Third Grade Curriculum Science Resources

 

Submit a resource by emailing Mary S. Pitner.

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Online Third Grade Science Jeopardy

Get Smarter's Online Science for Third Grade (Choose grade and subject.)

Tami Maloney's Science Reviews, http://www.iq.poquoson.org/studysubjectareascience.html

Third Grade Released Items from Virginia's State Test

Life Science

Cell Structure and Function:
3.1.1 Recognize that living things are made up of smaller parts.
Accomplishment:     Use magnifiers to study the smaller parts of plants and identify their functions.
Resources: Five Activities Using Magnifying Lenses, http://www.learningresources.com/activities/pos/POSactivity_0002.asp
3.1.2 Recognize that smaller parts of living things contribute to the operation and well being of entire organisms.
Accomplishment:  Use magnifiers to observe and describe what occurs when a plant loses a specific part (e.g., leaves, roots).
Resources:
Accomplishment:  Recognize that smaller parts of organisms are essential to their well being.
Resources: Learning About Seeds Unit, http://www.life.uiuc.edu/hughes/boast/sciencelessons/seeds.htm
At Level 1, the student is able to
3.1.spi.1   identify the part that is missing from a specific plant or animal.
Resources:  What are the Parts of Plants, http://www.urbanext.uiuc.edu/gpe/case1/c1m1app.html
At Level 2, the student is able to
3.1.spi.2  identify the part that belongs to a specific plant or animal.
Resources: Meet the Plant Parts, http://www.hhmi.org/coolscience/vegquiz/plantparts.html; Parts is Parts Webquest, http://www.todaysteacher.com/PartsIsParts.htm; BBC's Plant Parts, http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml; The Great Plant Escape, http://www.urbanext.uiuc.edu/gpe/index.html; Quia Plant Parts Game, http://www.quia.com/mc/65498.html; Basic Parts of a Plant, http://www.utm.edu/departments/ed/cece/third/3F1.shtml
At Level 3, the student is able to
3.1.spi.3  identify the function of specific plant and animal parts.
Resources: Parts is Parts Webquest, http://www.todaysteacher.com/PartsIsParts.htm; BBC's Plant Parts, http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml; The Great Plant Escape, http://www.urbanext.uiuc.edu/gpe/index.html; Quia Plant Parts Game, http://www.quia.com/mc/65498.html; Plant Parts Structure and Function, http://www.hcs.ohio-state.edu/mgonline/Botany/pla01/00pla01.htm; Functions of Plant Parts, http://www.utm.edu/departments/ed/cece/third/3F2.shtml; Label the Parts of a Plant, http://www.teachingideas.co.uk/science/plantsws. htm; Plant Parts Salad, http://www.hhmi.org/coolscience/vegquiz/plantparts.html

Interactions Between Living Things and Their Environment:
3.2.1 Recognize the distinction between living and non-living things.
Accomplishment:     Examine an object’s characteristics to determine if the object is living or non-living.
Resources: BCDOE Kidspiration Activity, http://www.bedfordk12tn.com/kids/LivingThings.kia; Living vs. Non-living Quiz, http://www.usoe.k12.ut.us/curr/science/sciber00/7th/classify/living/quiz/livingqu.htm; Living v. Non-living, http://www.usoe.k12.ut.us/curr/science/sciber00/7th/classify/living/quiz/livingqu.htm; Living and Non-living Lessons, http://casnov1.cas.muohio.edu/scienceforohio/Living_Nonliving/L.html; Living and Non-living Quiz, http://www.saburchill.com/questions/lanlt001.html
3.2.3 Examine interrelationships among plants, animals, and their environment.
Accomplishment:     Explain how plants and animals depend upon each other and the non-living elements of an environment to meet basic needs.
Resources: Master Bug Theater, http://www.epa.gov/owow/nps/kids/BUGTHTR.HTM; How Plants Help us Breathe Unit, http://www.yale.edu/ynhti/curriculum/units/2000/6/00.06.02.x.html

