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 4: Earth Materials, Change, and
Resources
SCIENCE
• Big Ideas • Instructional Framework • Clarifications • Enrichment • Inquiry • Intervention • Vocabulary • Real World Context • Instruments • Literacy Integration • Measurements • Mathematics Integration
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Third Grade Companion Document 3-Unit 4: Earth Materials, Change, and Resources
Table of Contents Page 1 Curriculum Cross Reference Guide Page 2 Unit 4: Earth Materials, Change, and Resources Page 4 Big Ideas (Key Concepts) Page 4 Clarification of Content Expectations Page 4
Inquiry Process, Inquiry Analysis and Communication, Reflection and Social Implications Page 14 Vocabulary Page 15 Instruments, Measurements, and Representations Page 16 Instructional Framework: Earth Systems Page 17 Enrichment: Earth Systems Page 20 Intervention: Earth Systems Page 20 Examples, Observations and Phenomena (Real World Context): Earth Systems Page 21 Literacy Integration: Earth Systems Page 22 Instructional Framework: Solid Earth Page 24 Enrichment: Solid Earth Page 28 Intervention: Solid Earth Page 28 Examples, Observations, and Phenomena (Real World Context): Solid Earth Page 29 Literacy Integration: Solid Earth Page 30 Mathematics Integration: Solid Earth Page 31
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3rd Grade Unit 4: Earth Materials, Change, and Resources
Content Statements and Expectations
Code Statements & Expectations Page 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.03.43 Describe ways humans are protecting, extending and restoring resources (recycle, reuse, reduce, renewal).
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E.ES.03.44 Recognize that paper, metal, glass, and some plastics can be recycled.
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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.
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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).
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E.ES.03.52 Describe helpful or harmful effects of humans on the environment (garbage, habitat destruction, land management, renewable and non-renewable resources).
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Code Statements & Expectations Page
E.SE.E.1
Earth Materials – Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Earth materials have properties that sustain plant and animal life.
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E.SE.03.13 Recognize and describe different types of earth materials (mineral, rock, clay, boulder, gravel, sand, soil).
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E.SE.03.14 Recognize that rocks are made up of minerals. 10
E. SE.E.2 Surface Changes – The surface of the 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.
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E.SE.03.22 Identify and describe natural causes of change in the Earth’s surface (erosion, glaciers, volcanoes, landslides, and earthquakes).
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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.
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E.SE.03.31 Identify earth materials used to construct some common objects (bricks, buildings, roads, glass).
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E.SE.03.32 Describe how materials taken from the Earth can be used as fuels for heating and transportation.
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3 – Unit 4: Earth Materials, Change, and Resources
Big Ideas (Key Concepts)
• The Earth has natural resources that are renewable or non-renewable. • Humans are dependent on and affect their environments in helpful and
harmful ways. • The Earth’s surface changes through slow processes and fast processes. • Earth materials have useful properties and can enhance the quality of life.
Clarification of Content Expectations
Standard: Earth Systems Content Statement – 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, reduce, and renewal. Content Expectations E.ES.03.41 Identify natural resources (metals, fuels, fresh water, soil, and forests). Instructional Clarifications 1. Identify means to recognize metals, fuels, fresh water, soil, and forests as
natural resources. 2. Natural resources are naturally occurring materials and include metals,
fuels, fresh water, soil, and forests. 3. Natural resources have different properties and help to sustain plant and
animal life. 4. People use natural resources to make or produce the things that they
need. 5. Natural resources can originate from living organisms (forests) or from
nonliving things (fuels, metals, freshwater). Assessment Clarifications 1. Natural resources are naturally occurring materials and include metals,
fuels, fresh water, soil, and forests. 2. Natural resources come from living organisms (forests) or from nonliving
things (fuels, metals, fresh water).
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E.ES.03.42 Classify renewable (fresh water, forests) and non-renewable (fuels, metals) resources. Instructional Clarifications 1. Classify means to arrange or order natural resources as renewable or
non-renewable based on the ability of the natural resource to be replaced by nature in a reasonable amount of time.
2. Natural resources are materials or things that people use from the Earth. 3. A renewable resource is one that can be replaced in a reasonable amount
of time. It can be used again or made again by people or nature; or never run out. Fresh water and forests are examples. Other examples include plants and animals. Solar, wind, wave, or geothermal energies are renewable because they are based on renewable resources.
4. A non-renewable resource is one that cannot be replaced, renewed or re-grown by nature or people. It exists in a fixed amount in nature. Most non-renewable resources come from the Earth; they are found in the ground. Fuels taken from the Earth (fossil fuels) and metals are considered non-renewable because the Earth cannot replenish them at a rate fast enough for sustainability. They take longer than a person’s lifespan to be replaced.
5. A common misconception is that all natural resources are renewable and can be replaced by nature.
Assessment Clarifications 1. Classify natural resources as renewable and non-renewable based on the
ability of the resource to be replaced by nature in a reasonable amount of time.
2. A renewable resource is one that can be replaced in a reasonable amount of time. It can be used again or made again by people or nature; or never run out. Water and forests are examples. Other examples include plants and animals.
3. A non-renewable resource is one that cannot be made again by nature or people. Most come from the ground. Fuels and metals taken from the Earth are considered non-renewable because it takes millions of years for the Earth to produce more.
E.ES.03.43 Describe ways humans are protecting, extending and restoring resources (recycle, reuse, reduce, renewal). Instructional Clarifications 1. Describe means to tell or depict in spoken or written words how humans
are protecting, extending and restoring resources. 2. Resources should be conserved and protected. This is especially true for
non-renewable resources but renewable resources can also be killed (plants and animals) or overused (over-foresting, over-fishing the Great Lakes).
3. Some natural resources can be recycled. Recycled is to collect and return items or material to be manufactured into a new product. Materials that
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are easily recycled include: glass, some plastics, paper, and aluminum, cardboard and steel.
