3rd Grade Changes in Motion

CURRICULUM STANDARDS AND COMPANION DOCUMENTS

3rd Grade - Changes in Motion

Contains:- Science Companion Document for 3rd Grade Changes in Motion unit- General Inquiry Questions Assessment questions- 3rd Grade Changes in Motion Assessment questions- 3rd Grade Science Expectations- 3rd Grade ELA Expectations- 3rd Grade Mathematics Expectations- 3rd Grade Social Studies Expectations- Grade 3-5 Technology Expectations

Third Grade

Science Content Expectations Companion Document

SCIENCE

• Unit 1: Changes in Motion • Unit 2: Light and Sounds • Unit 3: Structures and Functions of

Living Things • Unit 4: Earth Materials, Change, and

Resources

v.1.09

• Big Ideas • Instructional Framework • Clarifications • Enrichment • Inquiry • Intervention • Vocabulary • Real World Context • Instruments • Literacy Integration • Measurements • Mathematics Integration

Introduction to the K-7 Companion Document An Instructional Framework

Overview The Michigan K-7 Grade Level Content Expectations for Science establish what every student is expected to know and be able to do by the end of Grade Seven as mandated by the legislation in the State of Michigan. The Science Content Expectations Documents have raised the bar for our students, teachers and educational systems. In an effort to support these standards and help our elementary and middle school teachers develop rigorous and relevant curricula to assist students in mastery, the Michigan Science Leadership Academy, in collaboration with the Michigan Mathematics and Science Center Network and the Michigan Science Teachers Association, worked in partnership with Michigan Department of Education to develop these companion documents. Our goal is for each student to master the science content expectations as outlined in each grade level of the K-7 Grade Level Content Expectations. This instructional framework is an effort to clarify possible units within the K-7 Science Grade Level Content Expectations. The Instructional Framework provides descriptions of instructional activities that are appropriate for inquiry science in the classroom and meet the instructional goals. Included are brief descriptions of multiple activities that provide the learner with opportunities for exploration and observation, planning and conducting investigations, presenting findings and expanding thinking beyond the classroom. These companion documents are an effort to clarify and support the K-7 Science Content Expectations. Each grade level has been organized into four teachable units- organized around the big ideas and conceptual themes in earth, life and physical science. The document is similar in format to the Science Assessment and Item Specifications for the 2009 National Assessment for Education Progress (NAEP). The companion documents are intended to provide boundaries to the content expectations. These boundaries are presented as “notes to teachers”, not comprehensive descriptions of the full range of science content; they do not stand alone, but rather, work in conjunction with the content expectations. The boundaries use seven categories of parameters:

a. Clarifications refer to the restatement of the “key idea” or specific intent or elaboration of the content statements. They are not intended to denote a sense of content priority. The clarifications guide assessment.

b. Vocabulary refers to the vocabulary for use and application of the science topics and principles that appear in the content statements and expectations. The terms in this section along with those presented

within the standard, content statement and content expectation comprise the assessable vocabulary.

c. Instruments, Measurements and Representations refer to the instruments students are expected to use and the level of precision expected to measure, classify and interpret phenomena or measurement. This section contains assessable information.

d. Inquiry Instructional Examples presented to assist the student in becoming engaged in the study of science through their natural curiosity in the subject matter that is of high interest. Students explore and begin to form ideas and try to make sense of the world around them. Students are guided in the process of scientific inquiry through purposeful observations, investigations and demonstrating understanding through a variety of experiences. Students observe, classify, predict, measure and identify and control variables while doing “hands-on” activities.

e. Assessment Examples are presented to help clarify how the teacher can conduct formative assessments in the classroom to assess student progress and understanding

f. Enrichment and Intervention is instructional examples that stretch the thinking beyond the instructional examples and provides ideas for reinforcement of challenging concepts.

g. Examples, Observations, Phenomena are included as exemplars of different modes of instruction appropriate to the unit in which they are listed. These examples include reflection, a link to real world application, and elaboration beyond the classroom. These examples are intended for instructional guidance only and are not assessable.

h. Curricular Connections and Integrations are offered to assist the teacher and curriculum administrator in aligning the science curriculum with other areas of the school curriculum. Ideas are presented that will assist the classroom instructor in making appropriate connections of science with other aspects of the total curriculum.

This Instructional Framework is NOT a step-by-step instructional manual but a guide developed to help teachers and curriculum developers design their own lesson plans, select useful portions of text, and create assessments that are aligned with the grade level science curriculum for the State of Michigan. It is not intended to be a curriculum, but ideas and suggestions for generating and implementing high quality K-7 instruction and inquiry activities to assist the classroom teacher in implementing these science content expectations in the classroom.

HSSCE Companion Document

Third Grade GLCE Companion Document

Unit 1: Changes in Motion

SCIENCE

• Big Ideas • Instructional Framework • Clarifications • Enrichment • Inquiry • Intervention • Vocabulary • Real World Context • Instruments • Literacy Integration • Measurements • Mathematics Integration

v.1.09

Third Grade Companion Document

3-Unit 1: Changes in Motion

Table of Contents Page 1 Curriculum Cross Reference Guide Page 2 Unit 1: Changes in Motion Page 3 Big Ideas (Key Concepts) Page 3 Clarification of Content Expectations Page 3

Inquiry Process, Inquiry Analysis and Communication, Reflection and Social Implications Page 9 Vocabulary Page 10 Instruments, Measurements, and Representations Page 11 Instructional Framework Page 12 Enrichment Page 16 Intervention Page 16 Examples, Observations and Phenomena (Real World Context) Page 17 Literacy Integration Page 18 Mathematics Integration Page 19

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3rd Grade Unit 1: Changes in Motion

Content Statements and Expectations

Code Statements & Expectations Page P.FM.E.2 Gravity – Earth pulls down on all objects with a force

called gravity. With very few exceptions, objects fall to the ground no matter where the object is on the Earth.

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P.FM.03.22 Identify the force that pulls objects towards the Earth. 3

P.FM.E.3 Force – A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is related to the size of the force. The change is also related to the mass of the object on which the force is being exerted. When an object does not move in response to a force, it is because the environment is applying another force.

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P.FM.03.35 Describe how a push or a pull is a force 4

P.FM.03.36 Relate a change in motion of an object to the force that caused the change in motion.

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P.FM.03.37 Demonstrate how the change in motion of an object is related to the strength of the force acting upon the object and to the weight of the object.

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P.FM.03.38 Demonstrate when an object does not move in response to a force, it is because another force is acting on it.

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P.FM.E.4 Speed – An object is in motion when its position is changing. The speed of an object is defined by how far it travels in a standard amount of time.

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P.FM.03.41 Describe the motion of objects in terms of the path and direction.

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P.FM.03.42 Identify changes in motion (change direction, speed up, slowing down).

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P.FM.03.43 Relate the speed of an object to the distance it travels in a standard amount of time.

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3 Unit 1: Changes in Motion

Big Ideas (Key Concepts)

• The position of the observer and object affect the description of motion. • Forces are pushes and pulls. • Gravity is the force that pulls objects to the Earth. • Motion is affected by the strength of the force and the mass of the object.

Clarification of Content Expectations

Standard: Force and Motion Content Statement - P.FM.E.2 Gravity – Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground no matter where the object is on the Earth. Content Expectation P.FM.03.22 Identify the force that pulls objects towards the Earth. Instructional Clarifications 1. Identify means to recognize that gravity is the force that pulls objects to

Earth. 2. Gravity is the force that pulls objects towards the Earth. 3. The term gravity is very abstract. Third grade students do not need to

define the term gravity. They need only to observe that dropped or thrown objects eventually fall to the ground. Some exceptions are helium and hot air balloons, or objects rising in water. Third graders may be aware of the exceptions but do not need to understand the science behind it.

4. Gravity is the attraction between all matter; it is the force that pulls objects toward each other. The larger the object, the greater the force. Because of the Earth’s size, the pull of gravity is very apparent.

5. The downward force of gravity is called weight. Weight is the measure of the pull, or force, of gravity on an object.

6. Weight is measured using a scale, whereas mass is measured using a balance.

7. The emphasis of this expectation is that gravity is the force that pulls objects to the Earth. Weight is the measure of the pull of gravity.

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Students describe objects as having more or less pull by the Earth and more or less weight.

8. A common misconception is that only large objects have gravitational force.

9. A common misconception is that energy and force are interchangeable. Assessment Clarification 1. Gravity is the force that pulls objects towards the Earth.

Content Statement - P.FM.E.3 Force – A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is related to the size of the force. The change is also related to the mass of the object on which the force is being exerted. When an object does not move in response to a force, it is because the environment is applying another force. Content Expectations P.FM.03.35 Describe how a push or a pull is a force. Instructional Clarifications 1. Describe means to tell or depict in spoken or written words that a force is

a push or pull. 2. Force is a push or a pull on an object or substance by another object or

substance. 3. A push is to move an object away. 4. A pull is to move an object toward. 5. Forces can change the shape of an object or speed up, slow down, change

the direction, start or stop the motion of an object. 6. Examples of forces are limited to gravity and pushes and pulls caused by

people, machines, magnets or nature (wind and water). Assessment Clarifications 1. Force is a push or a pull on an object or substance. 2. Examples of forces are gravity and pushes and pulls caused by people,

machines, magnets or nature (wind and water). 3. A push moves an object away from another object and a pull moves an

object toward another object. P.FM.03.36 Relate a change in motion of an object to the force that caused the change in motion. Instructional Clarifications 1. Relate means to establish an association or connection between a force

and how it causes a change in motion of an object.

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2. Forces cause objects to slow down, speed up, change direction, stop and start.

3. A change in motion is to slow down, speed up, stop, or change direction. 4. The emphasis of the expectation is for students to identify the force that

causes the change in motion. These forces include gravity; sliding or rubbing (friction) to stop, start or slow things down; pulling, as with a rope; and pushing.

5. Force descriptions are limited to people, machines, wind, and water. Assessment Clarifications 1. Forces cause changes in motion. 2. Forces cause objects to slow down, speed up, change direction, stop or

start. 3. A change in motion is to slow down, speed up, stop, start, or change

direction. 4. The emphasis of the expectation is for students to identify the force that

causes the change in motion. These forces include gravity; sliding or rubbing to stop, start or slow things down; pulling, as with a rope; and pushing.

5. Force descriptions are limited to people, machines, wind, and water. P.FM.03.37 Demonstrate how the change in motion of an object is related to the strength of the force acting upon the object and to the mass of the object. Instructional Clarifications 1. Demonstrate means to show through manipulation of materials, drawings

and written and verbal explanations how a change in the motion of an object is related to the strength of the force and the mass of the object.

2. The terms weight and mass are often used interchangeably. However, they are not the same. Mass is the amount of matter in an object, which is a constant amount. Weight is a measure of the gravitational pull of an object. The weight of an object changes if the gravitational pull changes; for example, the weight of an object differs on Earth when compared to the weight of the same object on the moon, yet the mass of the object stays the same. The use of the word mass is more accurate than the word weight in most cases. The use of the word mass is highly recommended.