3.2.4 Recognize that the environment and the organisms that live in it can be affected by pollution.
Accomplishment:   Describe how environments are affected by various kinds of pollution.
Resources:  What's Wrong with This Picture? http://www.epa.gov/OWOW/NPS/kids/whatwrng.htm; Changes in Environment, http://www.utm.edu/departments/ed/cece/third/3I1.shtml; Protecting Our Planet Lesson Plan, http://school.discovery.com/lessonplans/programs/protectingplanet/; Airjunk, http://www.hhmi.org/coolscience/airjunk/index.html
At Level 1, the student is able to
3.2.spi.1  distinguish between living and non-living things in an illustration.
Resources: Living and Non-Living, http://www.saburchill.com/chapters/chap0001.html; Quiz on Living and Non-living, http://www.usoe.k12.ut.us/curr/science/sciber00/7th/classify/living/quiz/livingqu.htm
At Level 2, the student is able to
3.2.spi.2  select the plants and animals found in a specific environment.
Resources: BCDOE Kidspiration Activity, http://www.bedfordk12tn.com/kids/HabitatActivity.kia; Habitat Unit, http://www.nps.gov/cany/pdfs/grade3.pdf;
3.2.spi.3   identify the sense used to collect specific information.
Resources: The Senses, http://faculty.washington.edu/chudler/chsense.html; Sensory Walk, http://cf.synergylearning.org/DisplayArticle.cfm?selectedarticle=167; All Five, http://www.sedl.org/scimath/pasopartners/senses/lesson7a2.html
At Level 3, the student is able to
3.2.spi.4  identify the environment that has been impacted by pollutants.
Resources:  What's Wrong with This Picture? http://www.epa.gov/OWOW/NPS/kids/whatwrng.htm; Changes in Environment, http://www.utm.edu/departments/ed/cece/third/3I1.shtml

Food Production and Energy for Life:
3.3.1 Recognize the basic requirements of all living things.
Accomplishment:    Explain how animals depend on plants to meet their need for energy.
Resources: Rainforest Lesson, http://www.rainforest-alliance.org/programs/education/teachers/curriculum/ecuador/documents/thirdgrade-1.pdf

3.3.2 Recognize the basic parts of plants.
Accomplishment:     Examine the major parts of plants and determine their functions.
Resources: Parts is Parts Webquest, http://www.todaysteacher.com/PartsIsParts.htm; BBC's Plant Parts, http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml; The Great Plant Escape, http://www.urbanext.uiuc.edu/gpe/index.html; Quia Plant Parts Game, http://www.quia.com/mc/65498.html; Plant Parts Structure and Function, http://www.hcs.ohio-state.edu/mgonline/Botany/pla01/00pla01.htm; Functions of Plant Parts, http://www.utm.edu/departments/ed/cece/third/3F2.shtml; Label the Parts of a Plant, http://www.teachingideas.co.uk/science/plantsws.htm
At Level 1, the student is able to
3.3.spi.1  identify the basic needs of plants and animals.
Resources:  Lesson Plan on Basic Needs of Plants and Animals, http://www.springfield-city.k12.oh.us/Science/Lessonplans/BIOECOLOGY/lesson2beautifulbasics.html
At Level 2, the student is able to
3.3.spi.2  Recognize that animals obtain their food by eating plants or other animals.
Resources: Working on the Food Chain, http://www.msnucleus.org/membership/storybooks/foodchain.html; BBC's Food Chain, http://www.bbc.co.uk/schools/revisewise/science/living/03b_act.shtml; Food Chain and Food Web Activity, http://www.richlandone.org/teachers/connections/grade3/food_chain.htm; Food Chain, http://www.richlandclicks.org/Teacher/connections/grade3/food_chain.htm 
At Level 3, the student is able to
3.3.spi.3  Recognize that plants use sunlight, water and air for photosynthesis.
Resources:  Photosynthesis Animation, http://www.cst.cmich.edu/users/baile1re/bio101fall/enzphoto/photoanima.htm#; How Green Plants Make their Own Food, http://www.utm.edu/departments/ed/cece/third/3F5.shtml

