Ed(a) |
Classroom
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Assessment Resources |
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| · |
Miscellaneous, See attached plans [Miscellaneous]. |
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Universe: Understand
The learner will be able to
obtain an understanding of the universe.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Universe |
Comprehension |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item#28, Item#29 week tested: 31. |
Classroom
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Instructional Resources |
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| · |
Textbook, Activities, Worksheets, Videos [Textbook]. |
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Assessment Resources |
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| · |
Test, Test, Worksheet, Activity [Textbook]. |
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Natural Resources: Recycling
The learner will be able to
develop an awareness for the need to recycle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Comprehension |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
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Instructional Resources |
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| · |
Textbook, Worksheets, Activities [Textbook]. Field trip to recycling center, Book - "Simple Things Kids Can Do to Save the Earth" |
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Assessment Resources |
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| · |
Test, Tests, Worksheets, Observation of Activities [Textbook]. |
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Natural Resources: Conservation
The learner will be able to
understand that natural resources need to be conserved, choose an illustration that depicts a method to conserve or reuse a natural resource, and recognize roles that he/she can play in the conservation of natural resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Comprehension |
Master |
0.8 |
National Science Education Standards, 1996, Grades K-4, p. 140,Meigs County, 1-00, TN Standard, 4.5c; TN: Curriculum Standards, 2001, Grade 3, 3.10.spi.3, 3.10.spi.5 |
Classroom
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Rocks: Properties/Explore/Describe
The learner will be able to
explore and describe the properties of rocks.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rocks |
Knowledge |
Master |
0.4 |
Meigs County, 3rd Grade, 7-99 |
Classroom
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Instructional Resources |
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| · |
Variety of Rocks, Classroom [Sci-School Purchase]. Textbook, Book - "Everybody Needs a Rock", Activities, Worksheet |
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Assessment Resources |
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| · |
Test, Tests, Worksheet, Observation of activities [Textbook]. |
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Rocks and Minerals: Classify
The learner will be able to
classify rocks and minerals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rocks and Minerals |
Analysis |
Master |
0.4 |
Meigs County, 7-99 |
Classroom
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| |
Instructional Resources |
| |
| · |
Variety of Rocks, Classroom [Sci-School Purchase]. Textbook, Activities, Worksheet |
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Assessment Resources |
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| · |
Test, Tests, Worksheets, Observation of activities [Textbook]. |
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Rocks and Minerals: Compare
The learner will be able to
compare rocks and minerals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rocks and Minerals |
Analysis |
Master |
0.4 |
Meigs County, 7-99 |
Classroom
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| |
Instructional Resources |
| |
| · |
Variety of Rocks, Classroom [Sci-School Purchase]. |
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Textbook, Book - "Everybody Needs a Rock" [Textbook]. Activities, Worksheet |
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Assessment Resources |
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| · |
Test, Tests, Worksheet, Observation of Activities [Textbook]. |
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Rocks and Minerals: Uses
The learner will be able to
explore the uses of various rocks and minerals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rocks and Minerals |
|
Master |
0.8 |
Meigs County, 7-99 |
Classroom
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| |
Instructional Resources |
| |
| · |
Textbook, Guest Speakers - asbestos, potter [Textbook]. |
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Assessment Resources |
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| · |
Test, Tests [Textbook]. |
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Rock Changes
The learner will be able to
understand during cycles of change materials may combine to form new materials with properties unlike that of the original.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rocks |
Comprehension |
Master |
0.8 |
Meigs County Bd of Ed(a)TN Standard 2.5b |
Classroom
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Instructional Resources |
| |
| · |
Textbook, Activities, Worksheet [Textbook]. |
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Assessment Resources |
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| · |
Test, Tests, Observation of Activities, Worksheet [Textbook]. |
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Soil: Properties
The learner will be able to
understand the properties of soil.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Soil |
Comprehension |
Master |
0.8 |
National Science Education Standards, 1996, Grades K-4, p. 134 |
Classroom
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Instructional Resources |
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| · |
Different types of soil, Classroom [Sci-School Purchase]. Different types of soil, "Discover Science" Activity |
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Assessment Resources |
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| · |
Test, Tests, Observation of Activity [Textbook]. |
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Earth, Moon & Sun: Seasons/Explore
The learner will be able to
explore how the change in seasons are caused by the relationship of the earth, moon, and sun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Seasons |
|
Master |
0.8 |
Meigs County, 7-99 |
Classroom
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| |
Instructional Resources |
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| · |
Textbook, Activity [Textbook]. |
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Assessment Resources |
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| · |
Test, Tests, Observation of activity [Textbook]. |
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Earth/Space Science: Concepts
The learner will be able to
comprehend the most pertinent ideas and principles of Earth/Space science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth/Space Science |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Obj Statement #22 week tested: 31. |
Classroom
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| |
Instructional Resources |
| |
| · |
Textbook, Activities, Worksheets [Textbook]. |
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Assessment Resources |
| |
| · |
Test, Tests, Worksheets, Observation of activities [Textbook]. |
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Earth/Space Science: Use
The learner will be able to
use understanding of Earth/Space science in experiments and real world situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth/Space Science |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Obj Statement #22 week tested: 31. |
Classroom
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| |
Instructional Resources |
| |
| · |
Textbook, Discover Science, Worksheets [Textbook]. Guest speaker - meteorologist, Moon Watch activity, You Can View the Sun activity |
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Assessment Resources |
| |
| · |
Test, Tests, Worksheets, Observation of activities [Textbook]. |
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Solar System: Recognize/Components/Model
The learner will be able to
recognize the components of the solar system and construct a model of the solar system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Air |
Application |
Master |
0.8 |
Meigs County Bd of Ed(a), TN Standard 2.1a, 2.1b, 2.1c, and 2.1d; TN: Curriculum Standards, 2001, Grade 3, 3.7.spi.5, 3.7.tpi.3 |
Classroom
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Assessment Resources |
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| · |
Miscellaneous, Poster of Solar System, Discover Science [Miscellaneous]. Activities, Worksheet |
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Test, Tests, Observation of activities, worksheet [Textbook]. |
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Model Properties
The learner will be able to
analyze how properties of models are affected by changes in scale.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Air |
Analysis |
Master |
0.8 |
Meigs County Bd of Ed(a), TN Standard 2.1e |