3. Changes in motion are related to the strength of the force acting on an object. The larger the force the greater the change in motion.

4. Changes in motion are related to the mass of an object. Heavier objects require a stronger force to cause a change in motion. Lighter objects require less force to cause a change in motion.

5. The term mass has not been introduced to students at the third grade level. Third grade students should use the term weight.

6. A common misconception is that large objects always exert a greater force than small objects.

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7. Students at the third grade level are not expected to measure force; they make observations of changes in motion due to stronger and weaker forces.

Assessment Clarifications 1. The larger the force the greater the change in motion. 2. Heavier objects need a stronger force to cause a change in motion.

Lighter objects need less force to cause a change in motion.

P.FM.03.38 Demonstrate when an object does not move in response to a force, it is because another force is acting on it. Instructional Clarifications 1. Demonstrate means to show through manipulation of materials, drawings,

and written and verbal explanations when an object does not move in response to a force, it is because another force is acting on it.

2. There may be many forces acting on an object at one time. The combination of all the forces result in changes in motion or no motion.

3. A common misconception is that when an object is at rest, there are no forces acting on the object.

4. If forces are equal and opposite, an object will remain at rest. 5. Third grade students do not need to understand these concepts; they

simply observe the results of opposing and equal forces and recognize that more than one force acts on an object.

6. At this level, demonstrations include such examples as pushing on a large object such as a boulder (friction is another force) tug-of-war games (equal pulling on opposite ends of the rope) and lifting a heavy object (gravity is the other force).

Assessment Clarifications 1. There may be many forces acting on an object at one time. The

combination of all these forces results in changes in motion or no motion. 2. When a heavy object, such as a boulder, is pushed and does not move

another force is acting on it.

Content Statement – P.FM.E.4 Speed – An object is in motion when its position is changing. The speed of an object is defined by how far it travels in a standard amount of time. Content Expectations P.FM.03.41 Describe the motion of objects in terms of the path and direction. Instructional Clarifications 1. Describe means to tell or depict in spoken or written words the motion of

objects in terms of path and direction.

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2. Motion is described relative to a frame of reference (relative to something else).

3. Motion is a change in position. 4. Motion is the movement of an object from one place to another or

physical motion such as twirling and waving. 5. The path of motion can be described as moving away from, toward,

around, above, below, behind, between and through an object that is not moving.

6. The terms north, south, east and west describe motion with reference to the Earth.

Assessment Clarifications 1. Motion is movement from one place to another. 2. Motion can be physical movement (twirling, waving, blinking, bending). 3. The path of motion is moving away from, toward, around, above, below,

behind, between and through an object that is not moving. 4. Describe the direction of an object as it relates to an object that is not

moving. (A girl is walking toward the desk but a boy is walking away from the desk.)

P.FM.03.42 Identify changes in motion (change direction, speeding up, slowing down). Instructional Clarifications 1. Identify means to recognize changes in motion as changing direction,

speeding up or slowing down. 2. Students identify changes in motion as a change in direction, speeding

up, or slowing down. 3. A common misconception is that acceleration is speeding up. The term

“acceleration” should not be used in the third grade. 4. Changes in direction include north, south, east, west, right, left, up, and

down. Assessment Clarification 1. A change in motion can be identified as a change in direction, speeding

up, or slowing down. P.FM.03.43 Relate the speed of an object to the distance it travels in a standard amount of time. Instructional Clarifications 1. Relate means to establish an association or connection between distance,

time and speed. 2. Third grade students are not expected to calculate speed. Students often

confuse speed and distance. Students describe speed as the distance an object travels in a standard amount of time or the amount of time it takes an object to travel a standard distance. For example, if it takes car A 5 seconds longer to travel the same distance as car B, car B is traveling at a faster speed. If car A travels a further distance than car B, in the same amount of time, then car A is traveling at a faster speed.

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3. Students’ measurement abilities include measuring the distance something travels (kilometers, meters, centimeters) and the amount of time it takes to travel a certain distance (hours, minutes, seconds).

4. Measurement tools include meter sticks, rulers, measuring tapes, stop watches, clocks with a second hand.

5. Speed descriptions include faster and slower. Assessment Clarifications 1. Speed is the distance an object travels in a certain amount of time. 2. Speed descriptions include faster and slower.

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Inquiry Process, Inquiry Analysis and Communication,Reflection and Social Implication

Inquiry Processes S.IP.03.11 Make purposeful observations of motion of objects in terms of direction. S.IP.03.12 Generate questions based on observations of objects in motion. S.IP.03.13 Plan and conduct simple and fair investigations to compare and contrast the motion of objects in terms of path and direction. S.IP.03.14 Manipulate simple tools (for example ruler, meter stick, stop watch/timer) to determine the speed of an object by measuring the time it took to travel a measured distance. S.IP.03.15 Make accurate measurements with appropriate units (centimeters, meters, seconds, minutes) of the distance an object traveled in a measured time. S.IP.03.16 Construct simple charts and graphs from data and observations of time and distance of an object’s travel. Inquiry Analysis and Communication S.IA.03.11 Summarize information from charts and graphs to answer questions about the speed of a moving object. S.IA.03.12 Share ideas about changes in motion through purposeful conversation in collaborative groups. S.IA.03.13 Communicate and present findings of investigations that describe the motion of objects in terms of direction. S.IA.03.14 Develop research strategies and skills for information gathering and problem solving about determining the speed of a moving object. S.IA.03.15 Compare and contrast sets of data from multiple trials of an investigation on the motion of objects to explain reasons for differences. Reflection and Social Implications S.RS.03.11 Demonstrate similarities and differences in the motion of objects in terms of direction through various illustrations, performances or activities. S.RS.03.14 Use data/samples as evidence to separate fact from opinion about the speed of an object. S.RS.03.15 Use evidence when communicating, comparing and contrasting the motion of objects in terms of path and direction. S.RS.03.16 Identify technology used in everyday life to measure speed. S.RS.03.17 Identify current problems about changes in the motion of objects that may be solved through the use of technology. S.RS.03.19 Describe how people such as al Jazari, Isaac Newton, the Wright Brothers, Sakichi Toyoda, and Henry Ford have contributed to science throughout history and across cultures.

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Critically Important – State Assessable Instructionally Useful force force strength push pull gravity weight mass motion position speed speeding up slowing down faster slower stop start change of motion change of direction moving away from toward around above below behind between through centimeters meters kilometers seconds minutes hours compare and contrast cause stop watches timers clocks with a second hand meter sticks rulers measuring tapes

change of speed measurement of motion relative position north south east west right left up down

Vocabulary

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Instruments, Measurement, and Representations

Measurement Instruments Representations weight scale heavier, lighter, same mass* balance heavier, lighter, same distance ruler, meter stick,

measuring tape centimeter, meter, kilometer

time stop watch, timer, clock with a second hand

seconds, minutes, hours

speed** ruler, meter stick, measuring tape Stop watch, timer, clock with a second hand

faster, slower

Representations in Charts, Tables and Graphs With teacher assistance, third grade students label and enter information into a data table that represents multiple trials. Third grade students use the median number for graphing. With teacher direction, modeling and examples, students construct a simple bar graph with information from a data table that includes appropriate labels (clear title, axis labels, unit labels, scales or standard interval counting beginning at zero). Third grade students are expected to read and interpret both horizontal and vertical bar graphs. * To be instructed in the 4th grade. ** Third grade students will not calculate speed.

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Instructional Framework

The following Instructional Framework is an effort to clarify possible units within the K-7 Science Grade Level Content Expectations. The Instructional Framework provides descriptions of instructional activities that are appropriate for inquiry science in the classroom and meet instructional goals. Included are brief descriptions of multiple activities that provide the learner with opportunities for exploration and observation, planning and conducting investigations, presenting findings, and expanding thinking beyond the classroom. The Instructional Framework is NOT a step-by-step instructional manual, but a guide intended to help teachers and curriculum developers design their own lesson plans, select useful and appropriate resources and create assessments that are aligned with the grade level science curriculum for the State of Michigan. Instructional Examples Gravity: P.FM.03.22 Force: P.FM.03.35, P.PM.03.36, P.FM.03.37, P.FM.03.38 Speed: P.FM.03.41, P.FM.03.42, P.FM.03.43 Objectives • Demonstrate that objects fall to Earth due to a force called gravity. • Make observations of the motion of objects and describe the forces acting

on them. • Demonstrate how a force can change the motion of an object and

describe the changes that are taking place. • Using the measurements of distance and time, explain how speed is the

relationship between the distances an object travels in a certain amount of time.

Engage and Explore • Engage students in a variety of activities that require them to move

objects, such as moving the desks, rearranging books, cleaning their desks and discarding unwanted items into a waste container, and playing kickball. Students describe how they were able to move the objects (pushing, pulling, lifting, throwing).

• After students have had an opportunity to discuss the ways in which the objects moved, discuss the cause of the motion. Through collaborative conversations, they conclude that the motions were the result of pushes, pulls, or gravity (forces). Introduce the term force to describe pushes and pulls exerted on one object by another object. Reinforce gravity as the force that pulls objects to Earth. (P.FM.03.22, P.FM.03.35, P.FM.03.36)

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• Take the students on a motion walk to make observations of different forces and the resulting motions in and around the school. (P.FM.03.36)

• In collaborative groups, students participate in a variety of games or sports (floor hockey, paper football, kickball, marbles, basketball, soccer, and baseball) to discover and describe how objects move due to the forces acting on them.

• After students discuss the motion of the objects in their activity, challenge them to evaluate the motion of the objects in terms of path and direction. Organize their observations into a chart with the heading, Motion, and subheadings: Path and Direction.

• Create a list of observations and words that describe the path(s) and direction(s) the objects in their activity were moving. Draw a diagram of the motion of the objects in the games and label the forces and the changes in motion (change in direction, speeding up, slowing down, starting and stopping). Add Changes in Motion to the chart and list observations and descriptions of how the objects changed their motion. (P.FM.03.36, P.FM.03.37, S.IP.03.11, S.IA.03.11, S.IA.03.12)

Descriptions & Observations Direction away from, toward, etc. Path straight, curvy, zigzag Changes in Motion changes in direction, speeding

up, slowing down, starting, stopping

• As students discuss and share ideas through purposeful conversation,

each group records ideas and questions regarding motion, forces, path, direction, and changes in motion (changes in direction or speed) on word strips or chart paper (for example: How does a lighter ball move differently than a heavier ball? How does the material that the ball is made from make a difference? How does the surface that the ball travels on make a difference?). (P.FM.03.36, P.FM.03.37, P.FM.03.38, S.IP.03.12, S.IA.03.12)

Explain and Define • Explain and create classroom definitions for the terms gravity, motion,

force, direction and speed. (P.FM.03.35, P.FM.03.36, P.FM.03.43) • During the discussion, add to the descriptive terms on the chart used to

describe direction and changes in motion. (P.FM.03.41, P.FM.03.42, P.FM.03.43)

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Elaborate and Apply • Elaborate on the questions generated during the explore activities by

dividing them into questions on path and direction and questions on changes in motion. (P.FM.03.41, P.FM.03.42)

• As a class, choose one question regarding the direction of objects that can be investigated and not answered by yes or no or simple research. For example: How do different observers describe the direction of a moving object? (S.IP.03.12)

• Working in collaborative groups, students plan and conduct a simple investigation, based on the class question, to describe the motion of objects in terms of path and direction. For example, students predict whether classmates standing in different locations around the room will describe direction of a rolling ball in the same way. Four students stand in different locations. As a ball is rolled across the floor, the students individually record their descriptions of the path and direction the ball is moving. The trial is conducted multiple times using different students for each trial. Groups summarize their data in charts. (P.FM.03, 41, S.IP.03.13, S.IP.03.16)

• To evaluate understanding, each collaborative group communicates and presents findings using evidence from trials to compare and contrast the motion of objects in terms of direction. Based on evidence, students analyze and summarize the differences in the results. Finally, students create a drawing or performance to further explain the similarities and differences in the motion of objects in terms of direction. (P.FM.03.42, S.IP.03.13, S.IA.03.13, S.IA.03.15, S.RS.03.15)

• To further elaborate and extend understanding of motion, students review their original questions regarding changes in motion focusing on speeding up and slowing down. For example: How can we measure the speed of a toy car?