Heredity and Reproduction:
3.4.1 Recognize that living things reproduce.
Accomplishment:     Recognize that organisms develop the ability to reproduce as they mature.
Resources:  How Flowering Plants Reproduce, http://www.utm.edu/departments/ed/cece/third/3F3.shtml; Learning About Seeds Unit, http://www.life.uiuc.edu/hughes/boast/sciencelessons/seeds.htm
3.4.2 Recognize that offspring tend to resemble their parents.
Accomplishment:    Note similarities and differences between parents and offspring.
Resources:  Are you My Mother? http://www.sofweb.vic.edu.au/STEPS/STUDENTS/1-2Years/life/mother.htm; Baby Animal Quiz, http://users.snowcrest.net/freemanl/students/animals/babies/
3.4.3 Recognize that the appearance of plants and animals changes as they mature.
Accomplishment:    Describe how an organism (e.g., frog, butterfly) changes as it matures.
Resources: Life Cycles, http://www.sofweb.vic.edu.au/steps/students/1-2Years/life/cycle.htm
At Level 1, the student is able to
3.4.spi.1  choose the diagram that depicts a parent with its offspring.
Resources:  Are you My Mother? http://www.sofweb.vic.edu.au/STEPS/STUDENTS/1-2Years/life/mother.htm
At Level 2, the student is able to
3.4.spi.2  select the illustration that shows an adult organism.
Resources: Life Cycles, http://www.sofweb.vic.edu.au/steps/students/1-2Years/life/cycle.htm; Whre Do Butterflies Come From?, http://www.hhmi.org/coolscience/butterfly/index.html
At Level 3, the student is able to
3.4.spi.3  select the illustration that shows how an organism changes as it matures.
Resources:  Life Cycles, http://www.sofweb.vic.edu.au/steps/students/1-2Years/life/cycle.htm

Diversity and Adaptation Among Living Things:
3.5.1 Recognize the differences among plants and animals of the same kind.
Accomplishment:      Provide specific examples of differences among plants of the same kind.
Resources: Helping Plants Grow Well, http://www.bbc.co.uk/schools/scienceclips/ages/7_8/plants_grow.shtml; Lesson, http://www.mcrel.org/compendium/activityDetail.asp?activityID=208
3.5.2 Recognize that living things have features that help them to survive in different environments.
Accomplishment:    Specify the features that enable a plant or animal to survive in its environment.
Resources: Animal Adaptations, http://www.sciencenetlinks.com/lessons.cfm?Grade=3-5&BenchmarkID=5&DocID=232; Plant Adaptations, http://mbgnet.mobot.org/bioplants/adapt.html; Habitats of the World Lesson, http://school.discovery.com/lessonplans/programs/habitats/; Joints Help Us Move, http://www.richlandclicks.org/Teacher/connections/grade3/joints_help.htm  
At Level 1, the student is able to
3.5.spi.1  identify groups of similar organisms (i.e., plants and animals).
Resources: Animal Classification Unit, http://www.calstatela.edu/faculty/jshindl/teaching/kdunit.htm; Animal Classification Lesson, http://school.discovery.com/lessonplans/programs/animaladaptations/; Classifying Critters, http://www.hhmi.org/coolscience/critters/critter1.html
At Level 2, the student is able to
3.5.spi.2  identify an organism that belongs in a specific environment.
Resources: Biomes and Habitats, http://www.enchantedlearning.com/biomes/; Habitats Lesson Plan, http://www.utm.edu/departments/ed/cece/third/3H1.shtml; What's It Like Where You live? http://mbgnet.mobot.org/; Who Lives Here?, http://www.pbs.org/kratts/crazy/who/index.html; EEK! Habitats, http://www.dnr.state.wi.us/org/caer/ce/eek/nature/habitat/index.htm; Habitats, http://www.hitchams.suffolk.sch.uk/habitats/index.htm; Matching Habitats Activity, http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=3792; Habitats of the World Lesson, http://school.discovery.com/lessonplans/programs/habitats/; Build a Prairie, http://www.bellmuseum.org/distancelearning/prairie/build/
At Level 3, the student is able to
3.5.spi.3  identify the characteristics that enable a specific plant and/or animal to survive in its environment.
Resources: Adaptations, http://www.state.sd.us/deca/DDN4Learning/ThemeUnits/adaptations/; Beaver Adaptations, http://www.chias.org/online/hoh/adaptation.html; Animal Adaptations Game, http://ecokids.earthday.ca/pub/fun_n_games/games/adaptations/popup.cfm; Polar Bear's Adaptations, http://hometown.aol.com/cre82/page2.html; Rainforest Adaptations, http://www.kidscience.net/2002-03/grade5/FRAGILEenvironment3.pdf; Animal Adaptations E-Safari, http://fen.com/studentactivities/CCCNet/sciencelab/Animals/AnimalAdapts.html; Animal Adaptations, http://www.students.dsu.edu/birkela/Science/animal_adaptations.htm; Plant Adaptations, http://www.cwnp.org/adaptations.html; How Plants Adapt to Environment, http://www.utm.edu/departments/ed/cece/third/3F4.shtml; Animal Classification Unit, http://www.calstatela.edu/faculty/jshindl/teaching/kdunit.htm; Animal Adaptations, http://www.sciencenetlinks.com/lessons.cfm?Grade=3-5&BenchmarkID=5&DocID=232; Ecosystems: Animal Survival, http://www.emints.org/ethemes/resources/S00001419.shtml; Habitats of the World Lesson, http://school.discovery.com/lessonplans/programs/habitats/; Earthworm Bridge, http://www.richlandclicks.org/Teacher/connections/grade3/earthworm_bridge.htm  