Classroom
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Earth and Sky: Changes
The learner will be able to
develop an understanding of the various changes to the Earth and sky.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth and Sky |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item#19 week tested: 31..; National Science Education Standards, 1996, Grades K-4, p. 130 |
Classroom
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Instructional Resources |
| |
| · |
Textbook, Discover Science, activities, worksheets [Textbook]. |
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Assessment Resources |
| |
| · |
Test, Test, Worksheets, Observation of activities [Textbook]. |
|
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Earth: Shape
The learner will be able to
understand that the Earth is round.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Properties |
Knowledge |
Master |
0.4 |
Meigs County, 7-99 |
Classroom
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| |
Instructional Resources |
| |
| · |
Equipment, Classroom [Sci-School Purchase]. Globe, textbook |
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Assessment Resources |
| |
| · |
Test, Test, worksheets [Textbook]. |
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Earth and Sun: Orbit
The learner will be able to
understand that the Earth orbits the sun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth and Sun |
Knowledge |
Master |
0.4 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Worksheets, Video - "The Sun" [Textbook]. Activity - flashlight is the sun, student is the earth, student rotates around flashlight |
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Assessment Resources |
| |
| · |
Test, Test, worksheets, observation of activity [Textbook]. |
|
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Earth and Sun: Temperature
The learner will be able to
understand that the temperature on Earth is affected by the sun's heat and light.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth and Sun |
Comprehension |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 134 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Equipment, Classroom [Sci-School Purchase]. thermometer, textbook, worksheets |
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| |
Assessment Resources |
| |
| · |
Test, test, worksheets [Textbook]. |
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Earth: Surface/Describe
The learner will be able to
describe the properties of the Earth's surface, such as rivers, oceans, and mountains.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Surface Properties |
Comprehension |
Master |
0.4 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science, activity, worksheet [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Test, worksheet, Observation of Activity [Textbook]. |
|
|
Earth: Surface/Changes/Speed
The learner will be able to
understand that the Earth's surface changes slowly (e.g., weathering) and quickly (e.g., earthquakes).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Surface Changes |
Comprehension |
Master |
0.8 |
Meigs County, 7-99..; National Science Education Standards, 1996, Grades K-4, p. 134 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Activity, worksheet [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, Observation of activities, worksheet [Textbook]. |
|
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Earth: Composition
The learner will be able to
identify the Earth's composition: solid rocks, soil, water, and atmospheric gases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Properties |
Knowledge |
Master |
0.8 |
National Science Education Standards, 1996, Grades K-4, p. 134 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests [Textbook]. |
|
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Sun: Star
The learner will be able to
identify the attributes that make the sun a star.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sun |
Knowledge |
Master |
0.4 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Worksheets, Video - "The Sun" [Textbook]. Book - "The Sun" by Simon, Seymour |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, worksheets, observation of activities [Textbook]. |
|
|
Moon: Lunar Change
The learner will be able to
identify the monthly pattern of lunar change.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Moon |
Knowledge |
Master |
0.4 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Activity - The Pattern of the Moon [Textbook]. Activity - Observe the moon for 14 days and project moon watch, Video - "The Moon", Book - "The Moon" by Simon, Seymour, Book - The Truth about the Moon by Clayton Bess |
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| |
Assessment Resources |
| |
| · |
Test, Tests, worksheets, observation of activities [Textbook]. |
|
|
Moon: Orbits the Earth
The learner will be able to
understand that the moon orbits the Earth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Moon |
Comprehension |
Master |
0.4 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Worksheets, Activity - Mission Accomplished [Textbook]. Activity - Moon Watch, Activity - The Pattern of the Moon, Video - "The Moon", Book - "The Moon" by Seymour Simon, Book - "The Truth about the Moon" by Clayton Bess |
|
| |
Assessment Resources |
| |
| · |
Test, Test, Worksheets, Observation of Activities [Textbook]. |
|
|
Gravity: Description
The learner will be able to
understand that gravity is a force that pulls objects toward the center of the Earth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Gravity |
Comprehension |
Master |
0.4 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Activity - Find Moon Weight [Textbook]. Book - "The Truth about the Moon" by Clayton Bess |
|
| |
Assessment Resources |
| |
| · |
Test, Test, Observation of activity [Textbook]. |
|
|
Sky: Appearance vs. Fact
The learner will be able to
understand that objects in the sky appear to move (i.e., the sun rising), but in fact it is the Earth that is moving relative to those objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sky |
Comprehension |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Activity - Why is it Warmer in the Summer? [Textbook]. Video - "The Sun", Book - "The Sun" by Seymour Simon |
|
| |
Assessment Resources |
| |
| · |
Test, Test, Observation of Activity [Textbook]. |
|
|
Sky: Objects/Day/Night/Identify
The learner will be able to
develop an understanding of the objects in the sky and identify that different objects appear in the sky during the day and at night.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sky |
Comprehension |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item#25 week tested: 31.; National Science Education Standards, 1996, Grades K-4, p. 130; TN: Curriculum Standards, 2001, Grade 3, 3.7.1, 7.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Classroom, Videos - "The Moon" and "The Sun" [Miscellaneous]. Book - "The Truth about the Moon" by Clayton Bess, Book - "The Sun" by Seymour Simon, Activities - "Project Moon Watch, It's Farather than you Think, How Big is Big |
|
| |
Assessment Resources |
| |
| · |
Test, Test Worksheets, Observation of Activities [Textbook]. |
|
|
Weather: Real World Situations
The learner will be able to
identify how weather may cause changes in real world situations, such as safety equipment or precautions needed in storms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Impact Of |
Knowledge |
Master |
0.8 |
Meigs County, 7-99, TN Standard 3.1c |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests [Textbook]. |
|
|
Weather: Describe
The learner will be able to
describe weather by temperature, wind direction, wind speed, and precipitation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
Comprehension |
Master |
0.8 |
National Science Education Standards, 1996, Grades K-4, p. 134 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Activity [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, Observation of Activity [Textbook]. |
|
|
Weather: Instruments/Identify
The learner will be able to
recognize that weather can be measured using tools and instruments and utilize apropriate instruments to gather weather data, such as a barometer or a rain gauge.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Instruments: Weather |
|
Master |
0.8 |
TN: Curriculum Standards, 2001, Grade 3, 3.8.spi.4, 3.8.tpi.4 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Equipment, Classroom [Sci-School Purchase]. barometer, rain gauge, thermometer, anemometer, Discover Science, activity |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, Observation of Activity [Textbook]. |
|
|
Weather: Changes/Examine/Gather/Data
The learner will be able to
examine and gather weather data and understand that weather changes daily.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Change |
Comprehension |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 134; TN: Curriculum Standards, 2001, Grade 3, 3.8.tpi.2, 3.8.tpi.6, 3.8.tpi.2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science, Activity - Cloud Diary [Textbook]. Weather reports on TV |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, Observation of Activities [Textbook]. |
|
|
Weather: Safety
The learner will be able to
explain safety precautions necessary during severe weather conditions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