4. Reuse is to use an object or item again or find new uses for items instead of throwing them away. Products that can be used again are paper bags, plastic jugs, jars, coffee mugs, plastic containers and flatware, etc.
5. Reduce is to produce less waste by choosing to buy fewer products or buying less wasteful products to conserve natural resources. Some examples are turning out the lights, using less water, reusing grocery bags, riding bikes, carpooling, using mass transportation, and considering the packaging before purchasing a product.
6. Renewal of resources includes activities such as replanting, reforesting, and composting.
7. A common misconception is that students cannot make a difference. Assessment Clarifications 1. Resources should be conserved and protected. This is especially true for
non-renewable resources but renewable resources can also be killed (plants and animals) or overused (over-foresting and over-fishing the Great Lakes).
2. Some natural resources can be recycled. Recycled is to collect and return items or material to be manufactured into a new product. Materials that are easily recycled include: glass, some plastics, paper, aluminum, cardboard and steel.
3. Reuse is to use an object or item again or find new uses for items instead of throwing them away. Products that can be used again are paper bags, plastic jugs, jars, coffee mugs, plastic containers and flatware, etc.
4. Reduce is to produce less waste by choosing to buy fewer products or buying less wasteful products to conserve natural resources. Some examples are turning out the lights, using less water, reusing grocery bags, riding bikes, carpooling, using mass transportation, and considering the packaging before purchasing a product.
5. Renewal of resources includes replanting, reforesting, and composting. E.ES.03.44 Recognize that paper, metal, glass, and some plastics can be recycled. Instructional Clarifications 1. Recognize is to identify or perceive that some materials can be recycled. 2. Many materials that are used everyday can be recycled. This reduces the
waste of natural resources, reduces energy usage, and reduces pollution and greenhouse gas emissions.
3. Almost all materials can be recycled but some of the most common are paper, metal, glass, and some plastics.
4. Recycled paper is made into new paper. 5. Recycled glass is made into new glass products. 6. Recycled metal is used in sheet metal for cars, bridges and even new
cans. 7. Recycled plastic can be made into new plastic containers, clothing,
furniture, and building products.
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8. A common misconception is that all items can be recycled. Assessment Clarifications 1. Many materials that are used everyday can be recycled. 2. Almost all materials can be recycled but some of the most common are
paper, metal, glass, and some plastics. Content Statement – 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. Content Expectations 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). Instructional Clarifications 1. Describe is to tell or depict in spoken or written words how humans are
dependent on their natural and constructed environments. 2. A natural environment is the surroundings of an animal that include the
living and nonliving elements or conditions that occur in nature, such as the air, water, plants, animals, climate, soil, rocks, and light.
3. A constructed environment is the surroundings, tools, and structures that include items that are manufactured or built and/or used by inhabitants of the environment, such as homes, stores, factories, neighborhoods, vehicles, and appliances.
4. Living things needs include air, water, food, space and shelter. 5. Living things depend on their environment to help meet their needs. 6. Living things depend on their natural environment for clean air, clean
water, forests, food, and earth materials such as soil, sand, rocks and minerals.
7. Humans depend on their constructed environments to meet their basic needs and for shelter, work and recreation. Constructed or man-made environments include homes, neighborhoods, shopping malls, factories and industry.
Assessment Clarifications 1. Humans depend on their environment to help meet their needs. 2. A natural environment is the surroundings of an animal that include the
living and nonliving elements or conditions that occur in nature, such as the air, water, plants, animals, climate, soil, rocks, and light.
3. A constructed environment is the surroundings, tools, and structures that include items that are manufactured or built and/or used by inhabitants of the environment, such as homes, stores, factories, neighborhoods, vehicles, and appliances.
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4. Humans depend on their natural environment for clean air, clean water, food, forests, and earth materials such as soil, sand, rocks and minerals.
5. Humans depend on their constructed environments to meet their basic needs and for shelter, work and recreation. Man-made (constructed) environments include 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). Instructional Clarifications 1. Describe means to tell or depict in spoken or written words how humans
affect the environment. 2. Changes that humans make to their environment can have helpful or
and pollution. 4. The average American produces approximately 1500 pounds of garbage
per year. Very little is recycled. Waste management and the 4 R’s (reduce, reuse, recycle, renewal) are critical to resource conservation.
5. Farming, mining, logging, pollution and urban sprawl are the main causes of habitat destruction. The main effects of habitat destruction are species extinction and loss of a diverse community of plants and animals.
6. Helpful effects include land management and conservation of renewable and non-renewable resources.
7. Land management is the process of managing natural resources in a sustainable way. By improving agricultural practices, reclaiming wasted land, protecting the environment, conserving soil, water, and air quality, humans contribute to positive land management practices.
8. The management and conservation of renewable and non-renewable resources are essential for sustainability. Alternative energy sources, land management, reducing, reusing and recycling programs, and waste management are all ways to conserve our natural resources.
Assessment Clarifications 1. Changes that humans make to their environment can have helpful or
harmful effects. 2. Harmful effects include garbage, habitat destruction, poor use of
resources, and pollution. 3. Helpful effects include land management and the management of non-
renewable and renewable resources (reduce, reuse, recycle, renew).
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Standard: Solid Earth Content Statement – E.SE.E.1 Earth Materials – Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Earth materials have properties that sustain plant and animal life. Content Expectations E.SE.03.13 Recognize and describe different types of earth materials (mineral, rock, clay, boulder, gravel, sand, soil). Instructional Clarifications 1. Recognize is to identify or perceive minerals, rock, clay, boulders, gravel,
sand and soil as different types of earth materials. 2. Describe means to tell or depict in spoken or written word the properties
of different earth materials. 3. Earth materials are naturally occurring materials taken from the earth
such as minerals, rocks, clay, boulders, gravel, sand and soil. 4. The solid material of the Earth’s crust is rock. 5. Natural processes break down the Earth’s crust, which form earth
materials. 6. Most rocks are made of two or more minerals. Rocks are classified based
on how they were formed: igneous, metamorphic, and sedimentary. 7. Minerals are naturally occurring inorganic substances. Inorganic means
that they are made up of things that are not alive. Diamonds (carbon) are considered to be a mineral but originate from organic materials. Some minerals consist of only one element, but most are compounds. They are identified based on their physical properties such as hardness, color, and density. It is difficult for third grade students to distinguish between rocks and minerals. They need to know that rocks are made up of two or more minerals.