Biological Change:

2.6.1 Recognize that some plants and animals that once lived are no longer found on earth.
Accomplishment:     Give examples of organisms that have become extinct.
Resources: Lesson on Reasons for Extinction, http://www.springfield-city.k12.oh.us/Science/Lessonplans/BIOECOLOGY/lesson7endangeredspecies.htm; Endangered!, http://www.richlandclicks.org/Teacher/connections/grade3/endangered.htm; What Do We Know About Dinosaurs, http://www.richlandclicks.org/Teacher/connections/grade3/know_dino.htm  
At Level 1, the student is able to
3.6.spi.1  identify an example, other than a dinosaur, of an extinct organism.
Resources: Lesson on Reasons for Extinction, http://www.springfield-city.k12.oh.us/Science/Lessonplans/BIOECOLOGY/lesson7endangeredspecies.htm
At Level 2, the student is able to
3.6.spi.2  identify evidence used to determine that an organism previously existed.
Resources: What Do We Know About Dinosaurs? http://www.richlandone.org/teachers/connections/grade3/know_dino.htm; What Do We Know About Dinosaurs, http://www.richlandclicks.org/Teacher/connections/grade3/know_dino.htm 
At Level 3, the student is able to
3.6.spi.3  match the organism to the evidence for its former existence.
Resources:  Fossils and Dinosaurs, http://www.sciencenetlinks.com/lessons.cfm?Grade=3-5&BenchmarkID=5&DocID=0; GeoMysteries, http://www.childrensmuseum.org/geomysteries/mysteries.html; What Do We Know About Dinosaurs, http://www.richlandclicks.org/Teacher/connections/grade3/know_dino.htm 
 

Earth and Space Science

Earth and Its Place in the Universe:

3.7.1 Recognize that different objects appear in the day and nighttime sky.
Accomplishment:     Recognize that a telescope serves as a tool for observing distant objects.
Resources:   Hubble Telescope WebQuest, http://people.morehead-st.edu/students/kh/kihoun01/hubble_space_telescope_webquest.htm
Accomplishment:     Recognize that planets are major features of the universe
Resources: Solar System Shuffle, http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/activity/solar_system_shuffle.html; Order of hte Planets Quiz, http://www.quia.com/pp/3373.html; Solar System Trading Cards, http://amazing-space.stsci.edu/resources/explorations/trading/directions.html; Field Guide to the Universe, http://www.childrensmuseum.org/cosmicquest/fieldguide/index.html;  StarChild, http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html
3.7.2 Recognize that there are predictable patterns that occur in the universe.
Accomplishment:  Explain how day and night result from the rotation of the earth relative to the sun.
Resources:   BBC's Earth, Moon, and Stars, http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml; Lesson Plan, http://www.utm.edu/departments/ed/cece/third/3J3.shtml
Accomplishment:  Observe, identify, and order the basic phases of the moon.
Resources: Phases of the Moon Animation, http://mistupid.com/astronomy/moonphase.htm; Phases of the Moon Diagram, http://www.astro.umd.edu/education/astro/moon/phases.html; Lesson plan on Earth, Moon, Sun, http://www.utm.edu/departments/ed/cece/third/3J2.shtml
At Level 1, the student is able to
3.7.spi.1  identify objects found in the day or nighttime sky.
Resources: Connect the Stars, http://kids.msfc.nasa.gov/Puzzles/Connect/Connect.asp; Similarities and Differences Among Planets, http://www.utm.edu/departments/ed/cece/third/3J1.shtml; Solar System Review, http://www.mcps.k12.md.us/schools/woodacreses/planetarium/grade3_1.htm; The Story of the Solar System, http://school.discovery.com/lessonplans/programs/storysolarsystem/; Space Vocabulary Memory Game, http://www.apples4theteacher.com/memory.html
3.7.spi.2   identify the approximate time of day from a picture of the sun’s position in the sky.
Resources: BBC's Earth, Moon, and Stars, http://www.bbc.co.uk/schools/scienceclips/ages/9_10/earth_sun_moon.shtml; Lesson Plan, http://www.utm.edu/departments/ed/cece/third/3J3.shtml
At Level 2, the student is able to
3.7.spi.3   choose the appropriate tool for observing a specific distant object.
Resources:   Hubble Deep Field Academy, http://amazing-space.stsci.edu/resources/explorations/hdf/;
3.7.spi.4  identify the four basic phases of the moon.   
Resources: Phases of the Moon Animation, http://mistupid.com/astronomy/moonphase.htm; Phases of the Moon Diagram, http://www.astro.umd.edu/education/astro/moon/phases.html; Lesson plan on Earth, Moon, Sun, http://www.utm.edu/departments/ed/cece/third/3J2.shtml
At Level 3, the student is able to
3.7.spi.5  identify the components of the solar system (e.g. planets, moons).
Resources: Space Sense, http://www.windows.ucar.edu/tour/link=/games/space_sense_intro.html&edu=high; Solar System Shuffle, http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/activity/solar_system_shuffle.html; Similarities and Differences Among Planets, http://www.utm.edu/departments/ed/cece/third/3J1.shtml; Lesson plan on Earth, Moon, Sun, http://www.utm.edu/departments/ed/cece/third/3J2.shtml; Virtual Solar System from National Geographic, http://www.nationalgeographic.com/solarsystem/; StarChild, http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html; The Story of the Solar System, http://school.discovery.com/lessonplans/programs/storysolarsystem/