Comprehension |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests [Textbook]. |
|
|
Water: States/Describe
The learner will be able to
describe the three different states (liquid, solid, and gas) of water.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Water |
Comprehension |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science, Activity [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, Observation of activity [Textbook]. |
|
|
Water Cycle: Real World Situation
The learner will be able to
identify real world situations that involve the water cycle, such as steam rising from a cup of hot tea.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Water: Cycle |
Knowledge |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science, activities [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, Observation of activities [Textbook]. |
|
|
Earth: Materials/Utilize/Lenses
The learner will be able to
utilize hand lenses to survey, explain, and compare a variety of types of earth materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Materials |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.10.tpi.4 |
Classroom
|
|
Sky: Objects/Study/Pictures
The learner will be able to
identify objects visible in the sky during the day and night and study pictures of objects in the day and night sky and associate them to specific times.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sky |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.7.tpi.1 |
Classroom
|
|
Weather: Clothing/Perform/Conclusions
The learner will be able to
perform explorations, form conclusions pertaining to, and choose suitable, appropriate clothing for various weather conditions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.8.tpi.7, 3.8.spi.1 |
Classroom
|
|
Earth and Sun: Identify/Heat/Light
The learner will be able to
identify that the sun provides a main source of heat and light for the earth and illustrate how life on earth would be altered without the sun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth and Sun |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.14.1, 14.1, 3.14.tpi.1 |
Classroom
|
|
Earth, Moon, & Sun: Model/Create
The learner will be able to
create a model to describe what causes day and night.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth, Moon, and Sun |
Synthesis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.7.tpi.6 |
Classroom
|
|
Earth: Energy/Recognize/Source
The learner will be able to
recognize the earth's source of heat and light energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Energy |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.14.spi.1 |
Classroom
|
|
Earth: Geologic/Compare
The learner will be able to
compare different landforms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Geological Properties |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.9.1 |
Classroom
|
|
Earth: Geology/Categorize
The learner will be able to
categorize landforms and bodies of water based on their geological features.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Geological Properties |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.9.tpi.2 |
Classroom
|
|
Earth: Geology/Choose/Illustration
The learner will be able to
choose the illustration that identifies a particular geological feature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Geological Properties |
Application |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.9.spi.2 |
Classroom
|
|
Earth: Geology/Compare
The learner will be able to
compare two different geological landforms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Geological Properties |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.9.tpi.3 |
Classroom
|
|
Earth: Geology/Features/Recognize
The learner will be able to
recognize geological features when provided with specific information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Geological Properties |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.9.1, 9.1, 3.9.spi.3 |
Classroom
|
|
Earth: Materials/Identify/Properties
The learner will be able to
identify that a variety of earth materials exist which have properties that can be measured and observed.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Materials |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.10.1, 10.1 |
Classroom
|
|
Earth: Materials/Investigate/Observe
The learner will be able to
investigate various earth materials and observe that earth materials can be recycled or conserved.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Materials |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.10.tpi.1, 3.10.2, 10.2 |
Classroom
|
|
Earth: Materials/Recognize
The learner will be able to
recognize the characteristics of a variety of earth materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Materials |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.10.tpi.1 |
Classroom
|
|
Earth: Materials/Recognize/Measurable
The learner will be able to
recognize a measurable characteristic of a particular earth material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Materials |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.10.spi.2 |
Classroom
|
|
Earth: Rotation/Describe/Sun
The learner will be able to
describe how the rotation of the earth relative to the sun results in day and night.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Rotation |
Comprehension |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.7.2.a |
Classroom
|
|
Earth: Surface Changes/Comprehend
The learner will be able to
comprehend that the earth has numerous geologic features that constantly change.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth: Surface Changes |
Comprehension |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 9.0 |
Classroom
|
|
Instruments: Sky/Determine
The learner will be able to
determine the instruments required to observe the day and night sky.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Instruments: Astronomical |
Application |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.7.tpi.2 |
Classroom
|
|
Instruments: Telescopes/Identify
The learner will be able to
identify that telescopes are used to study distant objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Instruments: Astronomical |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.7.1.a |
Classroom
|
|
Maps: Country/Create
The learner will be able to
create a map of a country depicting the different landforms and bodies of water.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Instruments: Maps & Globes |
Synthesis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.9.tpi.4 |
Classroom
|
|
Moon: Recognize/Illustrate/Order/Phases
The learner will be able to
recognize, illustrate, and order the moon's (four) basic phases and survey the moon's phase changes over time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Moon |
Application |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.7.tpi.4, 3.7.2.b, 3.7.spi.4 |
Classroom
|
|
Natural Resources: Explore
The learner will be able to
explore the characteristics, uses and conservation of earth's resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 10.0 |
Classroom
|
|
Natural Resources: Human/Create
The learner will be able to
create a web that shows the connection between earth's resources and basic human needs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Natural Resources |
Synthesis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.10.tpi.8 |
Classroom
|
|
Rocks and Minerals: Explain/Made Up
The learner will be able to
explain that rock is made up of various combinations of minerals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rocks and Minerals |
Comprehension |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.10.1.a |
Classroom
|
|
Rocks: Recognize Types
The learner will be able to
recognize rock types.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rocks |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.10.1.b |
Classroom
|
|
Rocks: Story/Write/Cycle
The learner will be able to
write a story that depicts the life cycle of a boulder that becomes a smaller rock.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rocks |
Comprehension |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.10.tpi.7 |
Classroom
|
|
Seasons: Weather/Recognize
The learner will be able to
recognize the season given specific weather conditions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Seasons |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.8.spi.2 |
Classroom
|
|
Sun: Position/Create/Illustrations/Time
The learner will be able to
create a series of illustrations that show the sun's position in the sky at various times of day and recognize the approximate time of day based on an illustration of the sun's position in the sky.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sun |
Synthesis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.7.tpi.5, 3.7.spi.2 |
Classroom
|
|
Universe: Explore/Structure
The learner will be able to
explore the structure of the universe.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Universe |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 7.0 |
Classroom
|
|
Universe: Identify/Planets
The learner will be able to
identify planets as major components of the universe.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Universe |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.7.1.b |
Classroom
|
|
Universe: Patterns/Identify
The learner will be able to