• After conducting research and gathering information, students discuss the concept of the speed of a moving object and how to describe speed in terms of distance and time. The purpose of this activity is to discover the relationship of distance and time. (P.FM.03.42, P.FM.03.43, S.IA.03.12, S.RS.03.15)

• Elaborate on the term distance by giving students the tools, units, and skills to collect quantitative measurements (meter sticks, rulers, measuring tapes, centimeters, meters, kilometers). (P.FM.03.43, S.IP.03.15)

• Elaborate on the term time by giving students the tools, units, and skills to collect quantitative measurements (stop watch, clock with second hand, timer, second, minute, hour). (P.FM.03.43, S.IP.03.14)

• Expand on the measurement of speed by measuring the amount of time it takes (using a stopwatch and seconds) a toy car to travel a specified distance down a ramp. Conduct at least three trials and find the median for a more accurate measurement. Further expand on the measurement of speed by measuring the distance (using a meter stick or ruler) a car travels in a specified amount of time. Conduct at least three trials.

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Students construct simple charts and graphs from the data and from observations of time and distances of the toy cars’ travel. (P.FM.03.42, P.FM.03.43, S.IP.03.14, S.IP.03.15, S.IP.03.16, S.IA.03.11, S.IA.03.14, S.RS.03.14)

Evaluate Student Understanding Formative Assessment Examples • Create operational definitions in student language for the terms: gravity,

force, motion, direction, and speed. For example: A ball will fall to Earth because of a force called gravity. Speed is how fast or slow an object moves in a certain amount of time. (P.FM.03.22, P.FM.03.35, P.FM.03.36, P.FM.03.43)

• Organize observations of motion into charts. (P.FM.03.36) • Draw a diagram of the motion of objects in games; label the forces and

changes in motion. (P.FM.03.36, P.FM.03.38, P.FM.03.41, P.FM.03.42) • Summarize data from investigations on motion and direction into charts.

(P.FM.03.36, P.FM.03.38, P.FM.03.41, P.FM.03.42) • Engage in purposeful conversation about motion as it relates to distance

and time. (P.FM.03.43) • Construct simple charts and bar graphs from data on speed investigations.

(P.FM.03.43) Summative Assessment Examples • Explain and illustrate the forces that are causing the motion in a dropped

ball, a rolling ball, a stationary object such as a large boulder, a ball changing direction and a ball slowing down to a stop. (P.FM.03.22, P.FM.03.35, P.FM.03.36, P.FM.03.38)

• Create a drawing or performance to identify and explain the similarities and differences in the motion of objects in terms of path and direction. (P.FM.03.22, P.FM.03.35, P.FM.03.36, P.FM.03.37, P.FM.03.38, P.FM.03.41, P.FM.03.42)

• After analyzing the data, students summarize the information on their charts and graphs to answer the question, “How can we measure the speed of a toy car?” Through purposeful conversation, collaborative groups of students develop a shared understanding of speed utilizing the data gathered as evidence to support their ideas, rather than expressing an opinion. Students use the writing process to summarize their findings in an organized format. (P.FM.03.43)

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Enrichment

• Investigate changes in motion due to different forces such as pushing,

pulling, and falling. Create models to illustrate forces. • Plan and conduct simple investigations comparing the speed of toy cars

moving down ramps of differing heights and surfaces. Include the mathematical calculations of speed for students with the ability.

• Explore the forces, motion, changes in motion and speed of different objects including hot air balloons, airplanes, rockets, sailboats, surfboards, etc.

Intervention

• Explore direction (forward, backward, toward, away, left, right) by

participating in games such as Mother May I, Red Light, Green Light, or Simon Says.

• Watch video clips of various sporting events. Describe the motion of the players, objects, etc., and the forces that caused the motion.

• Qualitatively observe, compare and describe the speed of two or more objects using terms such as faster, slower, same speed, slowing down, speeding up, stopping or starting.

• Provide opportunities for students to observe, record and discuss forces and resulting motion in and around the school

• Read informational texts such as Forces Make Things Move by Kimberly Brubaker Bradley, 2005. Conduct suggested activities included in the text.

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Examples, Observations, and Phenomena (Real World Context)

Observation, measurement, and communicating ideas are everyday skills. Students use their senses to continually learn about their environment. They use measurement of distance and time in everyday activities. They understand that some things move slowly and others move quickly without having an understanding of the algorithm of speed. Students begin to extend the concept of speed as a function of time and distance. They recognize that if the dog runs the same distance in less time than the cat, then the dog is running faster. Similarly, if the cat runs a farther distance than the mouse in the same amount of time, then the cat is running faster. Throwing balls, running, rolling balls, swinging, and sliding are all common activities for children. Everyday experiences naturally include a description of the direction of motion and the speed at which motion occurs. Students are familiar with everyday technology used to measure distance, time, and speed. Firsthand experiences include using stopwatches, egg timers, clocks or watches with a second hand. They are also becoming proficient in measuring with rulers and meter sticks. Students understand that the speedometer in the car measures speed. They are aware that speed is described as miles per hour when discussing the speed limit or the speed at which the car is traveling. To further their understanding, attention to miles (distance) per hour (time) can reinforce their experiences in classroom activities involving toy cars. Additionally, students recognize that using technology (timers, speedometers, etc.) to make accurate measurements can avoid or solve problems in such activities as car racing, horse racing, excessive speed, space travel, and scuba diving. Contributions of scientists throughout history and across cultures have contributed significantly to current scientific thought. Students research and recognize that the contributions of scientists such as al-Jazari, Isaac Newton, Albert Einstein, the Wright Brothers, and Sakichi Toyoda have contributed to the science of forces and motion.

17

Literacy Integration

Reading R.CM.03.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. R.CM.03.02 retell in sequence the story elements of a grade level narrative text and major idea(s) and relevant details of grade-level informational text. Examples of trade books available for learning about changes in motion: Forces Make Things Move by Kimberly Brubaker Bradley, 2005 Why Doesn’t the Earth Fall Up? By Vicki Cobb, 1989 Mr. Gumpy’s Motor Car by John Burningham, 1983 Writing W.GN.03.03 write an informational piece including a report that demonstrates the understanding of central ideas and supporting details using an effective organizational pattern (i.e. compare/contrast, cause/effect, problems/solutions) with a title, heading, subheading, and a table of contents. W.GN.03.04 use the writing process to produce and present a research project; initiate research questions from content area text from a teacher-selected topic; and use a variety of resources to gather and organize information. • Write an informational description of changing motion (changing direction,

speeding up, slowing down, starting, or stopping) using cause and effect. Include the measurement tools and units that are used to provide evidence and support for ideas.

• Use the writing process to produce and present research on determining the speed of a moving object. Beginning with a question to investigate, summarize findings about speed from a variety of resources in an organized format.

Speaking S.DS.03.04 plan and deliver presentations using an effective informational organizational pattern (e.g. descriptive, problem/solution, cause/effect) supportive facts and details, reflecting a variety of resources; and varying the pace for effect.

18

• Plan and deliver presentations comparing and contrasting the motion of objects in terms of direction using an informational organization pattern (descriptive); and supportive facts and details reflecting data collected from a simple investigation.

Mathematics Integration

Number and Operations N.ME.03.01 Read and write numbers to 10,000 in both numerals and words, and relate them to the quantities they represent. N.FL.03.07 Estimate the sum of and difference of two numbers with three digits (sums up to 1,000), and judge reasonableness of estimates. N.FL.03.08 Use mental strategies to fluently add and subtract two-digit numbers. Measurement M.UN.03.01 Know and use common units of measurement in length, weight and time. M.UN.03.02 Measure in mixed units within the same measurement system for length, weight, and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces, liters and milliliters, hours and minutes, minutes and seconds, years and months. M.PS.03.12 Solve applied problems involving money, length and time. Data and Probability D.RE.03.01 Read and interpret bar graphs in both horizontal and vertical forms.

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Science Grade 3: General Inquiry Questions » Teacher Version

Go on to the next page »

DataDirector Exam ID: 430 Page 1 of 2 © 2009 Houghton Mifflin Harcourt. All rights reserved.

Directions: For each of the following questions, decide which of the choices is best and fill in the correspondingspace on the answer document.

1. Bev thinks that heavy objects will sink and lightobjects will float. What would be the BEST way tofind out if this is true?A. Gather many heavy objects and many light

objects. Place each one in a tub of water andsee if it floats or sinks.

B. Find one heavy object and one light objectand test them by placing them in a tub ofwater.

C. Find one heavy object and one light objectand test them by placing them in a tub ofhot water.

D. Find an object that sinks in a tub of waterand see if it is heavy or light.

ItemID kmorgan.1964Correct AStandard(s) SCI.3.S.IP.03.13 ( 3 )

2. The class noticed the squirrels and other smallanimals gathering nuts, seeds and plant fruits.Why were the animals gathering food?A. They were lost.B. They needed the stored food to survive

through the winter.C. They needed to be protected from enemies.D. They were getting ready to sleep through

the winter.ItemID kmorgan.1965Correct BStandard(s) SCI.3.S.IP.03.13 ( 3 )

3. Ms. Wong’s class was discussing whether it wasbetter for the environment to use paper orstyrofoam cups in fast food restaurants. Which ofthe properties below would be MOST importantto consider in choosing a material that would bebetter for the environment?A. whether it will decay when disposed of

and whether it is made from a renewableresource

B. whether it is light and whether it will burneasily

C. whether it will decay when disposed of andwhether it will burn easily

D. whether it is made from a renewableresource and whether it is light

ItemID kmorgan.1966Correct AStandard(s) SCI.3.S.IP.03.12 ( 3 )

4. The diagram shows an apple being weighed on abalance. How much does the apple weigh?

A. 171 gramsB. 180 gramsC. 126 gramsD. 76 grams

ItemID kmorgan.1967Correct CStandard(s) SCI.3.S.IP.03.14 ( 3 ), SCI.3.S.IP.03.15 ( 3 )

Science Grade 3: General Inquiry Questions » Teacher Version



5. It is a cloudy January evening in Michigan. As youlook out your window, you notice that it is rainingand the ground is wet. A thermometer outdoorsreads 4°C. When you wake up the next morning,you notice that the ground is covered with snow.The temperature outside is now -3°C.After observing the changes that happened duringthe night, what question would you ask to help youunderstand what had happened?A. Is this the winter or summer season?B. What was the temperature before and after

it snowed?C. How high were the clouds in the sky before

the snow started?D. Was there also fog in the morning?