Atmospheric Cycles:
3.8.1 Recognize daily and seasonal weather changes.
Accomplishment:    Compare cloud types with specific weather conditions.
Resources: For Spacious Skies, http://www.fox8wghp.com/spacious.htm; Cloud Matching Game, http://www.ucar.edu/educ_outreach/webweather/cloudmatch.html; How to Forecast the Weather by Watching Clouds, http://ils.unc.edu/parkproject/kids/skilz/clouds/clouds.html
3.8.2 Realize that weather is associated with temperature, precipitation, and wind conditions and can be measured using tools and instruments.
Accomplishment:  Explain how changes in temperature, precipitation, wind speed/direction result in different weather conditions.
Resources: Weather Seasons, and Climate, http://www.cotf.edu/ete/modules/k4/teacher/weather/Wonline1.html; Weather Maps, http://school.discovery.com/lessonplans/programs/weathermaps/; Weather Match-up http://marg.mhost.com/Grade3/Weathermatchup.htm; Flash, Rumble, http://www.sfscience.com/english/grade_3/unit_C/chap_4/act_3/1.htm; Interactive Weather Maker, http://www.scholastic.com/kids/weather/
Accomplishment:  Use data to prepare an illustration of a specific day’s weather.
Resources:  Interactive Weather Maker, http://www.scholastic.com/kids/weather/
At Level 1, the student is able to
3.8.spi.1  select appropriate clothing for a given weather condition.
Resources: Weather Dance, http://www.ictadvice.org.uk/index.php?section=tl&catcode=as_cu_fo_03&rid=635&pagenum=1&NextStart=1&print=1
3.8.spi.2  identify the season when given a description of weather, plants, and animals.
Resources: Weather Seasons, and Climate, http://www.cotf.edu/ete/modules/k4/teacher/weather/Wonline1.html
At Level 2, the student is able to
3.8.spi.3  match temperature, precipitation, wind speed and direction, and cloud conditions with different weather conditions.
Resources: Weather from How Stuff Works, http://www.howstuffworkfrs.com/question302.htm; Weather Maps, http://school.discovery.com/lessonplans/programs/weathermaps/; Weather the Storm, http://www.richlandclicks.org/Teacher/connections/grade3/weather_thestorm.htm; Interactive Weather Maker, http://www.scholastic.com/kids/weather/
3.8.spi.4   identify the appropriate tools to measure temperature and precipitation.
Resources: Weather Forecasting, http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/Meteorology/MET0028.html; Measuring Weather, http://www.ace.mmu.ac.uk/eae/Weather/Older/Measuring_Weather.html; Make Your Own Weather Station, http://sln.fi.edu/weather/todo/todo.html; Weather the Storm, http://www.richlandclicks.org/Teacher/connections/grade3/weather_thestorm.htm 
At Level 3, the student is able to
3.8.spi.5  match the cloud type to a specific kind of weather.
Resources: For Spacious Skies, http://www.fox8wghp.com/spacious.htm; Cloud Matching Game, http://www.ucar.edu/educ_outreach/webweather/cloudmatch.html; How to Forecast the Weather by Watching Clouds, http://ils.unc.edu/parkproject/kids/skilz/clouds/clouds.html; PowerPoint on Cloud Types, http://jc-schools.net/write/sci/cloudtypes_files/frame.htm

Earth Features:
3.9.1 Identify the earth’s major geological features.
Accomplishment: Compare and contrast a variety of different landforms and bodies of water.
Resources: Barrier Island Activity and Lesson, http://www.richlandone.org/teachers/connections/grade3/barrier_islands.htm; Landforms: Face of the Earth, http://www.edu.pe.ca/southernkings/landforms.htm 
At Level 1, the student is able to
3.9.spi.1   identify the labeled part of a map or illustration as a continent, ocean, lake, river, mountain, or island.
Resources: Illustrated Glossary of Landforms and Bodies of Water, http://www.enchantedlearning.com/geography/landforms/glossary.shtml
At Level 2, the student is able to
3.9.spi.2   select the illustration that identifies a specific geological feature.
Resources: Illustrated Glossary of Landforms and Bodies of Water, http://www.enchantedlearning.com/geography/landforms/glossary.shtml
At Level 3, the student is able to
3.9.spi.3   identify a geological feature given specific information.
Resources: Illustrated Glossary of Landforms and Bodies of Water, http://www.enchantedlearning.com/geography/landforms/glossary.shtml; Landform Quiz, http://www.enchantedlearning.com/classroom/quiz/landforms.shtml

Earth Resources:
3.10.1 Recognize that there are a variety of earth materials that have basic observable and measurable properties.
Accomplishment: Explain the relationship between rocks and minerals.
Resources: Arizona Mining Association, http://www.azcu.org/fromgroundup/01minerals/; Rocks and Minerals, http://sln.fi.edu/qa97/spotlight1/spotlight1.html;
Accomplishment: Identify common types of rocks.
Resources: Lesson Plan on Kinds of Rocks, http://www.utm.edu/departments/ed/cece/third/3L3.shtml; Rock Cycle Song, http://www.chariho.k12.ri.us/curriculum/MISmart/ocean/rocksong.htm; Classifying Rocks, http://www.richlandone.org/teachers/connections/grade3/classifying_rocks.htm; Rocks on Parade, http://www.richlandone.org/teachers/connections/grade3/rocks_parade.htm; Rock Hounds, http://www.fi.edu/fellows/payton/rocks/index2.html;  Classifying Rocks, http://www.richlandclicks.org/Teacher/connections/grade3/classifying_rocks.htm
3.10.2 Realize that earth materials can be recycled or conserved.
Accomplishment: Identify materials and resources that can be reused.
Resources: Recycling Coloring Pages, http://www.greenvalley.com/coloring/colorme1.html; Recycle City, http://www.epa.gov/recyclecity/mainmap.htm; Thomas Recycling Kids' Page, http://www.thomasrecycling.com/kids.html
At Level 1, the student is able to
3.10.spi.1   identify an object as natural or man-made.
Resources:  Made by Man or Nature? http://www.glc.k12.ga.us/BuilderV03/LPTools/LPShared/lpdisplay.asp?LPID=57539; Lesson Plan, http://www.prek-12engineering.org/data/d34/HumanvsNatural.pdf
At Level 2, the student is able to
3.10.spi.2   recognize the properties used to identify specific Earth materials.
Resources:  Raw Materials Lineup, http://www.epa.gov/epaoswer/osw/kids/games/lineup/lineup.htm; Bits and Pieces, http://www.cosm.sc.edu/cse/bitsandpieces.htm; Rocks on Parade, http://www.richlandone.org/teachers/connections/grade3/rocks_parade.htm; Classifying Rocks, http://www.richlandclicks.org/Teacher/connections/grade3/classifying_rocks.htm; What is Soil?, http://www.richlandclicks.org/Teacher/connections/grade3/whatis_soil.htm  
At Level 3, the student is able to
3.10.spi.3   identify methods for conserving natural resources.
Resources:  Recycling Coloring Pages, http://www.greenvalley.com/coloring/colorme1.html; Recycle City, http://www.epa.gov/recyclecity/mainmap.htm; Thomas Recycling Kids' Page, http://www.thomasrecycling.com/kids.html

Physical Science

Forces and Motion:
3.11.1 Realize the basic concept that forces can move objects (push/pull).
Accomplishment:  Describe the relationship between the amount of force applied to an object and the distance the object moves.
Resources:  BBC's Forces and Motion, http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml; Forces Movie, http://www.bbc.co.uk/schools/revisewise/science/physical/12b_act.shtml; Forces Lab, http://www.pbs.org/wgbh/buildingbig/lab/forces.html; UT Martin's Force Lesson, http://www.utm.edu/departments/cece/old_site/third/3A4.shtml
Accomplishment:  Recognize that objects move differently on different surfaces.
Resources: Occurrence of Friction, http://www.utm.edu/departments/ed/cece/third/3A3.shtml; BBC;s Friction, http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml; Forces/Gracity/Friction, http://www.bbc.co.uk/schools/revisewise/science/physical/12b_act.shtml 
Accomplishment:  Recognize that magnets can move objects without touching them.
Resources: BBC's Magnets and Springs, http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml; What is Attracted to Magnets? http://my.execpc.com/%7Erhoadley/magattr.htm; Quia Magnet Quiz, http://www.quia.com/pop/36671.html; Magnet Millionaire Game, http://www.quia.com/rr/42166.html; Magnetic Pick-ups, http://www.sciencenetlinks.com/lessons.cfm?Grade=3-5&BenchmarkID=4&DocID=175; Magnetic Student Task, http://pals.sri.com/tasks/k-4/MagnetTest/directs.html; 

3.11.2 Observe and predict how the weight of an object and its position affect balance.
Accomplishment: Describe how changing the position of an object affects a balanced system.
Resources:  Seesaws, http://www.nzmaths.co.nz/Measurement/Mass/Seesaws.aspx
At Level 1, the student is able to
3.11.spi.1   identify that an unbalanced force is needed to change the direction of an object.
Resources:  BBC's Forces and Motion, http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml; Forces Movie, http://www.bbc.co.uk/schools/revisewise/science/physical/12b_act.shtml; Application of Force, http://www.utm.edu/departments/ed/cece/third/3A4.shtml
At Level 2, the student is able to
3.11.spi.2   select an object that would be attracted by a magnet.
Resources:  BBC's Magnets and Springs, http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml; What is Attracted to Magnets? http://my.execpc.com/%7Erhoadley/magattr.htm; Quia Magnet Quiz, http://www.quia.com/pop/36671.html; Magnet Millionaire Game, http://www.quia.com/rr/42166.html; Magnetic Pick-ups, http://www.sciencenetlinks.com/lessons.cfm?Grade=3-5&BenchmarkID=4&DocID=175
3.11.spi.3   identify how weights affect a balance scale.
Resources:  Using the Balance Student Task, http://pals.sri.com/tasks/k-4/Measurement2/directs.html;
At Level 3, the student is able to
3.11.spi.4   select how surface characteristics affect the movement of an object.
Resources:  Occurrence of Friction, http://www.utm.edu/departments/ed/cece/third/3A3.shtml; BBC;s Friction, http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml

Structure and Properties of Matter:
3.12.1 Recognize that objects have observable properties that can change over time and under different conditions.
Accomplishment:  Classify materials according to their physical properties.
Resources:  Properties of Matter Song, http://www.gardenofpraise.com/matter.htm; Physical Properties of Matter, http://www.themebus.com/physical.htm; One Inch Square, http://www.hhmi.org/coolscience/inchsquare/index.html
Accomplishment:  Select and use appropriate tools to observe and measure the physical properties of materials.
Resources:  Physical Properties of Matter, http://www.themebus.com/physical.htm; One Inch Square, http://www.hhmi.org/coolscience/inchsquare/index.html
At Level 1, the student is able to
3.12.spi.1   select an object according to a particular property.
Resources:  Properties of Matter Song, http://www.gardenofpraise.com/matter.htm; Physical Properties of Matter, http://www.themebus.com/physical.htm
At Level 2, the student is able to
3.12.spi.2   order objects according to a specific property (e.g., longest to shortest, heaviest to lightest).
Resources:  Ordering Objects, http://www.kidport.com/Grade1/Math/MeasureGeo/G1-M-MG1-1-3.htm
3.12.spi.3   identify appropriate tools for determining the weight or length of materials.
Resources:    Measurement Student Task, http://pals.sri.com/tasks/k-4/Measurement1/directs.html
At Level 3, the student is able to
3.12.spi.4   identify an object when given its properties.
Resources:  BBC's Solids and Liquids, http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml; One Inch Square, http://www.hhmi.org/coolscience/inchsquare/index.html; States of Matter, http://www.harcourtschool.com/activity/states_of_matter/index.html