identify that events in the universe occur in predictable patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Universe |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.7.2, 7.2 |
Classroom
|
|
Water: Bodies/Compare
The learner will be able to
compare bodies of water.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Water |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.9.1 |
Classroom
|
|
Weather: Change/Recognize/Daily/Seasonal
The learner will be able to
recognize daily and seasonal changes in weather.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Change |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.8.1, 8.1 |
Classroom
|
|
Weather: Climate/Explore/Atmospheric
The learner will be able to
explore how weather, climate, and atmospheric conditions are related.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Climate |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 8.0 |
Classroom
|
|
Weather: Clouds/Connect/Kinds/Events
The learner will be able to
connect kinds of clouds to weather events and weather patterns, examine how clouds relate to weather systems, and recognize clouds associated with various weather conditions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Clouds |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.8.spi.5, 3.8.1 |
Classroom
|
|
Weather: Conditions/Associate
The learner will be able to
associate different temperatures, precipitation, wind speeds and directions with particular weather conditions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.8.tpi.1 |
Classroom
|
|
Weather: Cooling/Heating/Examine
The learner will be able to
examine data to explain the cooling and/or heating of land, air, and water.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Influences On |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.14.1 |
Classroom
|
|
Weather: Data/Associate
The learner will be able to
associate temperature data and/or weather data to weather conditions and seasonal changes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Data |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.8.tpi.3, 3.8.tpi.6 |
Classroom
|
|
Weather: Data/Gather/Temperature
The learner will be able to
gather temperature data at different times of the day at the same location.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather: Data |
Comprehension |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.8.tpi.3, 3.14.tpi.4 |
Classroom
|
|
Weather: Describe/Changes/Conditions
The learner will be able to
describe how different weather conditions result when changes in precipitation, temperature, or wind speed/direction occur.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
Comprehension |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.8.2.a |
Classroom
|
|
Weather: Illustrate/Data
The learner will be able to
illustrate daily weather using specific data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
Application |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.8.2.b |
Classroom
|
|
Weather: Measured/Recognize
The learner will be able to
recognize that weather can be measured using tools and instruments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.8.2, 8.2, 3.8.spi.3 |
Classroom
|
|
Weather: Recognize/Relate
The learner will be able to
recognize and relate that temperature, wind conditions, and precipitation are associated with different types of weather.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weather |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.8.2, 8.2 |
Classroom
|
|
Organisms: Environment/Understanding
The learner will be able to
develop an understanding of and recognize organisms and the environments in which they live, relate a living thing to its environment, and categorize living things based on the particular environments in which they live.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Environment |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item#7 week tested: 31..; National Science Education Standards, 1996, Grades K-4, p. 127; TN: Curriculum Standards, 2001, Grade 3, 3.5.tpi.2, 3.5.spi.2, 3.2.tpi.3 |
Classroom
|
| |
Instructional Resources |
| |
|
| |
Assessment Resources |
| |
| · |
Test, Teacher-made test, worksheet [Textbook]. |
|
|
Organisms: Characteristics
The learner will be able to
develop an understanding of organisms' characteristics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Characteristics |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item#2 week tested: 31..; National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Related textbook and worksheets [Textbook]. Magic Schoolbus video - plants, microscope/slides of various organisms, plants - (leaves, stems, roots), plant seeds |
|
| |
Assessment Resources |
| |
| · |
Test, teacher-made test, worksheets [Textbook]. Observation of plant results |
|
|
Organisms: Adaptation and Diversity
The learner will be able to
understand the adaptations and diversity of organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Comprehension |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item#3, Item#20, Item#22, Item#30 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Related textbook and worksheets [Textbook]. Activity - Design feet for different animals that live in different environments, Activity - Leaf rubbings, Book - "The Mountain that Loved a Bird" by Alice McLerran |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, worksheets, observing activities [Textbook]. |
|
|
Organisms & Living Things: Needs
The learner will be able to
understand the basic needs an organism or a living thing requires for survival.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Comprehension |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 129.; TN: Curriculum Standards, 2001, Grade 3, 3.3.1, 3.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Related textbook and worksheets [Textbook]. Activity - 2 plants, one without sunlight, Activity - 2 leaves, one in water, one without, Activity - food chain activity |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, worksheets, observation of activities [Textbook]. |
|
|
Organisms: Environment/Affect
The learner will be able to
understand that all organisms affect their environment, both positively and negatively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Environment |
Comprehension |
Master |
0.8 |
Meigs County, 7-99..; National Science Education Standards, 1996, Grades K-4, p. 129 |
Classroom
|
| |
Instructional Resources |
| |
|
| |
Assessment Resources |
| |
| · |
Test, Tests and worksheets [Textbook]. |
|
|
Variations Among Organisms
The learner will be able to
understand individuals within all systems display a wide variety of similarities and differences and can be classified accordingly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Characteristics |
Comprehension |
Master |
0.8 |
Meigs County Bd of Ed(a), TN Standard 2.3a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, worksheets and leaf experiment [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Worksheets and textbooks [Textbook]. |
|
|
Living Things: Relationship with Earth
The learner will be able to
understand the relationship between living things and the Earth's air, water, and soil.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things |
Comprehension |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Related textbook and worksheets [Textbook]. Leaf experiment - one in water, one without, Plant Experiment - one plant with sunlight, one without, Seed - one in soil, one without |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, worksheets, observation of experiments [Textbook]. |
|
|
Living Things: Senses
The learner will be able to
understand that some living things, such as humans, have senses.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things |
Comprehension |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 129 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Related textbook and worksheets [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests and worksheets [Textbook]. |
|
|
Senses: Use/Gather/Information
The learner will be able to
recognize the senses that are utilized to collect information and use the five senses to gather information about the environment and compare properties of various objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Senses |
Application |
Master |
0.8 |
Meigs County Bd of Ed(a), TN Standard 1.1a, 1.1b; TN: Curriculum Standards, 2001, Grade 3, 3.2.tpi.2, 3.2.spi.3 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Related textbooks and worksheets [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests and worksheets [Textbook]. |
|
|
Living Things: Structure
The learner will be able to
understand that living things have different structures that serve different functions and may be grouped accordingly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Characteristics |
Comprehension |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 129, TN Standard 2.2a, 2.3b |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, worksheet, Activity - Take a Close Look [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, worksheets, observation of activities [Textbook]. |
|
|
Structure Changes
The learner will be able to
understand an alteration of form may lead to a change in function.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Function and Structure |
Comprehension |
Master |
0.8 |
Meigs County Bd of Ed(a), TN Standard 2.2b, 2.5a |
Classroom