8. Rocks can be broken by weathering and breakage. Most of the Earth’s surface is covered with broken rock materials that include boulders, sand, gravel, silt and clay. Rocks sizes vary from boulders to gravel to soil to sand to clay.
9. Clay is a naturally occurring material composed mostly of fine-grained minerals. When dried or fired, it becomes hardened.
10.Soil makes up the outermost layer of the Earth’s surface. Soil is a combination of organic materials (living and dead organisms), and minerals/rocks of differing sizes and nutrients. The different sized materials (sand, silt and clay) give soil texture.
11.Based on their composition, soils have different properties such as color, texture, particle size and ability to hold water.
12.A common misconception is that rocks and minerals are the same thing. 13.A common misconception is that soil has always been in its present form.
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14.A common misconception is that dirt and soil are different. 15.A common misconception is that soil is broken down rocks. 16.A common misconception is that sand is only made from broken down
rocks. Assessment Clarifications 1. Earth materials are naturally occurring materials taken from the Earth
such as minerals, rocks, clay, boulders, gravel, sand and soil. 2. Rocks and minerals are solid materials that make up the Earth. 3. Most rocks are made of two or more minerals. 4. Rocks can be many different sizes such as boulders, gravel and sand. 5. Clay is a naturally occurring material. When dried or fired, it becomes
hardened and used to make bricks. 6. Soil makes up the outermost layer of the Earth’s surface. Soil is a
combination of dead plants and animals; minerals; different sized rock materials (sand, silt, clay); and nutrients.
7. Based on their composition, soils have different properties such as color, texture, and particle size.
E.SE.03.14 Recognize that rocks are made up of minerals. Instructional Clarifications 1. Recognize is to identify or perceive that rocks are made of minerals. 2. Minerals are made of one or more element, neatly stacked together to
form crystals. A mineral is inorganic, is naturally occurring, has a chemical composition, and has a crystalline structure.
3. Rocks are made of two or more minerals. Minerals give color, hardness and sparkle to rocks.
4. A common misconception is that rocks and minerals are the same thing. Assessment Clarifications 1. Minerals are natural solid substances found in the Earth’s crust. 2. Rocks are made of two or more minerals. Minerals give color, hardness
and sparkle to rocks. Content Statement – E. SE.E.2 Surface Changes – The surface of the 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. Content Expectation E.SE.03.22 Identify and describe natural causes of change in the Earth’s surface (erosion, glaciers, volcanoes, landslides, and earthquakes).
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Instructional Clarifications 1. Identify means to recognize natural causes of change in the Earth’s
surface. 2. Describe means to tell or depict in spoken or written word the changes in
the Earth’s surface. 3. There are many changes that occur on the Earth’s surface or crust. Some
happen rapidly and some take millions of years. 4. Weathering is the breaking of rocks. Erosion is the movement of
weathered material. 5. Erosion is the wearing away of the Earth’s surface by wind, water, ice, or
other geologic processes. Water is the most powerful agent of erosion, which is the movement of weathered rocks and soil. Erosion is sometimes a slow process that is difficult to see because it happens over thousands of years (Grand Canyon). Erosion may also be seen as a rapid process as when rainwater runs down a slope.
6. Glaciers are moving masses of ice and snow that change the land. When glaciers move they carry trees, soil, rock along causing erosion. When glaciers melt, they leave behind soil and rock. Glaciers are an example of a slow process. The State of Michigan is an excellent example of glacial movement.
7. A volcano is an opening in the Earth’s surface through which lava and other materials (rock fragments, gases, ash) erupt. Volcanoes are associated with the movement of tectonic plates. As plates move and make contact, magma (melted rock) forms, rises to the surface and erupts through weak areas in the Earth’s surface. Magma that has reached the Earth’s surface is called lava. Volcanic ash is full of nutrients and enriches the soil. Volcanoes are an example of a rapid process.
8. Landslides are the movement of a mass of rock, soil or debris down a slope. It can start with an earthquake, volcano, rainfall, or a man-made activity. Landslides are an example of a rapid process.
9. Earthquakes are one of the most destructive natural events. Earthquakes occur when two tectonic plates slip and release the tension or energy between them. Scientists believe that there are certain areas on Earth that are more likely to experience earthquakes but they can happen anywhere. Earthquakes cause the Earth’s surface to tremble and shake, which causes a little or a lot of destruction. It is a very rapid process.
10. A common misconception is that mountains are created rapidly. 11. A common misconception is that glaciers do not move. 12. A common misconception is that volcanoes do not help the Earth. Assessment Clarifications 1. There are many changes that occur on the Earth’s surface or crust. Some
happen rapidly and some take millions of years. 2. Erosion is the wearing away of the Earth’s surface by wind, water, ice. It
is also the movement of weathered rocks and soil. Erosion is a slow process (Grand Canyon).
3. Glaciers are moving masses of ice and snow that change the land. The changes made by glaciers are a slow process.
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4. A volcano is an opening in the Earth’s surface through which lava and other materials erupt. This process happens quickly.
5. Landslides are the movement of a large amount of rock, soil and other materials down a slope. It can start with an earthquake, volcano, rainfall, or a man-made activity. Landslides are an example of a rapid process.
6. Earthquakes are one of the most destructive natural events. Earthquakes cause the Earth’s surface to tremble and shake, which causes a lot of destruction. It is a very rapid process.