ItemID kmorgan.1968Correct BStandard(s) SCI.3.S.IA.03.11 ( 3 )

Stop! You have finished this exam.

Science Grade 3, Unit 1: Changes in Motion » Teacher Version



Directions: For each of the following questions, decide which of the choices is best and fill in the correspondingspace on the answer document.

1.

Which of the following best describes the forcesbeing used by the dog?A. The dog is pulling on the ground and pulling

on the rope.B. The dog is pulling on the ground and

pushing on the rope.C. The dog is pushing off the ground and

pulling on the rope.D. The dog is pushing off the ground and

pushing on the rope.ItemID kmorgan.1932Correct CStandard(s) SCI.3.P.FM.03.38 ( 3 )

2. While playing basketball, Maria throws the ballhigh into the air. What force is MOST LIKELY tocause the basketball to return to the ground?A. gravityB. frictionC. magnetismD. wind

ItemID kmorgan.1934Correct AStandard(s) SCI.3.P.FM.03.22 ( 3 )

3. What is a push or a pull?A. ForceB. WorkC. DistanceD. Machine

ItemID kmorgan.1935Correct AStandard(s) SCI.3.P.FM.03.35 ( 3 )

4. Morris drives a 1-ton truck and Katie drives a 2-ton truck. Morris and Katie are at a stoplight andboth step on the gas at the same time. Why doesMorris's truck take off faster?

A. because Morris's tires cause greater frictionB. because Morris's truck has more gasC. because Katie's truck is heavierD. because Katie used a different type of gas

than MorrisItemID kmorgan.1936Correct CStandard(s) SCI.3.P.FM.03.37 ( 3 )

5. The picture shows a typical roller coaster found atamusement parks and fairs. As the cars approachthe top of hill 3, they come into a turn. What doesthis cause the cars to do?A. change direction and come to a stopB. change direction and increase in speedC. change direction and decrease in speedD. change direction and maintain constant

speedItemID kmorgan.1937Correct CStandard(s) SCI.3.P.FM.03.42 ( 3 )

Stop! You have finished this exam.

SCIENCE PROCESSES

PHYSICAL SCIENCE

LIFE SCIENCE

EARTH SCIENCE

Office of School Improvement

www.michigan.gov/mde

SCIE

NCE

GRADE LEVELCONTENTEXPECTATIONS

T H I R D G R A D E S C I E N C E

v.1.09

3Welcome to Michigan’s K-7 Grade Level Content Expectations

Purpose & OverviewIn 2004, the Michigan Department of Education embraced the challenge of creating Grade Level Content Expectations in response to the Federal No Child Left Behind Act of 2001. This act mandated the existence of a set of comprehensive state grade level assessments in mathematics and English language arts that are designed based on rigorous grade level content. In addition, assessments for science in elementary, middle, and high school were required. To provide greater clarity for what students are expected to know and be able to do by the end of each grade, expectations for each grade level have been developed for science.

In this global economy, it is essential that Michigan students possess personal, social, occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills defined in Michigan’s Grade Level Content Expectations will increase students’ ability to be successful academically, and contribute to the future businesses that employ them and the communities in which they choose to live.

Reflecting best practices and current research, the Grade Level Content Expectations provide a set of clear and rigorous expectations for all students, and provide teachers with clearly defined statements of what students should know and be able to do as they progress through school.

DevelopmentIn developing these expectations, the K-7 Scholar Work Group depended heavily on the Science Framework for the 2009 National Assessment of Educational Progress (National Assessment Governing Board, 2006) which has been the gold standard for the high school content expectations. Additionally, the National Science Education Standards (National Research Council, 1996), the Michigan Curriculum Framework in Science (2000 version), and the Atlas for Science Literacy, Volumes One (AAAS, 2001) and Two (AAAS, 2007), were all continually consulted for developmental guidance. As a further resource for research on learning progressions and curricular designs, Taking Science to School: Learning and Teaching Science in Grades K-8 (National Research Council, 2007) was extensively utilized. The following statement from this resource was a guiding principle:

“The next generation of science standards and curricula at the national and state levels should be centered on a few core ideas and should expand on them each year, at increasing levels of complexity, across grades K-8. Today’s standards are still too broad, resulting in superficial coverage of science that fails to link concepts or develop them over successive grades.”

Michigan’s K-7 Scholar Work Group executed the intent of this statement in the development of “the core ideas of science...the big picture” in this document.

SCIENCE PROCESSES

PHYSICAL SCIENCE

LIFE SCIENCE

EARTH SCIENCE



SCIE

NCE


T H I R D G R A D E S C I E N C E

v.1.09

CurriculumUsing this document as a focal point in the school improvement process, schools and districts can generate conversations among stakeholders concerning current policies and practices to consider ways to improve and enhance student achievement. Together, stakeholders can use these expectations to guide curricular and instructional decisions, identify professional development needs, and assess student achievement.

AssessmentThe Science Grade Level Content Expectations document is intended to be a curricular guide with the expectations written to convey expected performances by students. Science will continue to be assessed in grades five and eight for the Michigan Educational Assessment Program (MEAP) and MI-Access.

Preparing Students for Academic SuccessIn the hands of teachers, the Grade Level Content Expectations are converted into exciting and engaging learning for Michigan’s students. As educators use these expectations, it is critical to keep in mind that content knowledge alone is not sufficient for academic success. Students must also generate questions, conduct investigations, and develop solutions to problems through reasoning and observation. They need to analyze and present their findings which lead to future questions, research, and investigations. Students apply knowledge in new situations, to solve problems by generating new ideas, and to make connections between what they learn in class to the world around them.

Through the collaborative efforts of Michigan educators and creation of professional learning communities, we can enable our young people to attain the highest standards, and thereby open doors for them to have fulfilling and successful lives.

Understanding the Organizational StructureThe science expectations in this document are organized into disciplines, standards, content statements, and specific content expectations. The content statements in each science standard are broader, more conceptual groupings. The skills and content addressed in these expectations will, in practice, be woven together into a coherent, science curriculum.

To allow for ease in referencing expectations, each expectation has been coded with a discipline, standard, grade-level, and content statement/expectation number.

For example, P.FM.02.34 indicates:

P - Physical Science Discipline

FM-Force and Motion Standard

02-Second Grade

34-Fourth Expectation in the Third Content Statement

Content statements are written and coded for Elementary and Middle School Grade Spans. Not all content expectations for the content statement will be found in each grade.

Why Create a 1.09 Version of the Expectations?The Office of School Improvement is committed to creating the best possible product for educators. This committment served as the impetus for revision of the 12.07 edition. This new version, v.1.09, refines and clarifies the original expectations, while preserving their essence and original intent and reflects the feedback from educators across the state during the past year.

2 7 T H I R D G R A D E S C I E N C E v . 1 2 . 0 7 M I C H I G A N D E P A R T M E N T O F E D U C A T I O N

2 8 T H I R D G R A D E S C I E N C E v .1 . 0 9 M I C H I G A N D E P A R T M E N T O F E D U C A T I O N

Elementary (K-4) Science Organizational Structure

Discipline 1

Science Processes

Discipline 2

Physical Science

Discipline 3

Life Science

Discipline 4

Earth Science

Standards and Statements (and number of Content Expectations in each Statement)

Inquiry Process (IP)

Inquiry Analysis and Communication (IA)

Reflection and Social Implications (RS)

Force and Motion (FM)

Position (2)

Gravity (2)

Force (8)

Speed (3)

Energy (EN)

Forms of Energy (2)

Light Properties (2)

Sound (2)

Energy and

Temperature (3)

Electrical Circuits (2)

Properties of Matter (PM)

Physical Properties (8)

States of Matter (3)

Magnets (4)

Material

Composition (1)

Conductive and

Reflective Properties

(3)

Changes in Matter (CM)

Changes in State (1)

Organization of Living Things (OL)

Life Requirements (6)

Life Cycles (2)

Structures and

Functions (2)

Classification (2)

Heredity (HE)

Observable

Characteristics (3)

Evolution (EV)

Environmental

Adaptation (2)

Survival (2)

Ecosystems (EC)

Interactions (1)

Changed

Environment

Effects (1)

Earth Systems (ES)

Solar Energy (2)

Weather (4)

Weather

Measurement (2)

Natural

Resources (4)

Human Impact (2)

Solid Earth (SE)

Earth Materials (4)

Surface Chages (2)

Using Earth

Materials (2)

Fluid Earth (FE)

Water (4)

Water

Movement (2)

Earth in Space and Time (ST)

Characteristics

of Objects in the

Sky (2)

Patterns of

Objects in the

Sky (5)

Fossils (2)

Science Processes: Inquiry Process, Inquiry Analysis and Communication, Reflection, and Social Implications Students continue building their inquiry and investigation skills through the use of observations and data collection. This learning requires using measurement with appropriate units of measure and conducting simple and fair investigations. Students use their data as evidence to separate fact from opinion, and compare and contrast different sets of data from multiple trials. In the application of what students discover through their investigations, they begin to describe the effect of humans and other organisms on the balance of the natural world and how people contribute to the advancement of science.

The content expectations for third grade science students present high interest content that leads to investigations, data collection, raising questions, and the identification of current problems in the environment that society faces on Earth.

2 9 T H I R D G R A D E S C I E N C E v . 1 . 0 9 M I C H I G A N D E P A R T M E N T O F E D U C A T I O N

Physical Science: Motion of Objects, Energy, and Properties of Matter The previous grades have provided the students with an introduction to the understanding of motion (kindergarten), and properties of matter (first grade and second grade). The study of motion asks for students to compare and contrast motion in terms of direction and speed of an object. Using force as a push or a pull from the kindergarten expectations now builds toward the idea that when an object does not move in response to a force, it is because another force is acting on it. The force of gravity as the force that pulls objects towards the Earth is the foundation of this learning.

The third grade science content expectations introduce the concept of energy through the study of light and sound. Students explore light and how light travels in a straight path, how shadows are made, and the behavior of light through water. Students discover that different objects interact differently with light; objects can reflect, absorb, or refract light. Objects can also absorb heat energy when exposed to light. Properties of sound are also introduced in the third grade curriculum. Students are given the opportunity to explore how different pitches are produced and sound as a result of vibrations.

Life Science: Organization of Living Things, Evolution The third grade life science curriculum combines the previous studies of animals and plants from the first and second grades. These studies build toward an understanding of the complex interactions among living and nonliving things and the diversity of life. Children explore the functions of structures in plants and animals that help them to survive in their environment, establish the initial association of organisms within their environments, and develop ideas regarding the dependence of living things on various aspects of behavior within their environment.