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, Classroom [Miscellaneous]. tadpoles, Discover Science textbook - frogs, butterflies, Butterfly video |
| · |
Test, Test [Textbook]. |
|
|
Fossils: Evidence of Prehistoric Life
The learner will be able to
explore how fossils provide proof of prehistoric life and recognize evidence that is utilized to determine that an organism existed in the past.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fossils |
|
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.6.spi.2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Textbook and worksheets [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests and worksheets [Textbook]. |
|
|
Heredity: Offspring/Parents
The learner will be able to
associate the characteristics of a parent to the characteristics of the offspring, select a diagram that shows a parent with its offspring, and understand and identify that the offspring of plants and animals will tend to resemble their parents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity |
Knowledge |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 129; TN: Curriculum Standards, 2001, Grade 3, 3.4.tpi.6, 3.4.2, 4.2, 3.4.spi.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Worksheet [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Test and worksheet [Textbook]. |
|
|
Animals: Compare/Contrast
The learner will be able to
compare and contrast animals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals |
Application |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Worksheets [Textbook]. Activity - draw different kinds of feet, what are they used for |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, worksheets, observation of activity [Textbook]. |
|
|
Animals: Parts/Classify
The learner will be able to
classify animals according to their structure or parts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals: Parts |
Application |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science - Classifying Animals Activity [Textbook]. Discover Science - Find Out on Your Own, Activity - Leaves Galore, worksheet |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, worksheet, observation of activity [Textbook]. |
|
|
Animals: Physical Attributes/Observe/Des
The learner will be able to
observe and describe the physical attributes of animals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals: Physical Attributes |
Knowledge |
Master |
0.4 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, worksheets, activity [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, worksheets, observation of activities [Textbook]. |
|
|
Vertebrates: Attributes
The learner will be able to
explore the attributes of vertebrates.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vertebrates: Characteristics |
|
Master |
0.4 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, worksheet, Science Enrichment, p. 98 [Textbook]. Discover Science |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, worksheets [Textbook]. |
|
|
Invertebrates: Attributes
The learner will be able to
explore the attributes of invertebrates.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Invertebrates |
|
Master |
0.4 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Worksheet, Science Enrichment, p. 98 [Textbook]. Discover Science |
|
| |
Assessment Resources |
| |
| · |
Test, Test, Worksheet [Textbook]. |
|
|
Cells: Living Organisms
The learner will be able to
understand that the smallest basic unit of structure for all living organisms is the cell.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells |
Comprehension |
Master |
0.4 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, worksheets [Textbook]. Activity - 500 beans representing 500 cells the size of a dot on your hand. |
|
| |
Assessment Resources |
| |
| · |
Test, Test, worksheets, observation of activity [Textbook]. |
|
|
Animals & Plants: Dependency
The learner will be able to
understand and describe the dependence of plants and animals on each other and on the non-living parts of the environment to meet their basic needs and diagram the ways that plants and animals help each other to meet their basic life needs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Comprehension |
Master |
0.8 |
National Science Education Standards, 1996, Grades K-4, p. 129; TN: Curriculum Standards, 2001, Grade 3, 3.2.tpi.7, 3.2.3 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Worksheets, Experiment - Worm box [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Test, worksheets, observation of experiment [Textbook]. |
|
|
Plants: Parts/Classify
The learner will be able to
classify plants according to their structure or parts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plants: Parts |
Knowledge |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, worksheet [Textbook]. Activity - Draw a picture of your plant and label the parts |
|
| |
Assessment Resources |
| |
| · |
Test, Test, worksheet, observation of activity [Textbook]. |
|
|
Plants: Compare/Contrast
The learner will be able to
compare and contrast plants.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plants |
Evaluation |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Worksheets, Science Enrichment, p. 4 [Textbook]. Activity - Leaves Galore |
|
| |
Assessment Resources |
| |
| · |
Test, Test, worksheet, observation of activity [Textbook]. |
|
|
Plants: Growth Patterns
The learner will be able to
sequence the growth pattern of a plant.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plants |
Synthesis |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Classroom, Activity - plant pea seeds, observe growth pattern [Miscellaneous]. Experiment - lima bean seed sprouting - observe for 7 days |
|
| |
Assessment Resources |
| |
| · |
Observation, Observation of experiments [Textbook]. |
|
|
Environment: Definition
The learner will be able to
understand that an environment is the space, conditions, and factors that affect a species survival and quality of life.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Comprehension |
Master |
0.8 |
Meigs County, 7-99..; National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Activities, worksheets [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Worksheets, Observation of activities [Textbook]. |
|
|
Environment
The learner will be able to
understand that there are many different environments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Comprehension |
Master |
0.4 |
Meigs County, 7-99..; National Science Education Standards, 1996, Grades K-4, p. 129 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Worksheets [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Test and worksheets [Textbook]. |
|
|
Environment: Animal and Plants
The learner will be able to
understand the effect the environment has on plants and animals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Comprehension |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Textbook and worksheets [Textbook]. Books - "Urban Roosts", "The Roadside", "The Great Kapok Tree", "The Mountain Who Loved a Bird" |
|
| |
Assessment Resources |
| |
| · |
Test, Test and worksheets [Textbook]. |
|
|
Environment: Quality
The learner will be able to
develop an understanding about environmental quality.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Comprehension |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item#18, Item#21 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, activities, Field trip to recycling center [Textbook]. Book - "Urban Roost" |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, worksheets, observation of activities [Textbook]. |
|
|
Environment: Solutions/Waste
The learner will be able to
identify different methods to discard waste without destroying the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Waste |
Knowledge |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Activities, Field trip to recycling center [Textbook]. Book - "Simple Things Kids can do to Save the Earth" |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, worksheets, observation of activities [Textbook]. |
|
|
Environment: Human Interaction
The learner will be able to
understand that humans and technology alter the environment both positively and negatively for themselves and other organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Human Activities |
Comprehension |
Master |
0.8 |
Meigs County, 7-99..; National Science Education Standards, 1996, Grades K-4, p. 129, TN Standard 3.5a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Worksheets, Video - Ponds and Rivers [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Worksheets [Textbook]. |
|
|
Environment: Changes/Short/Long Term
The learner will be able to
understand short versus long term changes to the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Changes |
Comprehension |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Textbook and worksheets, Internet Activity [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, worksheets, observation of activity [Textbook]. |
|
|
Environment: Pollution
The learner will be able to
understand that pollution is a change to the environment that can cause health problems to living organisms, including humans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution |
Comprehension |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, Video - "Ponds and Rivers" [Miscellaneous]. |
| · |
Test, Tests [Textbook]. |