Content Statement – 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. Content Expectations E.SE.03.31 Identify earth materials used to construct some common objects (bricks, buildings, roads, glass). Instructional Clarifications 1. Identify means to recognize the earth materials used to construct some
common objects. 2. Earth materials are naturally occurring materials taken from the Earth’s
crust. 3. Some earth materials have properties that make them useful in building
or construction. 4. Bricks are made from a variety of earth materials including clay and rock
(shale). 5. Earth materials (rock and sand) are used in building construction. 6. Sand, rock (limestone) and petroleum are used in road construction
(concrete and asphalt). 7. Sand and limestone are used to make glass and glass products. Assessment Clarifications 1. Bricks are made from a variety of earth materials including clay and rock. 2. Earth materials such as rock and sand are used in building construction. 3. Sand and rock are used in road constructions (concrete and asphalt). 4. Sand is used to make glass and glass products. E.SE.03.32 Describe how materials taken from the Earth can be used as fuels for heating and transportation. Instructional Clarifications 1. Describe means to tell or depict in spoken or written word how materials
taken from the Earth are used as fuels for heating and transportation.
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2. A fuel is any material that can burn. 3. Fossil fuels or fuels taken from the Earth include crude oil, natural gas
and coal. A fossil fuel contains the remnants of plants and animals, forms over millions of years, and can be burned to release energy.
4. Oil is formed within the Earth’s crust from the remains of organisms that lived millions of years ago. It is contained in porous, sedimentary rock along with water and natural gas. Machines must drill down through the rock to reach the oil.
5. Crude oil can be separated and processed into different fuels at refineries for automobiles, airplanes, heating homes, and construction.
6. Coal is a fossil fuel that was formed millions of years ago. As plants in swampy areas died, they formed peat. The peat became buried under the Earth’s surface and through heat and pressure it changed into coal. Coal is used to produce electricity and as a heating fuel for homes.
7. Natural gas is a mixture of flammable gases, mostly methane and ethane. Natural gas usually occurs beneath the surface of the Earth in the same area as petroleum (oil). Natural gas is processed to make it more useful as a fuel for heating or generating electricity.
8. The movement toward alternative fuels is increasing because of concern about what to use for energy when there are no longer any fossil fuels or they are too expensive.
9. A common misconception is that humans will never run out of natural fuels.
10. A common misconception is that fuels are manufactured. Assessment Clarifications 1. Fuels taken from the Earth include oil, natural gas and coal. 2. The different fuels are used for transportation (automobiles, trains,
airplanes), heating and cooling buildings, and construction.
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Inquiry Process, Inquiry Analysis and Communication,Reflection and Social Implications
Inquiry Process S.IP.03.11 Make purposeful observations of earth materials to describe them in terms of color, particle, size, texture, and ability to hold water. S.IP.03.11 Make purposeful observations of rocks and minerals to determine that rocks are made up of minerals. S.IP.03.12 Generate questions based on observations of earth materials. S.IP.03.13 Plan and conduct simple and fair investigations to determine the ability of earth materials to hold water. S.IP.03.14 Manipulate simple tools that aid observation and data collection (hand lens, balance, scale, graduated cylinder, stop watch/timer). S.IP.03.15 Make accurate measurements with appropriate units (grams, centimeters, milliliters, minutes, seconds) for the measuring tool. S.IP.03.16 Construct simple charts and graphs from data and observations generated in Earth material investigation. Inquiry Analysis and Communication S.IA.03.11 Summarize information from charts and graphs to determine the ability of a variety of earth materials to hold water. S.IA.03.12 Share ideas about earth materials through purposeful conversation in collaborative groups. S.IA.03.13 Communicate and present findings of observations and investigations into earth materials. S.IA.03.14 Develop research strategies and skills for information gathering to find out about a variety of earth materials that are used to construct common items and used as fuels for heating and transportation. S.IA.03.15 Compare and contrast sets of data from multiple trials of the earth material investigation to explain reasons for differences. Reflection and Social Implications S.RS.03.11 Use data/samples as evidence to separate fact from opinion regarding the ability of different earth materials to hold water. S.RS.03.12 Use evidence when communicating findings from earth material investigations. S.RS.03.13 Demonstrate how earth materials are used to construct some common objects and are taken from the Earth as fuels for heating and transportation though illustrations and models. S.RS.03.14 Identify technology used to find and remove earth materials to be used for building and fuel. S.RS.03.16 Describe the effect humans have on the balance of the natural world through the used of earth materials.
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Critically Important – State Assessable Instructionally Useful boulder Earth materials rock clay sand gravel soil soil texture soil color water wind ice helpful change changes in the Earth’s surface harmful change earthquake erosion landslide glacier metal mineral oil recycle reduce reuse renewal rock breakage volcanic eruptions weathered rock weathering natural resources renewable resources non-renewable resources metals fuels freshwater forests natural environment constructed environment garbage habitat destruction land management crude oil natural gas coal
habitat pollution rock cycle fossil fuels sustainability farmland solid rock Earth materials’ ability to hold water crude oil natural gas coal nutrients particle size
volume graduated cylinder milliliters Observation Tools: hand lens
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, and the use of information from a data table, students construct a simple bar graph 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 fourth grade.
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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 Earth Systems Natural Resources: E.ES.03.41, E.ES.03.42, E.ES.03.43, E.ES.03.44 Human Impact: E.ES.03.51, E.ES.03.52 Objectives • Understand that the Earth’s natural resources are renewable and non-
renewable. • Describe how humans can protect, extend and restore natural resources
through recycling and renewal programs, by reusing materials and reducing the amount of resources used.
• Relate how humans are dependent on and affect their natural and constructed environments.