Earth Science: Earth Systems and Solid Earth Initially, the third grade students explore natural causes of change on the Earth’s surface, different types of Earth materials (rocks, minerals, clay, boulders, gravel, sand, and soil), and identify those materials used to construct common objects. The skills students need to understand and apply their scientific knowledge and develop an awareness of the effects of humans and other organisms on the environment are a primary focus in the third grade Earth science instruction. Students explore natural resources (renewable and non-renewable), and describe how humans protect and harm the environment. Children are asked to employ causal reasoning between human activities and the impact on the environment.

The common idea of the dependency of life on the environment and the effects of humans and other living organisms on the environment, provides the opportunity for students to apply their knowledge to current environmental problems and what the third grader can do to protect the environment.

Third Grade Science Standards, Statements, and Expectations

Note: The number in parentheses represents the number of expectations.

Discipline 1: Science Processes (S) Standard: Inquiry Process (IP) 1 Statement (6) Standard: Inquiry Analysis and Communication (IA) 1 Statement (5) Standard: Reflection and Social Implications (RS) 1 Statement (7)

Discipline 2: Physical Science (P) Standard: Force and Motion (FM) Gravity (1) Force (4) Speed (3) Standard: Energy (EN) Forms of Energy (1) Light Properties (2) Sound (2) Standard: Properties of Matter (PM) Conductive and Reflective Properties (2)

Discipline 3: Life Science (L) Standard: Organization of Living Things (OL) Structures and Functions (2) Classification (2) Standard: Evolution (EV) Environmental Adaptation (2)

Discipline 4: Earth Science (E) Standard: Earth Systems (ES) Natural Resources (4) Human Impact (2) Standard: Solid Earth (SE) Earth Materials (2) Surface Changes (1) Using Earth Materials (2)


SCIENCE PROCESSES Inquiry Process

K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems. S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.

S.IP.03.11 Make purposeful observation of the natural world using the appropriate senses.

S.IP.03.12 Generate questions based on observations. S.IP.03.13 Plan and conduct simple and fair investigations. S.IP.03.14 Manipulate simple tools that aid observation and data collection

(for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer).

S.IP.03.15 Make accurate measurements with appropriate units (centimeters, meters, Celsius, grams, seconds, minutes) for the measurement tool.

S.IP.03.16 Construct simple charts and graphs from data and observations. Inquiry Analysis and Communication

K-7 Standard S.IA: Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology.

S.IA.E.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations.

S.IA.03.11 Summarize information from charts and graphs to answer scientific questions.

S.IA.03.12 Share ideas about science through purposeful conversation in collaborative groups.

S.IA.03.13 Communicate and present findings of observations and investigations.

S.IA.03.14 Develop research strategies and skills for information gathering and problem solving.

S.IA.03.15 Compare and contrast sets of data from multiple trials of a science investigation to explain reasons for differences. Reflection and Social Implications

K-7 Standard S.RS: Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology.



S.RS.E.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.

S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.RS.03.14 Use data/samples as evidence to separate fact from opinion. S.RS.03.15 Use evidence when communicating scientific ideas. S.RS.03.16 Identify technology used in everyday life. S.RS.03.17 Identify current problems that may be solved through the use of technology. S.RS.03.18 Describe the effect humans and other organisms have on the balance of the natural world. S.RS.03.19 Describe how people have contributed to science throughout history and across cultures.

PHYSICAL SCIENCE Force and Motion K-7 Standard P.FM: Develop an understanding that the position and/or motion of an object is relative to a point of reference. Understand forces affect the motion and speed of an object and that the net force on an object is the total of all of the forces acting on it. Understand the Earth pulls down on objects with a force called gravity. Develop an understanding that some forces are in direct contact with objects, while other forces are not in direct contact with objects. P.FM.E.2 Gravity- Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground no matter where the object is on the Earth.

P.FM.03.22 Identify the force that pulls objects towards the Earth.

P.FM.E.3 Force- A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is related to the size of the force. The change is also related to the weight (mass) of the object on which the force is being exerted. When an object does not move in response to a force, it is because another force is being applied by the environment.

P.FM.03.35 Describe how a push or a pull is a force. P.FM.03.36 Relate a change in motion of an object to the force that caused the change of motion. P.FM.03.37 Demonstrate how the change in motion of an object is related to the strength of the force acting upon the object and to the mass of the object. P.FM.03.38 Demonstrate when an object does not move in response to a force, it is because another force is acting on it.


P.FM.E.4 Speed- An object is in motion when its position is changing. The speed of an object is defined by how far it travels in a standard amount of time. *

P.FM.03.41 Describe the motion of objects in terms of direction. * P.FM.03.42 Identify changes in motion (change direction, speeding up, slowing down). P.FM.03.43 Relate the speed of an object to the distance it travels in a standard amount of time.

Energy

K-7 Standard P.EN: Develop an understanding that there are many forms of energy (such as heat, light, sound, and electrical) and that energy is transferable by convection, conduction, or radiation. Understand energy can be in motion, called kinetic; or it can be stored, called potential. Develop an understanding that as temperature increases, more energy is added to a system. Understand nuclear reactions in the sun produce light and heat for the Earth. P.EN.E.1 Forms of Energy- Heat, electricity, light, and sound are forms of energy.

P.EN.03.11 Identify light and sound as forms of energy. P.EN.E.2 Light Properties- Light travels in a straight path. Shadows result from light not being able to pass through an object. When light travels at an angle from one substance to another (air and water), it changes direction. *

P.EN.03.21 Demonstrate that light travels in a straight path and that shadows are made by placing an object in a path of light. * P.EN.03.22 Observe what happens to light when it travels from air to water (a straw half in the water and half in the air looks bent). * P.EN.E.3 Sound- Vibrating objects produce sound. The pitch of sound varies by changing the rate of vibration.

P.EN.03.31 Relate sounds to their sources of vibrations (for example: a musical note produced by a vibrating guitar string, the sounds of a drum made by the vibrating drum head). P.EN.03.32 Distinguish the effect of fast or slow vibrations as pitch.

* Revised expectations marked by an asterisk.

Properties of Matter

K-7 Standard P.PM: Develop an understanding that all matter has observable attributes with physical and chemical properties that are described, measured, and compared. Understand that states of matter exist as solid, liquid, or gas; and have physical and chemical properties. Understand all matter is composed of combinations of elements, which are organized by common attributes and characteristics on the Periodic Table. Understand that substances can be classified as mixtures or compounds and according to their physical and chemical properties.

P.PM.E.5 Conductive and Reflective Properties- Objects vary to the extent they absorb and reflect light energy and conduct heat and electricity. P.PM.03.51 Demonstrate how some materials are heated more than others by light that shines on them. P.PM.03.52 Explain how we need light to see objects: light from a source reflects off objects and enters our eyes.

LIFE SCIENCE Organization of Living Things K-7 Standard L.OL: Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water, and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions. L.OL.E.3 Structures and Functions- Organisms have different structures that serve different functions in growth, survival, and reproduction.

L.OL.03.31 Describe the function of the following plant parts: flower, stem, root, and leaf. L.OL.03.32 Identify and compare structures in animals used for controlling body temperature, support, movement, food-getting, and protection (for example: fur, wings, teeth, scales). *

L.OL.E.4 Classification- Organisms can be classified on the basis of observable characteristics.

L.OL.03.41 Classify plants on the basis of observable physical characteristics (roots, leaves, stems, and flowers). L.OL.03.42 Classify animals on the basis of observable physical characteristics (backbone, body coverings, limbs). *




Evolution

K-7 Standard L.EV: Develop an understanding that plants and animals have observable parts and characteristics that help them survive and flourish in their environments. Understand that fossils provide evidence that life forms have changed over time and were influenced by changes in environmental conditions. Understand that life forms either change (evolve) over time or risk extinction due to environmental changes and describe how scientists identify the relatedness of various organisms based on similarities in anatomical features.

L.EV.E.1 Environmental Adaptation- Different kinds of organisms have characteristics that help them to live in different environments.

L.EV.03.11 Relate characteristics and functions of observable parts in a variety of plants that allow them to live in their environment (leaf shape, thorns, odor, color). * L.EV.03.12 Relate characteristics and functions of observable body parts to the ability of animals to live in their environment (sharp teeth, claws, color, body coverings). *

EARTH SCIENCE Earth Systems

K-7 Standard E.ES: Develop an understanding of the warming of the Earth by the sun as the major source of energy for phenomenon on Earth and how the sun’s warming relates to weather, climate, seasons, and the water cycle. Understand how human interaction and use of natural resources affects the environment.

E.ES.E.4 Natural Resources- The supply of many natural resources is limited. Humans have devised methods for extending their use of natural resources through recycling, reuse, and renewal.

E.ES.03.41 Identify natural resources (metals, fuels, fresh water, fertile soil, and forests). * E.ES.03.42 Classify renewable (fresh water, fertile soil, forests) and non-renewable (fuels, metals) resources. * E.ES.03.43 Describe ways humans are protecting, extending, and restoring resources (recycle, reuse, reduce, renewal). E.ES.03.44 Recognize that paper, metal, glass, and some plastics can be recycled.




E.ES.E.5 Human Impact- Humans depend on their natural and constructed environment. Humans change environments in ways that are helpful or harmful for themselves and other organisms.

E.ES.03.51 Describe ways humans are dependent on the natural environment (forests, water, clean air, Earth materials) and constructed environments (homes, neighborhoods, shopping malls, factories, and industry). E.ES.03.52 Describe helpful or harmful effects of humans on the environment (garbage, habitat destruction, land management, renewable, and non-renewable resources).

Solid Earth K-7 Standard E.SE: Develop an understanding of the properties of Earth materials and how those properties make materials useful. Understand gradual and rapid changes in Earth materials and features of the surface of Earth. Understand magnetic properties of Earth.

E.SE.E.1 Earth Materials- Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Some Earth materials have properties which sustain plant and animal life.

E.SE.03.13 Recognize and describe different types of Earth materials (mineral, rock, clay, boulder, gravel, sand, soil, water, and air). * E.SE.03.14 Recognize that rocks are made up of minerals.

E.SE.E.2 Surface Changes- The surface of Earth changes. Some changes are due to slow processes, such as erosion and weathering; and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

E.SE.03.22 Identify and describe natural causes of change in the Earth’s surface (erosion, glaciers, volcanoes, landslides, and earthquakes).

E.SE.E.3 Using Earth Materials- Some Earth materials have properties that make them useful either in their present form or designed and modified to solve human problems. They can enhance the quality of life as in the case of materials used for building or fuels used for heating and transportation.

E.SE.03.31 Identify Earth materials used to construct some common objects (bricks, buildings, roads, glass). * E.SE.03.32 Describe how materials taken from the Earth can be used as fuels for heating and transportation.