|
|
Environment: Resources/Recognize
The learner will be able to
recognize natural resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Resources |
Knowledge |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item#15, Item#26, Item#35 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Classroom, covered in Social Studies [Miscellaneous]. |
|
|
Biology: Concepts
The learner will be able to
comprehend the most pertinent ideas and principles of biology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biology |
Comprehension |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Obj Statement #21 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Textbook and Worksheets [Textbook]. Activities - Plant without sunlight, leaf without water, draw plant and tell what it needs to survive |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, worksheets, observation of activities [Textbook]. |
|
|
Biology: Use
The learner will be able to
use understanding of biology in experiments and real world situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biology |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Obj Statement #21 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. |
|
| |
Assessment Resources |
| |
|
|
Life Cycle
The learner will be able to
understand that living things have a life cycle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Life Cycle |
Comprehension |
Master |
0.8 |
Meigs County, 7-99..; National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Worksheets, Science Enrichment - p. 18 [Textbook]. Book - "The Very Hungry Caterpillar" by Erik Carle, Magic Schoolbus Video - "Butterflies" |
|
| |
Assessment Resources |
| |
| · |
Test, Test and worksheets [Textbook]. |
|
|
Life Cycle: Understand
The learner will be able to
understand the life cycle and how new organisms are created by ones that die.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Life Cycle |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item#4, Item#23, Item#33 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science, Butterflies video [Textbook]. Worksheets - frogs and butterflies |
|
| |
Assessment Resources |
| |
| · |
Test, Tests and worksheet [Textbook]. |
|
|
Human Health: Safety Rules
The learner will be able to
follow basic safety rules at both home and in school.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Safety |
Application |
Master |
0.4 |
Meigs County, 7-99..; National Science Education Standards, 1996, Grades K-4, p. 139 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, Make posters for safety procedures [Miscellaneous]. |
|
|
Human Health: Personal
The learner will be able to
develop an understanding of personal health.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Personal & Community |
Comprehension |
Master |
0.8 |
Meigs County, 7-99..; National Science Education Standards, 1996, Grades K-4, p. 138 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science and worksheet [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests and worksheets [Textbook]. |
|
|
Human Health: Personal
The learner will be able to
engage in personal health care, including hygiene and exercise.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Personal & Community |
Application |
Master |
0.8 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. Activity - Making a Model of Bacteria Growth |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, Observation of activities [Textbook]. |
|
|
Human Nutrition: Food
The learner will be able to
understand how the body uses food and how different foods contribute to the overall health of the body.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Food/Nutrition |
Comprehension |
Master |
0.8 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. Worksheet, Science Enrichment, p. 53, food pyramid model or poster |
|
| |
Assessment Resources |
| |
| · |
Test, Test and worksheets [Textbook]. |
|
|
Human Nutrition: Importance
The learner will be able to
understand that nutrition is a major factor in the health of humans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Food/Nutrition |
Knowledge |
Master |
0.8 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. Worksheet, Science Enrichment, p. 53, food pyramid model or poster |
|
| |
Assessment Resources |
| |
| · |
Test, Test and worksheet [Textbook]. |
|
|
Human Substances: Abuse
The learner will be able to
understand that certain substances, such as tobacco and alcohol, can damage the body and its functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Substances |
Knowledge |
Master |
0.8 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Science Discover, Guest Speaker - Guidance [Textbook]. Video - Drugs and Alcohol |
|
| |
Assessment Resources |
| |
| · |
Test, Tests [Textbook]. |
|
|
Human Substances: Prescription Drugs
The learner will be able to
understand that prescription drugs are prescribed by a doctor to aid in the body's natural healing process.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Substances |
Knowledge |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. |
|
| |
Assessment Resources |
| |
|
|
Diseases: Transmitting
The learner will be able to
understand how communicable diseases may be transmitted.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human: Diseases |
Comprehension |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 140 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests [Textbook]. |
|
|
Animals: Parts/Examine/Functions
The learner will be able to
examine the smaller parts of animals and identify their functions through the use of magnifiers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals: Parts |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.1 |
Classroom
|
|
Organisms: Function/Model/Create
The learner will be able to
create a model of a living thing and explain the functions of its parts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Function and Structure |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.10 |
Classroom
|
|
Plants: Parts/Perform/Losing
The learner will be able to
perform a basic study to assess the impact that losing one of its parts has on a plant.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plants: Parts |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.11 |
Classroom
|
|
Animals & Plants: Different/Identify
The learner will be able to
identify how and give evidence of the fact that plants and animals of the same kind can be different from one another.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.5.1, 5.1 |
Classroom
|
|
Animals & Plants: Energy
The learner will be able to
describe how animals are dependent on plants which produce substances high in energy content and animals rely on that energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Comprehension |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.1 |
Classroom
|
|
Animals & Plants: Energy/Distinguish
The learner will be able to
recognize the structures that animals and plants use to satisfy their basic energy needs and distinguish between the way a plant is able to satisfy its energy requirements with the way an animal satisfies its energy requirements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.tpi.2, 3.3.tpi.3 |
Classroom
|
|
Animals & Plants: Environment/Recogn
The learner will be able to
recognize and describe the characteristics that enable a particular plant and/or animal to survive in its environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.5.spi.3, 3.5.2, 5.0, 5.2 |
Classroom
|
|
Animals & Plants: Environments/Analy
The learner will be able to
analyze the interactions among plants, animals, and their environments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 2.3 |
Classroom
|
|
Animals & Plants: Establish/Utilize/
The learner will be able to
establish that plants and animals utilize food to support life and create a diagram that shows the food realtionship amoung plants and animals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Application |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.0, 3.3.tpi.4 |
Classroom
|
|
Animals & Plants: Identify
The learner will be able to
identify that some plants and animals are no longer found on earth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 6.1 |
Classroom
|
|
Animals & Plants: Needs/Recognize
The learner will be able to
recognize and illustrate the fundamental basic life needs of plants and animals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Application |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.tpi.1, 3.3.spi.1 |
Classroom
|
|
Animals & Plants: Organisms/Classify
The learner will be able to
classify organisms as plants or animals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.5.tpi.1 |
Classroom
|
|
Animals & Plants: Part/Recognize
The learner will be able to
recognize a part that belongs to specific plant or animal.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals and Plants |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.2 |
Classroom
|
|
Animals: Environment/Choose
The learner will be able to
choose the animals found in a particular environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals |
Application |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.spi.2 |
Classroom
|
|
Animals: Parts/Show/Senses
The learner will be able to
show how the loss of one of an animal's five senses influences the animal's interactions in the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals: Parts |