Engage and Explore • Invite students to look around and identify different materials they see in
the classroom. Create a list on the board that includes items such as wood, metal, paper, glass, cotton, wool, cloth, leather, plastic, rubber, etc. Working in small groups, challenge students to classify the materials into two groups: items found in nature or man-made (manufactured). Create a class list for future use. (S.IA.03.12)
• Within collaborative groups, students review the lists of previously classified objects: Items Found in Nature or Man-made or Manufactured. Based on their discussions, students modify the list.
• Have students research the man-made products to discover that man-made materials are made from natural materials on Earth (plastics from petroleum, glass from sand, and ceramics from minerals).
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• Introduce students to the term natural resource to describe materials from the Earth that are useful to people. After students identify the earth material or natural resource found in each of the classroom items, challenge them to classify the natural resources into items that are renewable and non-renewable. Which items can be grown again or replaced by nature? Which items cannot be replaced or take many years to replace? Are there natural resources missing from the lists?
• In groups, students research renewable and non-renewable resources and organize findings into a chart or other graphic organizer to share with the class. (E.ES.03.41, E.ES.03.42, S.IA.03.12, S.IA.03.13)
Explain and Define • Groups share their charts/graphic organizers of renewable and non-
renewable resources with the class. (E.ES.03.42, S.IA.03.11, S.IA.03.12) • Create a class definition of the terms natural resource, earth material,
renewable resource, non-renewable resource. (E.ES.03.41, E.ES.03.42) Elaborate and Apply • Extend student understanding of renewable and non-renewable resources
by exploring how humans protect, extend, and restore natural resources within the school, homes, and the community. Students create a survey on practices to protect, extend and restore natural resources to be completed as a class, within the school, at home. (E.ES.03.43, S.IS.03.14)
• Pull out clean, discarded objects (paper, cardboard, milk containers, plastic containers and bags, etc.) from a trash bag to sort into recyclable, reusable, renewable or reducible categories. (E.ES.03.43, E.ES.03.44)
• Elaborate on student understanding by engaging them in activities such as building a mini-landfill, creating a classroom recycling program, creating art from junk, etc. (E.ES.03.43)
• Challenge students to reduce, reuse and recycle in the classroom (using half sheets of paper, using wooden rather than plastic pencils, using reusable lunch bags and drink containers [no plastic bottles], using paper rather than Styrofoam plates in the cafeteria, etc.) and keep a classroom record of ideas, activities, and solutions to share with other classrooms. (E.ES.03.43, E.ES.03.44, S.IA.03.12)
• Divide students into four groups. Provide each group with a topic: forests, clean water, clean air, and earth materials. Research human dependence on the natural environment and resources. Develop a game, chart, or other performance to share findings. (E.ES.03.51, S.IA.03.13)
• Elaborate further by defining the term, constructed environment. Create a list of constructed environments (homes, neighborhoods, shopping malls, factories, and industry). Divide the class into groups to explore human dependence on constructed environments. In groups, create a chart that describes the natural resources (renewable and non-renewable) used in a constructed environment and how human (animal, plant) needs are met
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within each environment. Students create an imaginary environment designed to meet all human needs, i.e., build a house, create a town, draw a factory, etc. (E.ES.03.51, S.IA.03.12)
Evaluate Student Understanding Formative Assessment Examples • Classify lists of classroom items into two groups: items found in nature
and man-made items. (E.ES.03.41) • Classify and graphically organize natural resources into renewable and
non-renewable. (E.ES.03.42) • Create and conduct surveys of individual, class, school, and home
activities to protect, extend, and restore natural resources. Use the information to make suggestions and recommendations for more responsible practices. (E.ES.03.43)
• Develop a program to reduce, reuse, and recycle natural resources in the classroom. (E.ES.03.44)
• Develop a game or chart that depicts human dependence on the natural environment. (E.ES.03.51)
Summative Assessment Examples • Define and illustrate the terms natural resource, renewable resource, non-
• In a paper grocery bag, each student collects his/her individual “clean” trash for a specified number of days. Students examine the trash and divide it into categories: reduce, reuse, recycle, renew, other. Students identify and graphically display ways to reduce the amount of trash produced and improve their impact on the environment. (E.ES.03.43)
• Design a doghouse that uses all renewable materials. (E.ES.03.42) • Using the topics: land management, clean air, clean water, garbage,
renewable resources, non-renewable resources create a conservation law that protects, extends or restores resources. (E.ES.03.41, E.ES.03.42, E.ES.03.43, E.ES.03.44, E.ES.03.52, E.ES.03.53)
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Enrichment
• Write letters to the principal, city manager, or mayor explaining the importance of improving the current recycling program.
• Create books to teach younger students about protecting, extending and restoring natural resources.
• Create issue/solution cards. Place a title on 3x5 cards with helpful or harmful effects of humans on the environment (garbage, waste management, habitat destruction, land management, renewable resources, non-renewable resources, etc.). Give each student a card. On the cards, students describe ways they are individually directly or indirectly involved in the topic. On the reverse, students describe solutions or ways that they can enhance or improve their relationship with the environment. As a class, students create class lists/charts defining the positive and negative effects humans have on the environment with solutions/improvements for each.
Intervention
• Conduct a home study project regarding ways to reduce energy use and the use of natural resources.
• Identify and draw a diagram of natural resources found and used in the classroom. For each natural resource, identify one way to reduce its use.
• Read books such as The Three R’s: Reduce, Reuse, Recycle by Nuria Roca and Rosa Curto, 2007, and discuss ways that an individual can make a difference.
• Take a field trip to a recycling center.
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Examples, Observations, and Phenomena (Real World Contexts)
This unit lends itself to real world contexts because of the importance of conserving, appreciating, and protecting our natural resources. Energy conservation is in the media on a daily basis. Newspaper and magazine articles regarding positive and negative conservation practices are real world sources for what is happening to the natural resources and climate on Earth. Classification and measurement are everyday skills. Classification of earth materials as natural and man-made; renewable and non-renewable; recyclable and non-recyclable is useful classification for environmental awareness. As students explore earth materials they are discovering the importance of conserving natural resources at home, at school, in the community and globally. They examine their personal practices of recycling, reusing, and reducing natural resources in the paper they use, water consumption, energy use, recycling, avoiding the use of plastics, and reusing products. Students discover that natural resources are contained in all products: clothing, bicycles, toys, computers, games, sporting equipment, etc.