Interactions of Matter:
3.13.1 Investigate the kinds of changes that occur when different types of matter interact.
Accomplishment:  Explain how materials change their form, color, or texture when they are mixed, separated, or heated.
Resources:  Basic Components of Matter, http://www.utm.edu/departments/ed/cece/third/3D1.shtml; Properties of Matter, http://www.utm.edu/departments/ed/cece/third/3D2.shtml; States of Matter, http://www.harcourtschool.com/activity/states_of_matter/index.html; 
At Level 1, the student is able to
3.13.spi.1   identify the effects of mixing two types of materials (e.g., salt and pepper).
Resources:  Mixtures, http://www.usoe.k12.ut.us/curr/science/sciber00/8th/matter/sciber/matter.htm; Substances and Mixtures PowerPoint, http://www.hazelwood.k12.mo.us/%7Ecdavis01/map2000/3rd/s14.ppt  
At Level 2, the student is able to
3.13.spi.2   choose features associated with physical changes.
Resources:  States of Matter Quiz 1, http://www.1001-periodic-table-quiz-questions.com/quiz/k-12/states_of_matter_1.html; States of Matter Quiz 2, http://www.1001-periodic-table-quiz-questions.com/quiz/k-12/states_of_matter_2.html; States of Matter Quiz 3, http://www.1001-periodic-table-quiz-questions.com/quiz/k-12/states_of_matter_3.html; Physical and Chemical Changes of Matter, http://www.utm.edu/departments/ed/cece/third/3D3.shtml; Physical Properties of Matter, http://www.themebus.com/physical.htm
At Level 3, the student is able to
3.13.spi.3   identify methods for separating mixtures.
Resources:  Solutions and Mixtures, http://www.sasked.gov.sk.ca/docs/elemsci/matter2.pdf

Energy:
3.14.1 Realize that the sun is the main source of earth’s heat and light energy.
Accomplishment:  Analyze data to explain the heating and cooling of land, air, and water.
Resources:  Hot and Cold Colors, http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=4&DocID=169;
3.14.2 Recognize that sound is produced when objects vibrate.
Accomplishment:  Explain how sounds are produced.
Resources:    Intro to Sound, http://www.fearofphysics.com/Sound/dist.html; The Phenomenon of Sound Waves, http://school.discovery.com/lessonplans/programs/soundwaves/; Intro to Sound from Fear of Physics, http://www.fearofphysics.com/Sound/dist.html; Sounds Amazing, http://www.acoustics.salford.ac.uk/schools/   
Accomplishment:  Differentiate between pitch and volume.
Resources: Lesson, http://iisme.org/etp/Elementary%20Physics-%20Lesson%20Plan.pdf; Sounds Amazing, http://www.acoustics.salford.ac.uk/schools/ 
At Level 1, the student is able to
3.14.spi.1   identify the source of the Earth’s heat and light energy.
Resources:  Solar Energy Experiment, http://www.col-ed.org/cur/sci/sci106.txt ; Sun Racers, http://www.sfscience.com/english/grade_3/unit_B/chap_3/act_1/1.htm
At Level 2, the student is able to
3.14.spi.2   identify how sounds are produced.
Resources: Changing Sounds, http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_sounds.shtml; The Science of Sound, http://www.fi.edu/fellows/fellow2/apr99/soundsci.html; The Phenomenon of Sound Waves, http://school.discovery.com/lessonplans/programs/soundwaves/; Intro to Sound from Fear of Physics, http://www.fearofphysics.com/Sound/dist.html; Sounds Amazing, http://www.acoustics.salford.ac.uk/schools/ 
At Level 3, the student is able to
3.14.spi.3   identify the illustration that demonstrates the effects of the sun on various materials.
Resources:  All About the Sun -Effects of the Sun on Our Planet (Unit), http://getsmarter.org/challenge/newtest.cfm

 

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