3R E A D I N G

W R I T I N G

S P E A K I N G

L I S T E N I N G

V I E W I N G

ELA


T H I R D G R A D E E N G L I S H L A N G U A G E A R T S



v.12.05

Welcome to Michigan’s K-8 Grade Level Content Expectations

Purpose & OverviewIn 2004, the Michigan Department of Education embraced the challenge of creating Grade Level Content Expectations in response to the federal No Child Left Behind Act of 2001. This act mandated the existence of a set of comprehensive state grade level assessments that are designed based on rigorous grade level content.

In this global economy, it is essential that Michigan students possess personal, social, occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills defined in Michigan’s Grade Level Content Expectations will increase students’ ability to be successful academically, contribute to the future businesses that employ them and the communities in which they choose to live.

The Grade Level Content Expectations build from the Michigan Curriculum Framework and its Teaching and Assessment Standards. Reflecting best practices and current research, they provide a set of clear and rigorous expectations for all students and provide teachers with clearly defined statements of what students should know and be able to do as they progress through school.

Why Create a 12.05 Version of the Expectations?The Office of School Improvement is committed to creating the best possible product for educators. This commitment served as the impetus for the revision of the 6.04 edition that was previously released in June of 2004. This new version, v.12.05, refines and clarifies the original expectations, while preserving their essence and original intent. As education continues to evolve, it is important to remember that each curriculum document should be considered as a work in progress, and will continue to be refined to improve the quality.

The revision process greatly improved the continuity from one grade to the next, and better ensured coherence both in content and pedagogy. To obtain more specific details about the revisions, please refer to the addendum included in this document. The forward of the Across the Grades v.12.05 companion document also clarifies the types of changes made. Educators can access the Across the Grades companion document by visiting the Michigan Department of Education Grade Level Content Expectations web page at www.michigan.gov/glce.

AssessmentThe Grade Level Content Expectations document is intended to be a state assessment tool with the expectations written to convey expected performances by students. The Office of Assessment and Accountability was involved in the development of version 12.05 and has incorporated the changes in the construction of test and item specifications for the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated version will assist us in the creation of companion documents, content examples, and to guide program planners in focusing resources and energy.

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Understanding the Organizational StructureThe expectations in this document are divided into strands with multiple domains within each, as shown below. The skills and content addressed in these expectations will in practice be woven together into a coherent, English language arts curriculum. Beyond the English language arts curriculum, students will use the skills and processes to support learning in all content areas.

To allow for ease in referencing expectations, each expectation has been coded with a strand, domain, grade-level, and expectation number. For example, R.NT.00.01 indicates:

R - Reading Strand

NT -Narrative Text Domain

00 - Kindergarten Expectation

01- First Expectation in the Grade-Level Narrative Text Domain

Strand 1 Reading

Strand 2 Writing

Strand 3 Speaking

Strand 4 Listening & Viewing

Domains

Word Recognition and Word Study (WS)

• Phonemic Awareness

• Phonics

• Word Recognition

• Vocabulary

Fluency (FL)

Narrative Text (NT)

Informational Text (IT)

Comprehension (CM)

Metacognition (MT)

Critical Standards (CS)

Reading Attitude (AT)

Genre (GN)

Process (PR)

Personal Style (PS)

Grammar & Usage (GR)

Spelling (SP)

Handwriting (HW)

Writing Attitude (AT)

Conventions (CN)

Discourse (DS)

Conventions (CN)

Response (RP)

Preparing Students for Academic SuccessWithin the hands of teachers, the Grade Level Content Expectations are converted into exciting and engaging learning for Michigan’s students. As we use these expectations to develop units of instruction and plan instructional delivery, it is critical to keep in mind that content knowledge alone is not sufficient for academic success. Students must be able to apply knowledge in new situations, to solve problems by generating new ideas, and to make connections between what they learn in class to the world around them. The art of teaching is what makes the content of learning become a reality.


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R E A D I N G Word Recognition and Word Study

Word Recognition

Students will…

R.WS.03.01 automatically recognize frequently encountered words in print whether encountered in connected text or in isolation with the number of words that can be read fluently increasing steadily across the school year.

R.WS.03.02 use structural, syntactic, and semantic cues including letter-sound, rimes, base words, and affixes to automatically read frequently encountered words, decode unknown words, and decide meanings including multiple meaning words.

R.WS.03.03 know the meanings of words encountered frequently in grade-level reading and oral language contexts.

R.WS.03.04 automatically recognize the 220 Dolch basic sight words and 95 common nouns.

R.WS.03.05 make progress to automatically read by sight the Dolch First 1000 Words for mastery in fifth grade.

R.WS.03.06 acquire and apply strategies to identify unknown words or word parts; self-monitor and construct meaning by predicting and self-correcting, applying knowledge of language, sound/symbol/structural relationships, and context.

Fluency

Students will…

R.WS.03.07 apply the following aspects of fluency: pauses and emphasis, punctuation cues, intonation, and automatic recognition of identified grade-level specific words and sight words while reading aloud familiar grade-level text.

Vocabulary

Students will…

R.WS.03.08 in context, determine the meaning of words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms using strategies and resources including context clues, concept mapping, and the dictionary.

Narrative Text Students will…

R.NT.03.01 explain how characters express attitudes about one another in familiar classic, multicultural, and contemporary literature recognized for quality and literary merit.

R.NT.03.02 identify and describe the basic elements and purpose of a variety of narrative genre including folktales, fables, and realistic fiction.

R.NT.03.03 identify and describe characters’ thoughts and motivations, story level themes (good vs. evil), main idea, and lesson/moral (fable).

R.NT.03.04 explain how authors use literary devices including prediction, personification, and point of view to develop a story level theme, depict the setting, and reveal how thoughts and actions convey important character traits.


Informational Text

Students will…

R.IT.03.01 identify and describe the basic elements, features, and purpose of a variety of informational genre including textbooks, encyclopedias, and magazines.

R.IT.03.02 identify informational text patterns including descriptive, sequential, enumerative, compare/contrast, and problem/solution.

R.IT.03.03 explain how authors use text features including titles, headings and subheadings, timelines, prefaces, indices, and table of contents to enhance the understanding of key and supporting ideas.

Comprehension

Students will…

R.CM.03.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.

R.CM.03.02 retell in sequence the story elements of grade-level narrative text and major idea(s) and relevant details of grade-level informational text.

R.CM.03.03 compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding; including a narrative to an informational text, a literature selection to a subject area text, and an historical event to a current event.

R.CM.03.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.

Metacognition

Students will…

R.MT.03.01 self-monitor comprehension when reading or listening to texts by automatically applying strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, and summarizing.

R.MT.03.02 plan, monitor, regulate, evaluate skills, strategies, and processes to construct and convey meaning, (e.g., decoding unknown words), and use graphic organizers to deepen understanding of problem/solution and organizational patterns.

Critical Standards

Students will…

R.CS.03.01 develop, discuss, and apply individual and shared standards using student/class created rubrics and begin to assess the quality and accuracy of their own writing and the writing of others.

Reading Attitude

Students will…

R.AT.03.01 be enthusiastic about reading and do substantial reading and writing on their own.


W R I T I N G Writing Genre

Students will…

W.GN.03.01 write a cohesive narrative piece such as a fable, folktale, or realistic fiction using personification, setting, actions and thoughts that reveal important character traits.

W.GN.03.02 write poetry based on reading a wide variety of grade-appropriate poetry.

W.GN.03.03 write an informational piece including a report that demonstrates the understanding of central ideas and supporting details using an effective organizational pattern (e.g., compare/contrast, cause/effect, problem/solution) with a title, heading, subheading, and a table of contents.

W.GN.03.04 use the writing process to produce and present a research project; initiate research questions from content area text from a teacher-selected topic; and use a variety of resources to gather and organize information.

Writing Process

Students will…

W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.

W.PR.03.02 apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence for beginning, middle, and end, problem/solution, or compare/contrast).

W.PR.03.03 draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or speed up reading; including varying patterns and/or organizational text structures (e.g., compare/contrast, cause/effect, or problem/solution).

W.PR.03.04 revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).

W.PR.03.05 proofread and edit writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade-level checklists, both individually and in groups.

Personal Style

Students will…

W.PS.03.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar and usage).

Grammar and Usage

Students will…

W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue.


Spelling

Students will…

W.SP.03.01 in the context of writing, correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones); for less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).

Handwriting

Students will…

W.HW.03.01 fluently and legibly write the cursive alphabet.

Writing Attitude

Students will…

W.AT.03.01 be enthusiastic about writing and learning to write.


S P E A K I N G Conventions

Students will…

S.CN.03.01 use common grammatical structures correctly when speaking including time relationships, verb tenses, and causal and temporal relationships.

S.CN.03.02 adjust their use of language to communicate effectively with a variety of audiences and for different purposes including gathering information, making requests, discussing, classroom presentations, and playground interactions.

S.CN.03.03 speak effectively emphasizing key words and varied pace for effect in narrative and informational presentations.

S.CN.03.04 present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)

S.CN.03.05 understand, providing examples of how language differs from neighborhood to neighborhood of the local community as a function of linguistic and cultural group membership.

Discourse

Students will…

S.DS.03.01 engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles, partnerships, or other conversation protocols.

S.DS.03.02 discuss narratives (e.g., folktales, fables, realistic fiction), conveying the story grammar (e.g., characters’ thoughts and motivation, setting, plot, story level theme) and explain why the story is worthwhile and how it is relevant to the storyteller or the audience.

S.DS.03.03 respond to multiple text types by reflecting, making connections, taking a position, and/or showing understanding.

S.DS.03.04 plan and deliver presentations using an effective informational organizational pattern (e.g., descriptive, problem/solution, cause/effect); supportive facts and details reflecting a variety of resources; and varying the pace for effect.


L I S T E N I N G Conventions

& V I E W I N G Students will…

L.CN.03.01 ask substantive questions of the speaker that will provide additional elaboration and details.

L.CN.03.02 listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings.

L.CN.03.03 distinguish between and explain how verbal and non-verbal strategies enhance understanding of spoken messages and promote effective listening behaviors. L.CN.03.04 be aware that the media has a role in focusing attention on events and in shaping opinions; recognize the variables (e.g., mistakes, misspeaks) in the media.

Response

Students will…

L.RP.03.01 listen to or view knowledgeably and discuss a variety of genre and compare their responses to those of their peers.

L.RP.03.02 select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.

L.RP.03.03 respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to reflect, make connections, take a position, and/or show understanding.

L.RP.03.04 combine skills to reveal strengthening literacy (e.g., viewing then analyzing orally, listening then summarizing orally).

L.RP.03.05 respond to and retell what a speaker said, paraphrasing and explaining the main idea, and then extend their response by connecting and relating it to personal experiences.

3 MA

THGRADE LEVEL

CONTENTEXPECTATIONS

M A T H E M A T I C S



G E O M E T R Y

NUMBER & OPERATIONS

A L G E B R A

M E A S U R E M E N T

DATA & PROBABILITY

v . 1 2 . 0 5

T H I R D G R A D E

Welcome to Michigan’s K-8 Grade Level Content Expectations

Purpose & Overview

In 2004, the Michigan Department of Education embraced the challenge of creating Grade Level Content Expectations in response to the federal No Child Left Behind Act of 2001. This act mandated the existence of a set of comprehensive state grade level assessments that are designed based on rigorous grade level content.