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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.03.04 apply significant knowledge from grade-level science, social studies, and mathematics texts. Examples of trade books available for learning about natural resources: How the Earth Works by Michelle O’Brien Palmer, 2002 Planet Earth/Inside Out by Gail Gibbons, 1998 50 Simple Things Kids Can Do To Save the Earth by The Earthworks Group, 1990 Don’t Know Much About Planet Earth by Kenneth Davis and Tom Bloom, 2001 The Three R’s: Reduce, Reuse, Recycle by Nuria Roca and Rosa Curto, 2007 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, problem/solution) with a title, heading, subheading, and a table of contents. • Write an informational piece that demonstrates understanding of natural
resources with supporting details comparing and contrasting renewable and non-renewable resources.
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. Speaking S.CN.03.03 speak effectively emphasizing key words and varied pace for effect in narrative and informational presentations. S.DS.03.04 plan and deliver presentations using an effective information organizational pattern (e.g., descriptive, problem/solution, cause/effect); supportive facts and details reflecting a variety of resources; and varying the pace for effect.
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Listening L.CN.03.01 ask substantive questions of the speaker that will provide additional elaboration and details.
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Instructional Framework
Instructional Examples Solid Earth Earth Materials: E.SE.03.13, E.SE.03.14 Surface Changes: E.SE.03.22 Using Earth Materials: E.SE.03.31, E.SE.03.32 Objectives • The surface of the Earth changes through slow and rapid processes. • Earth materials have properties that make them useful. • Earth materials are used in common objects and for fuels in
heating/cooling and transportation. Engage and Explore • Engage students in an outdoor Earth exploration. Give each student a
clipboard and a reusable container to collect observations and examples of earth materials observed and found on the playground. This should be an “unguided” activity in which students share ideas among themselves rather than receiving direction from the teacher. Students draw and describe findings and locations of earth materials on the playground. Students collect small samples of earth materials such as soil, pebbles, sand, rocks, etc. (no plants or animals). (E.SE.03.13, S.IA.03.12)
• Working in small, collaborative groups, students sort the earth materials (rocks, sand, soil, clay, pebbles, etc.) into student-selected groups. As students observe the materials, encourage them to write questions or ideas to explore during the unit. (E.SE.03.13, S.IP.03.11, S.IP.03.12)
Note: The teacher should supplement the earth materials students found on the playground so that each student group has an adequate sample of minerals, rocks, clay, gravel, sand, and soil. • Using a hand lens, scale or balance, and ruler, students explore and record
observations of the different earth materials found on the playground or provided by the teacher. Within groups, then as a class, determine categories or classifications for each earth material. Student observations should be recorded in drawings and written descriptions. Create a chart to record findings. (E.SE.03.13, E.SE.03.14, S.IP.03.11, S.IP.03.14, S.IP.03.15, S.IP.03.16, S.IA.03.12)
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EARTH MATERIALS
Minerals Rocks Pebbles Sand Soil Clay Drawing Color
Texture
Particle Size
Ability to hold water
• Give each student a rock. Using a hand lens, examine each rock carefully.
Compare with other rocks within their group. What are the similarities and differences? Within their group, discuss properties and add to the Earth Materials chart. Put the rocks in water. Observe changes in color. Discuss the color of the rocks (One color? More than one color?) And texture (smooth, rough, grainy). (E.SE.03.13, E.SE.03.14, S.IP.03.14)
• Give each student a sample of a mineral. Using a similar format as their rock discovery, students will describe the color and texture of their minerals. (E.SE.03.14)
• Within groups, students will describe the similarities and differences between the rocks and minerals. Conclude that minerals appear to have one color and texture while rocks appear to be made from different colors and textures. Groups of students will develop a definition of rocks and minerals. (E.SE.03.13, E.SE.03.14, S.IP.03.14)
• Give students samples of pebbles, clay, soil, and sand. Using a hand lens, encourage students to make observations of color, texture and particle size of each sample and record findings on their chart. Place drops of water on each sample and observe. Place a small amount of each sample on the surface of a glass of water and observe the interaction of the Earth material and the water. Record findings on their charts or in a student journal. In groups, describe the similarities and differences of each. (E.SE.03.13, E.SE.03.14, S.IP.03.11, S.IP.03.16)
• Explore the ability of earth materials to hold water by conducting a simple investigation. While working in collaborative groups, challenge students to find out: Are all earth materials able to hold the same amount of water? Students design and conduct a simple and fair investigation. Using hand lenses, balances, scales, graduated cylinders, and timers; students make accurate measurements of the weight and volume of water before and after it is filtered through the various earth materials. They collect and summarize their data and observations on simple bar graphs or charts. (E.SE.03.13, S.IP.03.11, S.IP.03.12, S.IP.03.13, S.IP.03.14, S.IP.03.15, S.IA.03.11, S.IA.03.12, S.RS.03.11)
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• In collaborative groups, students share evidence from their charts, graphs and communicate findings regarding the ability of various earth materials to hold water. (S.IA.03.13, S.IA.03.15, S.RS.03.11, S.RS.03.12)
Explain and Define • Students communicate and present their findings to complete the Earth
Materials chart. (E.SE.03.13, S.IA.03.11, S.IA.03.15, S.RS.03.12) • Classroom definitions based on color, texture, particle size, and ability to
hold water will be developed for minerals, rocks, boulders, pebbles, sand, and soil. (E.SE.03.13)
Elaborate and Apply • Elaborate on earth materials by challenging students to identify and
