SCI-03.LS4DCI Life Science LS3Biological Evolution: Unity and DiversityPerformance ExpectationsThe performance expectations in third grade help students formulate answers to questions such as:
Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-03.LS4.013rd Grade (SCI) Science Standards SCI-03.LS4.01 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and
environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas,
and fossils of extinct organisms. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
|
SCI-03.LS4.023rd Grade (SCI) Science Standards SCI-03.LS4.02 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may
be less likely to be eaten by predators; and, animals that have better camouflage coloration than other
animals may be more likely to survive and therefore more likely to leave offspring. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
|
SCI-03.LS4.03SCI-03.LS4.03 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.Clarification Statement: Examples of evidence could include needs and characteristics of the organisms
and habitats involved. The organisms and their habitat make up a system in which the parts depend on
each other.
|
SCI-03.LS4.043rd Grade (SCI) Science Expectation[LS4] Biological Evolution: Unity and Diversity SCI-03.LS4.04 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
ResourcesVocabulary
Websites
|
SCI-03.PS2DCI Physical Science PS2Motion and Stability: Forces and InteractionPerformance ExpectationsThe performance expectations in third grade help students formulate answers to questions such as:
Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-03.PS2.013rd Grade (SCI) Science Standards SCI-03.PS2.01 Plan and Conduct an investigation to prove the effects of balanced and unbalanced forces on the motion of an object.Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and balanced
forces pushing on a box from both sides will not produce any motion at all. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
|
SCI-03.PS2.02SCI-03.PS2.02 Make observations and metric measurements of an object's motion to prove that a pattern can be used to predict future motionClarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back
and forth in a bowl, and two children on a see-saw.
|
SCI-03.PS2.033rd Grade (SCI) Science Standards SCI-03.PS2.03 Ask questions to determine cause and effect relationships of static electricity or magnetic interactions between two objects not in contact with each other.Clarification Statement: Examples of static electricity are the force on hair from an electrically charged balloon, a charged rod and
pieces of paper; examples of a magnetic force are the force between two magnets, the force between an
electromagnet and steel paperclips. Examples of cause and effect relationships could include how the
distance between objects affects strength of the force and how the orientation of magnets affects the
direction of the magnetic force. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
|
SCI-03.PS2.043rd Grade (SCI) Science Standards SCI-03.PS2.04 Define a simple design problem that can be solved by applying scientific ideas about magnets.Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep
two moving objects from touching each other. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student ...1 Beginning... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
|