In this global economy, it is essential that Michigan students possess personal, social, occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills defined in Michigan’s Grade Level Content Expectations will increase students’ ability to be successful academically, contribute to the future businesses that employ them and the communities in which they choose to live.

The Grade Level Content Expectations build from the Michigan Curriculum Framework and its Teaching and Assessment Standards. Reflecting best practices and current research, they provide a set of clear and rigorous expectations for all students and provide teachers with clearly def ined statements of what students should know and be able to do as they progress through school.

Why Create a 12.05 Version of the Expectations?The Office of School Improvement is committed to creating the best possible product for educators. This commitment served as the impetus for the revision of the 6.04 edition that was previously released in June of 2004. This new version, v.12.05, refines and clarifies the original expectations, while preserving their essence and original intent. As education continues to evolve, it is important to remember that each curriculum document should be considered as a work in progress, and will continue to be refined to improve the quality.

The revision process greatly improved the continuity from one grade to the next, and better ensured coherence both in content and pedagogy. To obtain more specific details about the revisions, please refer to the addendum included in this document. The forward of the Across the Grades v.12.05 companion document also clarifies the types of changes made. Educators can access the Across the Grades companion document by visiting the Michigan Department of Education Grade Level Content Expectations web page at www.michigan.gov/glce.

AssessmentThe Grade Level Content Expectations document is intended to be a state assessment tool with the expectations written to convey expected performances by students. The Office of Assessment and Accountability was involved in the development of version 12.05 and has incorporated the changes in the construction of test and item specifications for the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated version will assist us in the creation of companion documents, content examples, and to guide program planners in focusing resources and energy.

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Understanding the Organizational StructureThe expectations in this document are divided into strands with multiple domains within each, as shown below. The skills and content addressed in these expectations will in practice be woven together into a coherent, Mathematics curriculum. The domains in each mathematics strand are broader, more conceptual groupings. In several of the strands, the “domains” are similar to the “standards” in Principles and Standards for School Mathematics from the National Council of Teachers of Mathematics.

To allow for ease in referencing expectations, each expectation has been coded with a strand, domain, grade-level, and expectation number. For example, M.UN.00.01 indicates:

M - Measurement strand

UN - Units & systems of measurement domain of the Measurement strand

00 - Kindergarten Expectation

01- First Expectation in the Grade-Level view of the Measurement strand

Strand 1 Number & Operations

Strand 2 AlgebraStrand 3

MeasurementStrand 4

Geometry

Strand 5 Data and

Probability

Domains

Meaning, notation, place value, and comparisons (ME)

Number relationships and meaning of operations (MR)

Fluency with operations and estimation (FL)

Patterns, relations, functions, and change (PA)

Representation (RP)

Formulas, expressions, equations, and inequalities (RP)

Units and systems of measurement (UN)

Techniques and formulas for measurement (TE)

Problem solving involving measurement (PS)

Geometric shape, properties, and mathematical arguments (GS)

Location and spatial relationships (LO)

Spatial reasoning and geometric modeling (SR)

Transformation and symmetry (TR)

Data representation (RE)

Data interpretation and analysis (AN)

Probability (PR)

Preparing Students for Academic SuccessWithin the hands of teachers, the Grade Level Content Expectations are converted into exciting and engaging learning for Michigan’s students. As we use these expectations to develop units of instruction and plan instructional delivery, it is critical to keep in mind that content knowledge alone is not sufficient for academic success. Students must be able to apply knowledge in new situations, to solve problems by generating new ideas, and to make connections between what they learn in class to the world around them. The art of teaching is what makes the content of learning become a reality.


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NUMBER AND Understand and use number notation and place value

OPERATIONS N.ME.03.01 Read and write numbers to 10,000 in both numerals and words, and relate them to the quantities they represent, e.g., relate numeral or written word to a display of dots or objects.

N.ME.03.02 Identify the place value of a digit in a number, e.g., in 3,241, 2 is in the hundreds place. Recognize and use expanded notation for numbers using place value through 9,999, e.g., 2,517 is 2000+ 500+10+ 7; 4 hundreds and 2 ones is 402.*

N.ME.03.03 Compare and order numbers up to 10,000.

Count in steps, and understand even and odd numbers

N.ME.03.04 Count orally by 6’s, 7’s, 8’s, and 9’s starting with 0, making the connection between repeated addition and multiplication.

N.ME.03.05 Know that even numbers end in 0, 2, 4, 6,or 8; name a whole number quantity that can be shared in two equal groups or grouped into pairs with no remainders; recognize even numbers as multiples of 2. Know that odd numbers end in 1, 3, 5, 7, or 9, and work with patterns involving even and odd numbers.

Add and subtract whole numbers

N.FL.03.06 Add and subtract fluently two numbers through 999 with regrouping and through 9,999 without regrouping.*

N.FL.03.07 Estimate the sum and difference of two numbers with three digits (sums up to 1,000), and judge reasonableness of estimates.

N.FL.03.08 Use mental strategies to fluently add and subtract two-digit numbers.

Multiply and divide whole numbers

N.MR.03.09 Use multiplication and division fact families to understand the inverse relationship of these two operations, e.g., because 3 x 8 = 24, we know that 24 ÷ 8 = 3 or 24 ÷ 3 = 8; express a multiplication statement as an equivalent division statement.

N.MR.03.10 Recognize situations that can be solved using multiplication and division including finding “How many groups?” and “How many in a group?” and write mathematical statements to represent those situations.*

N.FL.03.11 Find products fluently up to 10 x 10; find related quotients using multiplication and division relationships.

N.MR.03.12 Find solutions to open sentences, such as 7 x ■ = 42 or 12 ÷ ■ = 4, using the inverse relationship between multiplication and division.

N.FL.03.13 Mentally calculate simple products and quotients up to a three-digit number by a one-digit number involving multiples of 10, e.g., 500 x 6, or 400 ÷ 8.

N.MR.03.14 Solve division problems involving remainders, viewing the remainder as the “number left over”; interpret based on problem context, e.g. , when we have 25 children with 4 children per group then there are 6 groups with 1 child left over.*

*revised expectations in italics

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Problem-solving with whole numbers

N.MR.03.15 Given problems that use any one of the four operations with appropriate numbers, represent with objects, words (including “product” and “quotient”), and mathematical statements; solve.

Understand simple fractions, relation to the whole, and addition and subtraction of fractions

N.ME.03.16 Understand that fractions may represent a portion of a whole unit that has been partitioned into parts of equal area or length; use the terms “numerator” and “denominator.”

N.ME.03.17 Recognize, name, and use equivalent fractions with denominators 2, 4, and 8, using strips as area models.

N.ME.03.18 Place fractions with denominators of 2, 4, and 8 on the number line; relate the number line to a ruler; compare and order up to three fractions with denominators 2, 4, and 8.

N.ME.03.19 Understand that any fraction can be written as a sum of unit fractions, e.g., 34 = 14 + 14 + 14 .

N.MR.03.20 Recognize that addition and subtraction of fractions with equal denominators can be modeled by joining or taking away segments on the number line.

Understand simple decimal fractions in relation to money

N.ME.03.21 Understand and relate decimal fractions to fractional parts of a dollar, e.g., 12 dollar = $0.50; 14 dollar = $0.25.*

MEASUREMENT Measure and use units for length, weight, temperature and time

M.UN.03.01 Know and use common units of measurements in length, weight, and time.

M.UN.03.02 Measure in mixed units within the same measurement system for length, weight, and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces, liters and milliliters, hours and minutes, minutes and seconds, years and months.

M.UN.03.03 Understand relationships between sizes of standard units, e.g., feet and inches, meters and centimeters.

M.UN.03.04 Know benchmark temperatures such as freezing (32ºF, 0ºC); boiling (212ºF, 100ºC); and compare temperatures to these, e.g., cooler, warmer.

Understand meaning of area and perimeter and apply in problems

M.UN.03.05 Know the definition of area and perimeter and calculate the perimeter of a square and rectangle given whole number side lengths.

M.UN.03.06 Use square units in calculating area by covering the region and counting the number of square units.

M.UN.03.07 Distinguish between units of length and area and choose a unit appropriate in the context.

M.UN.03.08 Visualize and describe the relative sizes of one square inch and one square centimeter.

*revised expectations in italics

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Estimate perimeter and area M.TE.03.09 Estimate the perimeter of a square and rectangle in inches and centimeters;

estimate the area of a square and rectangle in square inches and square centimeters.

Solve measurement problems

M.PS.03.10 Add and subtract lengths, weights, and times using mixed units within the same measurement system.

M.PS.03.11 Add and subtract money in dollars and cents.

M.PS.03.12 Solve applied problems involving money, length, and time.

M.PS.03.13 Solve contextual problems about perimeters of rectangles and areas of rectangular regions.

GEOMETRY Recognize the basic elements of geometric objects

G.GS.03.01 Identify points, line segments, lines, and distance.

G.GS.03.02 Identify perpendicular lines and parallel lines in familiar shapes and in the classroom.

G.GS.03.03 Identify parallel faces of rectangular prisms in familiar shapes and in the classroom.

Name and explore properties of shapes

G.GS.03.04 Identify, describe, compare, and classify two-dimensional shapes, e.g., parallelogram, trapezoid, circle, rectangle, square, and rhombus, based on their component parts (angles, sides, vertices, line segment) and on the number of sides and vertices.

G.SR.03.05 Compose and decompose triangles and rectangles to form other familiar two-dimensional shapes, e.g., form a rectangle using two congruent right triangles, or decompose a parallelogram into a rectangle and two right triangles.

Explore and name three-dimensional solids

G.GS.03.06 Identify, describe, build, and classify familiar three-dimensional solids, e.g., cube, rectangular prism, sphere, pyramid, cone, based on their component parts (faces, surfaces, bases, edges, vertices).

G.SR.03.07 Represent front, top, and side views of solids built with cubes.

DATA AND Use bar graphs

PROBABILITY D.RE.03.01 Read and interpret bar graphs in both horizontal and vertical forms.

D.RE.03.02 Read scales on the axes and identify the maximum, minimum, and range of values in a bar graph.

D.RE.03.03 Solve problems using information in bar graphs, including comparison of bar graphs.

��GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

Michigan Studies Grade Three

Third grade students explore the social studies disciplines of history, geography, civics and government, and economics through the context of Michigan studies. Building on prior social studies knowledge and applying new concepts of each social studies discipline to the increasingly complex social environment of their state, the third grade content expectations prepare students for more sophisticated studies of their country and world in later grades.