Application |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.tpi.10 |
Classroom
|
|
Animals: Survival/Create
The learner will be able to
create representations of animals that that possess the attributes needed to survive in a given environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Animals: Survival |
Synthesis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.5.tpi.4 |
Classroom
|
|
Cells: Animal/Plant/Explore/Structure
The learner will be able to
explore the structure and function of animal and plant cells.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 1.0 |
Classroom
|
|
Conservation: Recognize/Reused
The learner will be able to
recognize materials and resources that can be reused.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Conservation |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.10.2 |
Classroom
|
|
Environment: Adaptation/Identify/Traits
The learner will be able to
identify that living things have certain traits that enable them to adapt to specific environments and carry out basic life processes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Adaptation |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 5.2, 3.5.2 |
Classroom
|
|
Environment: Differentiate/Recognize
The learner will be able to
differentiate between and recognize different types of water and land environments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.9.spi.1, 3.9.tpi.1 |
Classroom
|
|
Fossils: Survey/Evidence/Inferences
The learner will be able to
survey fossils and make inferences regarding extinct organisms based on fossil evidence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fossils |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.6.tpi.2, 3.6.tpi.3 |
Classroom
|
|
Fossils: Recognize/Describe/Relationship
The learner will be able to
describe the relationship between present day organisms and fossils.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fossils |
Comprehension |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.6.tpi.3 |
Classroom
|
|
Function and Structure: Recognize
The learner will be able to
recognize the functions of component structures of organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Function and Structure |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.7 |
Classroom
|
|
Heredity: Comprehend/Principles
The learner will be able to
comprehend the basic principles of inheritance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity |
Comprehension |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 4.0 |
Classroom
|
|
Heredity: Offspring/Study/Parents
The learner will be able to
study the similarities and differences between parents and offspring and recognize that offspring within a family can be similar or different.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.tpi.3, 3.4.2 |
Classroom
|
|
Life Cycle: Adult/Choose/Illustration
The learner will be able to
choose the illustration that depicts an adult organism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Life Cycle |
Application |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.spi.2 |
Classroom
|
|
Life Cycle: Describe/Explain/Alterations
The learner will be able to
describe the life cycle of living things and explain alterations which are componenets of common life cycles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Life Cycle |
Comprehension |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.tpi.4, 3.4.3 |
Classroom
|
|
Life Cycle: Identify/Alterations
The learner will be able to
identify alterations in the appearance of plants and animals, as they get older.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Life Cycle |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 4.3, 3.4.3 |
Classroom
|
|
Life Cycle: Illustration/Timeline/Mature
The learner will be able to
choose an illustration that depicts how an organism changes as it matures and create a timeline that shows the alterations that occur during an organism's life cycle.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Life Cycle |
Application |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.spi.3, 3.4.tpi.5 |
Classroom
|
|
Life Cycle: Stages/Distinguish
The learner will be able to
distinguish between the stages in the life cycles of a frog, a butterfly, and plants.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things: Life Cycle |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.tpi.2 |
Classroom
|
|
Living Things: Identify/Parts/Well-Being
The learner will be able to
describe and identify that living things are composed of smaller parts which are essential to its well-being.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.2.b, 3.1.tpi.4, 3.1.1, 1.1 |
Classroom
|
|
Living Things: Determine/Depict
The learner will be able to
determine the results when an organism is missing a particular part and choose the illustration that depicts what happens when a living thing is missing a specific part.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things |
Application |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.3, 3.1.tpi.9 |
Classroom
|
|
Living Things: Parts/Differentiate
The learner will be able to
differentiate between the parts that make up living things.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.5 |
Classroom
|
|
Living Things: Parts/Recognize/Survey
The learner will be able to
recognize and survey the parts of a living thing using suitable tools.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.6 |
Classroom
|
|
Living Things: Parts/Well-Being
The learner will be able to
identify that the small parts that make up an organism contribute to the performance and well being of the whole organism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living Things |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.2, 1.2 |
Classroom
|
|
Living/Non-Living: Differentiate
The learner will be able to
recognize how living and non-living things are different and differentiate among living and non-living things (or objects) by their observable properties and in an illustration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living/Non-Living Things |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.spi.1, 3.2.tpi.1, 3.2.1, 2.1 |
Classroom
|
|
Living/Non-Living: Environment/Create
The learner will be able to
create an environment that shows the interrelationships among living and non-living things.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living/Non-Living Things |
Synthesis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.tpi.9 |
Classroom
|
|
Living/Non-Living: Contrast/Establish
The learner will be able to
contrast the properties of living and non-living things and establish whether an object is living or non-living by studying its characteristics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living/Non-Living Things |
Application |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.1, 3.2.tpi.5 |
Classroom
|
|
Living/Non-Living: Explore/Interact
The learner will be able to
explore the interaction of living things with the non-living and living components of their environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Living/Non-Living Things |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 2.0 |
Classroom
|
|
Organisms: Alter/Comprehend/Time
The learner will be able to
comprehend that living things alter over time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Comprehension |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 6.0 |
Classroom
|
|
Organisms: Extinct/Examples
The learner will be able to
associate an organism to evidence for its former existence and cite examples of organisms which used to live on the earth and are now extinct.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Comprehension |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 2.6.1, 3.6.spi.1, 3.6.tpi.1, 3.6.spi.3 |
Classroom
|
|
Organisms: Senses/Recognize
The learner will be able to
recognize that organisms use their senses to interact with the environment around them.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 2.2 |
Classroom
|
|
Organisms: Similar/Recognize
The learner will be able to
recognize similar groups of organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Characteristics |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.5.spi.1 |
Classroom
|
|
Organisms: Structures/Analyze/Life
The learner will be able to
analyze the structures of organisms that are essential for life.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Function and Structure |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.8 |
Classroom
|
|
Organisms: Survival/Explore
The learner will be able to
describe how organisms meet their needs for survival and explore the relationship between the characteristics of an organism and its ability to survive in a particular environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organisms: Survival |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.5.tpi.3, 3.2.tpi.6 |
Classroom
|
|
Plants: Explain/Survey/Part
The learner will be able to
explain and use magnifiers to survey what happens when a plant loses a part.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plants: Parts |
Comprehension |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.2.a |
Classroom
|
|
Plants: Explore/Make/Food
The learner will be able to
explore how plants make food.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plants |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.0 |