demonstrate how they are used in common objects and purposes. Through research and interviews, students explore and discover the use of earth materials in construction, road building, fuels, heating, and transportation. As students gather ideas and information from research, discussions, and interviews, they complete a flip chart, step book or other graphic organizer to display information that includes 1. Purpose 2. Earth Material 3. Source 4. Renewable? Non-Renewable. (E.SE.03.31, S.IA.03.14)
• Challenge the students with the question: Have the Earth and earth materials stayed the same throughout our history? Using maps and globes, students collaborate to identify processes that cause changes in the Earth’s surface. Students explore erosion as a slow change and glaciers, volcanoes, landslides and earthquakes as rapid changes. Students create a graphic organizer to record information and findings from research. (E.SE.03.22)
• Demonstrate the effects of erosion by pouring or sprinkling water on a sandy slope and a grass slope. Using a fan to blow air across the slopes demonstrates wind erosion. Record observations in a graphic organizer. (E.SE.03.22)
• Create a glacier using a scoop of ice cream, waxed paper and chocolate sandwich cookies. Allow the ice cream to move across a piece of waxed paper lined with crushed chocolate sandwich cookies. Discuss the effect of the movement of the glacier. What happened to the ice cream, waxed paper, and cookie? How is this similar to and different than a real glacier? (E.SE.03.22)
• Visit the FEMA for Kids website to learn about volcanoes. (Note: The baking soda and vinegar activity is a poor model of a volcano.) (E.SE.03.22)
• Landslides can be modeled using the earth materials. (E.SE.03.22) • Students explore earthquakes by pushing hands together. Slowly begin to
slide one hand across the other. The burst of energy when the two hands separate is an example of the energy burst in earthquakes. Students can research recent earthquakes. (E.SE.03.22)
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• Recall the classroom earth materials search that was used to engage the students at the beginning of the unit. Review the earth materials that students identified in the classroom. Conduct an earth materials search outside the school building. As students walk around the school building, they record materials used in construction. Divide students into groups to investigate the composition of construction materials. Create a class chart of earth materials used in construction. (E.SE.03.31)
• Provide newspaper articles, magazine ads, or commercial clips to demonstrate the current trends in fuel costs and availability. Students share ideas related to fuels. Where do fuels come from? What is a fossil fuel? How do they get into our homes? The gas station? Do we all use the same kinds of fuels? What is alternative energy? How can we use alternative energy at home? At school? (E.SE.03.32)
• Students select a fuel to investigate and create a display, illustration or model to share information on the source, method to extract fuel from the Earth, impact on environment, alternative solutions, and the importance of conserving earth materials. (E.SE.03.32, E.SE.03.13, E.SE.03.14)
Evaluate Student Understanding Formative Assessment Examples • Create a chart of earth materials’ observations. (E.SE.03.13) • Summarize findings from an earth materials investigation on charts and
graphs. (E.SE.03.13, E.SE.03.14) • Create a flipbook to record research findings on earth materials used in
common objects and purposes. (E.SE.03.31, E.SE.03.32) • Write thank you letters to companies for their green practices and
products. (E.SE.03.31) • Share information from research on fuels and alternative energy sources.
(E.SE.03.32) Summative Assessment Examples • Create a poster, demonstration, book or other product that explores a
boulder as it breaks down and turns into soil. (E.SE.03.13, E.SE.03.14) • Create a display that illustrates the slow and rapid changes in the Earth’s
surface. (E.SE.03.22) • Design a green building using renewable earth materials in the
construction and alternative fuels for heating and cooling. (E.SE.03.31, E.SE.03.32)
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Enrichment
• Investigate the growth of seeds in soil, clay, and sand. Create a potting soil based on findings.
• Assign groups of students to research construction materials (glass, lumber, bricks, asphalt, concrete, etc) and associated manufacturers/companies. Investigate current “green” practices that companies use to protect, extend and restore resources. Write thank you letters to the companies, thanking them for their efforts to protect the environment.
• Divide students into groups to investigate fuels used for transportation (gasoline, diesel fuel, jet fuel, other) and fuels used for heating/cooling (natural gas, propane, oil, coal, other). Students investigate the source, the projected supply, and the environmental impact. What will make the demand for fossil fuels greater in the future? What could change the projections?
• Investigate alternate energy sources. Design a mode of transportation that uses an alternative energy source and renewable resources in its construction.
• Investigate geothermal energy as an alternate for fuels for heating and cooling. How does geothermal energy relate to volcanoes and other earth processes?
• Collect various earth materials from the schoolyard and backyard. Identify
the material. Investigate how the materials can be used in common objects.
Intervention
• Create a rock, mineral, or earth material collection. Encourage students to collect samples while on vacation or while visiting other locations. Discover the similarities and differences of the collected samples.
• Investigate different kinds of sand from various beaches. Use a magnifying lens to observe the similarities and differences. Explore the samples with a magnet (students may find magnetite or micro-meteorites). Discuss findings.
• Investigate different soils from areas in the schoolyard or ask students to bring samples from home. Discuss reasons for the similarities and differences. Using a magnifying lens, divide soil into its various components.
• As a class, design and conduct an investigation that explores a student-developed question on earth materials.
• Read selected informational texts on topics such as natural resources, Earth’s surface changes, protecting Earth resources.
• Invite a construction engineer or builder to speak to the students about building homes and the materials used in construction. Emphasize natural resources, green building practices, and alternative energy sources.