HistoryIn third grade, students refine their abilities to think like a historian by identifying the types of questions that historians ask. Building upon experiences of timeline construction, students sequence early periods of Michigan history from exploration through attaining statehood. The expectations move students from examining a variety of simple sources to understanding how historians use both primary and secondary sources to learn about the past. Students use both types of sources as they explore the early history of Michigan, providing a rich connection to the English language arts. Through traditional stories, students learn about the beliefs of American Indians. They compare how American Indians and settlers interacted with their environment through informational text. The skill of constructing historical narratives is developed using the context of daily life in the early settlements. The expectations build on students’ sense of chronology by requiring students to describe causal relationships among events. These foundational understandings prepare students for more sophisticated writing and analyses as they prepare to study United States history in subsequent grades.

GeographyThird grade students draw upon prior knowledge to create more complex understandings of geographic concepts using the context of Michigan. They further develop spatial awareness through the use of more complex maps of Michigan. Students refine the concept of regions as they explore different ways Michigan can be divided into regions and learn about the different geographic regions to which Michigan belongs. Building upon their knowledge of human systems, students investigate current economic activities in Michigan and explore factors that influence the location of these economic activities. The expectations also extend the geographic theme of movement as students describe current movements of goods, people, jobs, or information to, from, or within Michigan, and investigate the reasons for the movements. In addressing human-environment interactions, the expectations integrate history as students apply their knowledge of how people adapt to, use, and modify the environment to the more complex social environment of their state. More sophisticated understandings are also created as students locate different natural resources in Michigan and analyze the consequences of their use. These foundations prepare students for a more elaborate understanding of geography as they examine their country and world in subsequent grades.

Civics and GovernmentIn extending students’ civic perspective beyond the family, neighborhood, and community to the state, the third grade content expectations prepare students for their role as responsible and informed citizens of Michigan. Building upon their knowledge of government of the local community, students distinguish the roles of state government from local government. Using the context of state government, students examine the concept of separation of powers by exploring the powers of each branch of state government. By examining how the state courts function to resolve conflicts, students deepen their understanding of the rule of law. The idea of representative government is introduced. By focusing on key concepts, such as citizens’ rights and responsibilities, separation of powers, individual rights, rules of law, representative government, and justice, students are prepared for the roles of citizens in our democratic republic.

�� GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

EconomicsThird grade students refine their understanding of the principles and concepts of economics. Building on a basic understanding of scarcity and choice, students learn to appreciate the relationships among scarcity, choice, and opportunity costs in making economic decisions. In addition, students are introduced to how incentives impact economic decision making. Students explore Michigan’s economy by examining how natural resources have influenced economic development in the state. An introduction to the concepts of entrepreneurship, specialization, and interdependence allows students to explore the relationship of Michigan to the national and global economies. Finally, students use these concepts to consider the role of new business development in Michigan’s future.

Public Discourse, Decision Making, and Citizen InvolvementStudents continue to develop a more sophisticated understanding of public issues and the importance of citizen action in a democratic republic. Using the context of Michigan, third grade students identify public policy issues facing citizens in Michigan, use graphic data and other sources to analyze information about the issue, and evaluate alternative resolutions. By utilizing core democratic values to demonstrate why people may differ on the resolution of a state issue, students continue to develop competency in expressing their own opinions relative to these issues and justify their opinions with reasons. This foundational knowledge is built upon throughout the grades as students develop a greater understanding of how, when, and where to communicate their positions on public issues with a reasoned argument.

��GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

HISTORy

H3 History of Michigan (Through Statehood)Use historical thinking to understand the past.

3 – H3.0.1 Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)

3 – H3.0.2 Explain how historians use primary and secondary sources to answer questions about the past.3 – H3.0.3 Describe the causal relationships between three events in Michigan’s past (e.g., Erie Canal, more

people came, statehood).3 – H3.0.4 Draw upon traditional stories of American Indians (e.g., Anishinaabeg - Ojibway (Chippewa),

Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in Michigan in order to make generalizations about their beliefs.

3 – H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment.

3 – H3.0.6 Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan.

3 – H3.0.7 Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood).

3 – H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan.

3 – H3.0.9 Describe how Michigan attained statehood. 3 – H3.0.10 Create a timeline to sequence early Michigan history (American Indians, exploration, settlement,

statehood).

GEOGRAPHy

G1 The World in Spatial TermsUse geographic representations to acquire, process, and report information from a spatial perspective.

3 – G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative location of significant places in the immediate environment.

3 – G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan.

G2 Places and RegionsUnderstand how regions are created from common physical and human characteristics.

3 – G2.0.1 Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions.

3 – G2.0.2 Describe different regions to which Michigan belongs (e.g., Great Lakes Region, Midwest).

Social Studies Content Expectations Grade Three

�� GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION

G4 Human SystemsUnderstand how human activities help shape the Earth’s surface.

3 – G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities. (E)

3 – G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors). (H)

3 – G4.0.3 Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain reasons for the movements. (E)

3 – G4.0.4 Use data and current information about the Anishinaabeg and other American Indians living in Michigan today to describe the cultural aspects of modern American Indian life; give an example of how another cultural group in Michigan today has preserved and built upon its cultural heritage.

G5 Environment and SocietyUnderstand the effects of human-environment interactions.

3 – G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.3 – G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan. (H)

CIVICS AND GOVERNMENT

C1 Purposes of GovernmentExplain why people create governments.

3 – C1.0.1 Give an example of how Michigan state government fulfills one of the purposes of government (e.g., protecting individual rights, promoting the common good, ensuring equal treatment under the law).

C2 Values and Principles of American GovernmentUnderstand values and principles of American constitutional democracy.

3 – C2.0.1 Describe how Michigan state government reflects the principle of representative government.

C3 Structure and Functions of GovernmentDescribe the structure of government in the United States and how it functions to serve citizens. 3 – C3.0.1 Distinguish between the roles of state and local government.3 – C3.0.2 Identify goods and services provided by the state government and describe how they are funded

(e.g., taxes, fees, fines).3 – C3.0.3 Identify the three branches of state government in Michigan and the powers of each.3 – C3.0.4 Explain how state courts function to resolve conflict.

3 – C3.0.5 Describe the purpose of the Michigan Constitution.

C5 Roles of the Citizen in American DemocracyExplain important rights and how, when, and where American citizens demonstrate their responsibilities by participating in government.

3 – C5.0.1 Identify rights (e.g., freedom of speech, freedom of religion, right to own property) and responsibilities of citizenship (e.g., respecting the rights of others, voting, obeying laws).

Social Studies Content Expectations Grade Three

A goal of No Child Left Behind is that schools will “assist every

student in crossing the digital divide by ensuring that every student is

technologically literate by the time the student finishes the eighth grade,

regardless of the student’s race, ethnicity, gender, family income,

geographic location, or disability.”

The Michigan Educational Technology Standards for Students (METS-S)

are aligned with the International Society for Technology in Education’s

(ISTE) National Educational Technology Standards for Students (NETS-S)

and the Framework for 21st Century Learning. The Michigan standards are

intended to provide educators with a specific set of learning expectations

that can be used to drive educational technology literacy assessments.

These standards are best delivered by authentic instruction and assess-

ment with direct curricular ties and it is intended that these Standards will

be integrated into all content areas. The preparation of our students to

the successful in the 21st Century is the responsibility of all educators.

Technology Literacy Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and

access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire

lifelong knowledge and skills in the 21st century.

2009 Michigan Educational Technology Standards for Students

Approved by the State Board of Education - October 2009

Grades 3-5

Universal Design for Learning (UDL) CAST (the Center for Applied Special Technology) offers three principles to guide UDL: provide multiple means of

representation; provide multiple means of expression; and provide multiple means of engagement. CAST asserts

that “These UDL Guidelines will assist curriculum developers (these may include teachers, publishers, and others) in

designing flexible curricula that reduce barriers to learning and provide robust learning supports to meet the needs of

all learners.” Educational technologies can be valuable resources for educators in addressing the UDL guidelines. For

additional information on UDL, visit the CAST website: www.cast.org.

State Board of Education

Kathleen N. Straus, President

John C. Austin, Vice President

Carolyn L. Curtin, Secretary

Marianne Yared McGuire, Treasurer

Nancy Danhof, NASBE Delegate

Elizabeth W. Bauer

Reginald M. Turner

Casandra E. Ulbrich

Jennifer M. Granholm Governor

Michael P. Flanagan, Superintendent

Page 1 of 2

For additional information and resources relating to the 2009 METS-S, please visit: http://www.techplan.org/METS

Approved by the Michigan State Board of Education—October 2009 Page 2 of 2

3-5.CC.1. use digital communication tools (e.g., e-mail, wikis, blogs, IM, chat rooms, videoconferencing, Moodle,

Blackboard) and online resources for group learning projects 3-5-2.CC.2. identify how different software applications may be used to share similar information, based on the in-

tended audience (e.g., presentations for classmates, newsletters for parents)

3-5-2.CC.3. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, bro-

chures, web pages) to communicate information and ideas to various audiences

3-5.CC. Communication and Collaboration—By the end of grade 5 each student will:

3-5.RI.1. identify search strategies for locating information with support from teachers or library media specialists

3-5.RI.2. use digital tools to find, organize, analyze, synthesize, and evaluate information

3-5.RI.3. understand and discuss that web sites and digital resources may contain inaccurate or biased information

3-5.RI.4. understand that using information from a single Internet source might result in the reporting of erroneous

facts and that multiple sources should always be researched

3-5.RI. Research and Information Literacy—By the end of grade 5 each student will:

3-5.CT.1. use digital resources to access information that can assist in making informed decisions about everyday mat-

ters (e.g., which movie to see, which product to purchase)

3-5.CT.2. use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational

software) to collect, organize, and evaluate information to assist with solving problems

3-5.CT.3. use digital resources to identify and investigate a state, national, or global issue (e.g., global warming, econ-

omy, environment)

3-5.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 5 each student will:

3-5.DC.1. discuss scenarios involving acceptable and unacceptable uses of technology (e.g., file-sharing, social net-

working, text messaging, cyber bullying, plagiarism)

3-5.DC.2. recognize issues involving ethical use of information (e.g., copyright adherence, source citation)

3-5.DC.3. describe precautions surrounding personal safety that should be taken when online

3-5.DC.4. identify the types of personal information that should not be given out on the Internet (name, address,

phone number, picture, school name)

3-5.DC. Digital Citizenship—By the end of grade 5 each student will:

3-5.TC.1. use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors) 3-5.TC.2. describe ways technology has changed life at school and at home

3-5.TC.3. understand and discuss how assistive technologies can benefit all individuals

3-5.TC.4. demonstrate proper care in the use of computer hardware, software, peripherals, and storage media

3-5.TC.5. know how to exchange files with other students using technology (e.g., network file sharing, flash drives)

3-5.TC. Technology Operations and Concepts—By the end of grade 5 each student will:

2009 Michigan Educational Technology Standards—Grades 3-5

3-5.CI.1. produce a media-rich digital project aligned to state curriculum standards (e.g., fable, folk tale, mystery, tall

tale, historical fiction)

3-5.CI.2. use a variety of technology tools and applications to demonstrate his/her creativity by creating or modifying

works of art, music, movies, or presentations

3-5.CI.3. participate in discussions about technologies (past, present, and future) to understand these technologies are

the result of human creativity

3-5.CI. Creativity and Innovation—By the end of grade 5 each student will:

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