Classroom
|
|
Plants: Parts/Discover/Functions
The learner will be able to
discover the functions of the major plant parts by studying them and associate the parts of a plant with their functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plants: Parts |
Application |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.2, 3.3.spi.3 |
Classroom
|
|
Plants: Parts/Examine/Basic
The learner will be able to
examine the basic plant structures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plants: Parts |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.0 |
Classroom
|
|
Plants: Parts/Identify/Study
The learner will be able to
identify the different parts and study the major parts of plants.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plants: Parts |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.2, 3.2, 3.3.spi.2 |
Classroom
|
|
Pollution: Environment/Recognize/Impact
The learner will be able to
recognize the environment that has been affected by pollutants and explain how different types of pollution impact environments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.spi.4, 3.2.4, 2.4 |
Classroom
|
|
Pollution: Environment/Recognize
The learner will be able to
recognize the characteristics of polluted environments and identify that pollution can impact the environment and the organisms that live in it.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.tpi.4, 3.2.4, 2.4 |
Classroom
|
|
Pollution: Environment/Suggest/Plan
The learner will be able to
suggest a plan for eliminating a particular pollutant from an environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution |
Synthesis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.tpi.11 |
Classroom
|
|
Pollution: Impact/Explore/Alteration
The learner will be able to
explore the impact to an organism caused by an environmental alteration due to pollution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pollution: Impact Of |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.tpi.8 |
Classroom
|
|
Reduce/Reuse/Recycle: Analyze
The learner will be able to
analyze materials from the classroom that can be or have been reused and the resources that were saved as a result and create a plan for the reuse of a classroom material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Reduce/Reuse/Recycle |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.10.tpi.3, 3.10.tpi.6 |
Classroom
|
|
Reproduction: Identify/Mature
The learner will be able to
identify that living things acquire the potential to reproduce as they mature and recognize that all living things reproduce.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reproduction |
Knowledge |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.1, 4.1 |
Classroom
|
|
Species: Individuals/Compare
The learner will be able to
compare individuals of the same species.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Species |
Analysis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.tpi.1 |
Classroom
|
|
Physical Science: Concepts
The learner will be able to
comprehend the most pertinent ideas and principles of physical science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Science |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Obj Statement #20, Item#6, Item#9, Item#27 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. Activity - p. 93, Observing Different Materials, Activity - p. 99, Observing That Air has Volume, Activity - p. 109, Observing Physical and Chemical Change, Activity - p. 121, Observing How Friction Affects Motion, Activity - p. 137, Observing Magnets, Activity - p. 167, Predicting Sounds |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, Observation of Activities [Textbook]. |
|
|
Physical Science: Use
The learner will be able to
use understanding of physical science in experiments and real world situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Science |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Obj Statement #20 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Pushes and Pulls [Textbook]. Activity - Jumping Clip - p. 29, Activity - Packing Heavy Words, worksheet |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, Observation of Activity, worksheets [Textbook]. |
|
|
Energy: Forms
The learner will be able to
associate different forms of energy with common situations or objects. For example, household appliances use electricity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Types |
Application |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science, p. 138, Magnets p. 143 [Textbook]. Electricity pp. 144-145, See Lesson Plan 44 - Habits of Mind. Activity - p. 157 Discover Science - Using a Prism, Activity - p. 146 Making an Electric Circuit |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, Observation of Activities [Textbook]. |
|
|
Energy: Understanding
The learner will be able to
develop an understanding of energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy |
Comprehension |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item#11 week tested: 31. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science - p. 147 [Textbook]. Activities - Making an Electric Circuit, Activities - p. 137 Observing Magnets |
|
| |
Assessment Resources |
| |
| · |
Test, Tests, Observation of Activities [Textbook]. |
|
|
Energy and Matter: Observe
The learner will be able to
observe how matter is affected by energy and how it affects our world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Matter |
Knowledge |
Master |
0.4 |
Meigs County, 7-99, TN Standard 2.4b |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Test and observation of activities [Textbook]. |
|
|
Electricity: Understand
The learner will be able to
develop an understanding of electricity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electricity |
|
Master |
0.4 |
Meigs County, 7-99..; National Science Education Standards, 1996, Grades K-4, p. 123 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. Activity - Discover Science - Make an electric circuit |
|
| |
Assessment Resources |
| |
| · |
Test, Tests and observation of activities [Textbook]. |
|
|
Electricity: Electrical Energy/Explore
The learner will be able to
use experiments to explore electrical energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electricity |
Comprehension |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. Activities - Observing Magnets |
|
| |
Assessment Resources |
| |
| · |
Test, Tests and observation of activities [Textbook]. |
|
|
Electricity: Circuits
The learner will be able to
understand that light, heat, sound, and magnetism can be produced by the electricity in circuits.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electricity: Circuits |
Comprehension |
Master |
0.8 |
National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, Lesson Plan 15 - "Habits of Mind" [Miscellaneous]. |
|
|
Electricity: Circuits
The learner will be able to
understand that in order for electricity to travel, the electrical circuit must have a complete loop.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electricity: Circuits |
Comprehension |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, Lesson Plan 15 - "Habits of Mind" [Miscellaneous]. |
|
|
Heat: Conduction
The learner will be able to
understand that heat can be transferred from one object to another by conduction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heat |
Comprehension |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests [Textbook]. |
|
|
Heat: Understand
The learner will be able to
develop an understanding of heat.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heat |
Comprehension |
Master |
0.4 |
National Science Education Standards, 1996, Grades K-4, p. 123 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, Lesson Plan 60 - "Habits of Mind" [Miscellaneous]. |
|
|
Heat: Impact/Describe
The learner will be able to
describe the impact of heat on objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heat: Impact on Objects |
Comprehension |
Master |
0.8 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. |
|
| |
Assessment Resources |
| |
|
|
Heat: Production/Understand
The learner will be able to
understand that different objects and processes produce heat.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heat: Production |
Comprehension |
Master |
0.8 |
Meigs County, 7-99..; National Science Education Standards, 1996, Grades K-4, p. 127 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. |
|
| |
Assessment Resources |
| |
|
|
Sun: Heat and Light
The learner will be able to
identify the sun as a source of energy for heat and light.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sun: Energy |
Knowledge |
Master |
0.4 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Textbook and activities [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Test, Tests and observation of activities [Textbook]. |
|
|
Light: Properties/Investigate
The learner will be able to
investigate the properties of light.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Light: Properties |
|
Master |
0.4 |
Meigs County, 7-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Discover Science [Textbook]. Activity - Using a Prism |
|
| |
Assessment Resources |
| |
| · |
Test, Test and observation of activities [Textbook]. |
|
|
Light: Lens
The learner will be able to
understand that a lens can refract light.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| |