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Examples, Observations and Phenomena (Real World Contexts)
This unit lends itself to real world contexts because of the importance of conserving, appreciating, and protecting our natural resources. The real world application is evident in the media with reference to shortages of resources, pollution, forest fires, habitat destruction, climate change, and extinction of organisms. Classification and measurement are everyday skills. Students classify and examine materials to identify properties. As students explore earth materials they are discovering the importance of earth materials in common objects. As they discover that natural resources are used in all products, their appreciation of conserving natural resources at home, at school, in the community and globally is reinforced. Rock and mineral collections are high interest for young learners. The study of the make-up of rocks and minerals and how they are formed and found sparks an interest in the make-up of the surface of the Earth. Students are familiar with the clearing of land for building of homes, shops, malls, etc., yet may not be aware of the earth materials that are removed and discarded to make way for the development of properties. Changes in the surface of the Earth are not all due to natural occurrences. Many are due to activities of humans. The news media and magazines are excellent sources of information regarding recent occurrences of earth changes. Volcanoes, earthquakes, landslides are evidence that the Earth is dynamic. Erosion and other Earth changes are apparent as students travel across the country and within their own towns. Large examples include the Rocky Mountains, Grand Canyon, Appalachian Mountains, Niagara Falls, Sedona, Arizona, the Bad Lands, etc. Local examples of earth changes include river valleys, moraines, hills, valleys, etc. Students discover the importance of alternate fuels (wind, solar, biofuel energy) as they investigate the non-renewable energy sources currently used for transportation (oil, natural gas, coal). The current energy crisis is evidence of the need for alternate energy.
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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.03.04 apply significant knowledge from grade-level science, social studies, and mathematics texts. Examples of trade books available for learning about natural resources: How the Earth Works by Michelle O’Brien Palmer, 2002 Planet Earth/Inside Out by Gail Gibbons, 1998 Don’t Know Much About Planet Earth by Kenneth Davis and Tom Bloom, 2001 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, problem/solution) with a title, heading, subheading, and a table of contents. • Write an informational piece that demonstrates understanding of natural
resources with supporting details comparing and contrasting renewable and non-renewable resources.
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. • Use the writing process to prepare and present information on the ability
of earth materials to hold water, beginning with a research question and using a variety of resources including evidence from investigations to organize information.
Speaking S.CN.03.03 speak effectively emphasizing key words and varied pace for effect in narrative and informational presentations. S.DS.03.04 plan and deliver presentations using an effective information organizational pattern (e.g., descriptive, problem/solution, cause/effect); supportive facts and details reflecting a variety of resources; and varying the pace for effect.
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Listening L.CN.03.01 ask substantive questions of the speaker that will provide additional elaboration and details.
Mathematics Integration
Measurement 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. • Know and use common units of measurement in weight and volume when
conducting simple investigations. • Measure in mixed units with the same measurement system in weight
(kilograms, grams) or volume (liters, milliliters). Data and Probability D.RE.03.01 Read and interpret bar graphs in both horizontal and vertical forms. D.RE.03.02 Read scales on the axis 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. • Create, read and interpret bar graphs in both vertical and horizontal forms
when recording data from an investigation. • Create and read scales and axis and identify the maximum, minimum, and
range of values on a bar graph. • Solve problems and interpret evidence, using information in bar graphs,
including comparison of bar graphs.
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Science Grade 3: General Inquiry Questions » 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. 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.
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
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?
Directions: For each of the following questions, decide which of the choices is best and fill in the correspondingspace on the answer document.
1. Cars and many other machines use gasoline asan energy source. What is the major source ofgasoline?A. Water from the Earth's oceansB. Wood from large treesC. Gases in the atmosphereD. Oil from beneath the Earth's surface
sometimes make the air seem hazy, even on asunny day. Smog also makes it hard for somepeople to breathe. Where does most of the smogin the air come from?A. Factories and automobilesB. Volcanoes and earthquakesC. Forests and farm fieldsD. Nuclear power plants
3. Many earth materials are used to make otherproducts. Which of the pairs below shows a correctprogression from earth material to new product?A. ore ------> glassB. gravel -----> concreteC. oil -----> waterD. salt -----> asphalt
4. Beryl finds a rock and wants to know what kind itis. Which piece of information about the rock willbest help her to identify it?A. The size of the rock.B. The weight of the rock.C. The temperature where the rock was found.D. The minerals the rock contains.
5. Natural processes change the surface of the Earth.Some changes occur rapidly and some occurslowly. Which of the following would cause theslowest change in the Earth's surface?A. windB. landslidesC. volcanoesD. earthquakes
6. The road leading to Sarah’s farm is a gravel road.The road to her Aunt Martha’s home in the cityis paved. How is the texture of the gravel roaddifferent from that of the paved road?A. The gravel road is stiff and heavy.B. The gravel road is smooth and wet.C. The gravel road is cold and flexible.D. The gravel road is rough and bumpy.
7. Which of the following human activities has causedsome plants and animals to become endangered?A. recyclingB. oil spills on lakesC. wildlife photographyD. reforestation projects
8. Which of the following is an example of a simpleway that students can help conserve trees?A. Purchase paper when it is on sale.B. Only use colored paper for art projects.C. Bring lunch in a paper bag instead of a lunch
9. Michigan trees are used for many things, includingpaper for school classrooms. Julie has been askedby her teacher to come up with a way for theclassroom to help save trees. Which of these is thebest way to save trees?A. Find new uses for paper products.B. Replace wood with paper products.C. Recycle paper in the school classroom.D. Use paper products that are less expensive.
11. The state of Michigan is bordered by four of thefive Great Lakes. Most geologists support thetheory that the Great Lakes were formed bywhat?A. The movement of ancient glaciers.B. The ancient meteors crashing into Earth.C. The erosion of the land due to heavy
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
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
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.
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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.
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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)
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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.
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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.
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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. *
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). *
* Revised expectations marked by an asterisk.
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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.
* Revised expectations marked by an asterisk.
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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.
* Revised expectations marked by an asterisk.
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
GRADE LEVELCONTENTEXPECTATIONS
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
Office of School Improvement
www.michigan.gov/mde
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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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.
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.
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.
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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.
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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.
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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.
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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.
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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.
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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
Office of School Improvement
www.michigan.gov/mde
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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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.
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.
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.
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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:
