1. 3rd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 1
August
Performance Objective Student Outcomes Core Resource Assessment
[SC03-S1C1-01] Formulate relevant questions about the I can ask questions about objects, organisms and events of the These standards will be
properties of objects, organisms, and events of the environment using what I observe and what I know. taught throughout all four
environment using observations and prior knowledge. (See quarters and as an
M03-S2C1-01) introduction in August.
Additional resources may
be found at the website
www.ideal.azed.gov
[SC03-S1C1-02] Predict the results of an investigation based I can predict the results on an investigation because of what I
on observed patterns, not random guessing. observe.
[SC03-S1C2-01] Demonstrate safe behavior and appropriate I can show safe behavior and use correct procedures when I do
procedures (e.g., use of instruments, materials, organisms) in science activities.
all science inquiry.
[SC03-S1C2-02] Plan a simple investigation (e.g., one plant I can plan a simple investigation based on questions about a
receives adequate water, one receives too much water, and situation.
one receives too little water) based on the formulated
questions.
[SC03-S1C2-03] Conduct simple investigations (e.g., related I can conduct simple investigation in science.
to plant life cycles, changing the pitch of a sound, properties
of rocks) in life, physical, and Earth and space sciences.
[SC03-S1C2-04] Use metric and U.S. customary units to I can use metric and U.S. customary units to measure objects.
measure objects. (See M03-S4C4-04)
[SC03-S1C2-05] Record data in an organized and I can record data in a T-chart, table, list, or log.
appropriate format (e.g., t-chart, table, list, written log). (See
W03-S3C2-01 and W03-S3C3-01)
[SC03-S1C3-01] Organize data using the following methods I can organize data using bar graphs, pictographs, and tally
with appropriate labels: • bar graphs • pictographs • tally charts with labels.
charts (See M03-S2C1-02)
[SC03-S1C3-02] Construct reasonable interpretations of the I can give a reasonable explanation of data when my teacher
collected data based on formulated questions. (See asks me questions.
M03-S2C1-03)
[SC03-S1C3-03] Compare the results of the investigation to I can compare the results of the investigation to predictions
predictions made prior to the investigation. made before the investigation.
[SC03-S1C3-04] Generate questions for possible future I can ask questions about an investigation that will lead to
investigations based on the conclusions of the investigation. another investigation.
[SC03-S1C3-05] Record questions for further inquiry based I can write questions about an investigation that will lead to
on the conclusions of the investigation. another investigation.
Isaac School District Page 1 of 7 July 21, 2009

2. 3rd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 1
August
Performance Objective Student Outcomes Core Resource Assessment
[SC03-S1C4-01] Communicate investigations and I can talk about or write about evidence in investigations using
explanations using evidence and appropriate terminology. correct science words.
(See W03-S3C2-01)
[SC03-S1C4-02] Describe an investigation in ways that I can describe an investigation in ways the others can repeat it.
enable others to repeat it. (See W03-S3C2-01 and LS-F1)
[SC03-S1C4-03] Communicate with other groups to describe I can talk about the results of an investigation with other people.
the results of an investigation. (See LS-E1)
September
Performance Objective Student Outcomes Core Resource Assessment
[SC03-S3C1-02] Describe the beneficial and harmful I can describe the good and bad effects of natural events and Unit C-Earth's Land -
impacts of natural events and human activities on the human activities on the environment. Chapter 2 - Lessons 1 and
environment (e.g., forest fires, flooding, pesticides). 2 (Supplemental resources
needed)
*www.fema.gov/kids/dizar
ea.htm
[SC03-S4C1-01] Describe the function of the following plant I can tell the purposes of roots, stems, leaves, flowers, and Unit A-Plants and Animals
structures: • roots – absorb nutrients • stems – provide seeds. - Chapter 1 - Lesson 1 and
support • leaves – synthesize food • flowers – attract supplemental resources
pollinators and produce seeds for reproduction
[SC03-S4C2-01] Compare life cycles of various plants (e.g., I can compare the life cycles of various plants.
conifers, flowering plants, ferns).
[SC03-S4C2-02] Explain how growth, death, and decay are I can explain how growth, death, and decay are part of the plant
part of the plant life cycle. life cycle.
Isaac School District Page 2 of 7 July 21, 2009

3. 3rd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 2
October
Performance Objective Student Outcomes Core Resource Assessment
[SC03-S5C3-01] Demonstrate that light can be: • reflected I can show that light can be reflected, refracted, and absorbed. Unit F-Exploring Energy
(with mirrors) • refracted (with prisms) • absorbed (by dark and Forces - Chapter 1 -
surfaces) Lesson 2 and supplemental
resource
[SC03-S5C3-02] Describe how light behaves on striking I can describe how light behaves on striking objects that are
objects that are: • transparent (clear plastic) • translucent transparent, translucent, and opaque.
(waxed paper) • opaque (cardboard)
[SC03-S5C3-03] Demonstrate that vibrating objects produce I can show that object make sound when they vibrate.
sound.
[SC03-S5C3-04] Demonstrate that the pitch of a sound I can show that sound changes when the rate of vibration
depends on the rate of the vibration (e.g., a long rubber band changes.
has a lower pitch than a short rubber band).
November
Performance Objective Student Outcomes Core Resource Assessment
[SC03-S3C1-02] Describe the beneficial and harmful I can describe the good and bad effects of natural events and Unit C-Earth's Land -
impacts of natural events and human activities on the human activities on the environment. Chapter 1 - Lesson 1 pp.
environment (e.g., forest fires, flooding, pesticides). C2-C9
[SC03-S6C1-01] Identify the layers of the Earth: • crust • I can identify the layers of the Earth.
mantle • core (inner and outer)
[SC03-S6C1-06] Describe ways humans use Earth materials I can describe ways humans use Earth materials.
(e.g., fuel, building materials, growing food).
[SC03-S6C1-02] Describe the different types of rocks and I can describe the different types of rocks and how they are Unit C-Earth's Land -
how they are formed: • metamorphic • igneous • sedimentary formed. Chapter 1 - Lesson 2 pp.
C10-C17 *Additional
resources may be found at
the website
www.rockforkids/RFK/ho
w rocks.html
[SC03-S6C1-03] Classify rocks based on the following I can classify rocks based on color and texture.
physical properties: • color • texture
December
Performance Objective Student Outcomes Core Resource Assessment
Isaac School District Page 3 of 7 July 21, 2009

4. 3rd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 2
December
Performance Objective Student Outcomes Core Resource Assessment
[SC03-S6C1-04] Describe fossils as a record of past life I can describe fossils as a record of past life forms. Unit C-Earth's Land -
forms. Chapter 1 - Lesson 3 pp.
C18-C23
[SC03-S6C1-05] Describe how fossils are formed. I can describe how fossils are formed.
Isaac School District Page 4 of 7 July 21, 2009

5. 3rd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 3
January
Performance Objective Student Outcomes Core Resource Assessment
[SC03-S4C3-01] Identify the living and nonliving I can name the living and nonliving parts of an ecosystem. Unit A-Plants and Animals
components of an ecosystem. - Chapter 2 - Lesson 1 and
Lesson 2; Supplemental
resource B68
(microscopic)
[SC03-S4C3-02] Examine an ecosystem to identify I can examine an ecosystem to identify microscopic and
microscopic and macroscopic organisms. macroscopic organisms.
[SC03-S4C3-05] Describe how environmental factors (e.g.,
soil composition, range of temperature, quantity and quality
of light or water) in the ecosystem may affect a member
organism’s ability to grow, reproduce, and thrive.
[SC03-S4C4-01] Identify adaptations of plants and animals I can identify the ways plants and animals adapt to live in
that allow them to live in specific environments. different environments.
[SC03-S4C4-02] Describe ways that species adapt when I can describe ways that species adapt when introduced into new
introduced into new environments. environments.
[SC03-S4C3-04] Describe how plants and animals cause I can describe how plants and animals cause change in their Unit A-Plants and Animals
change in their environment. environment. - Chapter 2 - Lesson 5 pp.
A74-A81
[SC03-S4C4-03] Cite examples of how a species’ inability to I can give examples of how species become extinct when they
adapt to changing conditions in the ecosystem led to the don’t adapt to the changes in an ecosystem.
extinction of that species.
February
Performance Objective Student Outcomes Core Resource Assessment
[SC03-S2C2-01] Describe how, in a system (e.g., terrarium, I can describe how the parts of a system have an effect on other Unit B-Plants and Animals
house) with many components, the components usually parts. Interact - Chapter 1 -
influence one another. Lessons 1, 2 , 3, 4, 5
[SC03-S2C2-02] Explain why a system may not work if a I can explain why a system may not work if a part is missing or
component is defective or missing. not working.
[SC03-S4C3-01] Identify the living and nonliving I can name the living and nonliving parts of an ecosystem.
components of an ecosystem.
[SC03-S4C3-02] Examine an ecosystem to identify I can examine an ecosystem to identify microscopic and
microscopic and macroscopic organisms. macroscopic organisms.
Isaac School District Page 5 of 7 July 21, 2009

6. 3rd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 4
March
Performance Objective Student Outcomes Core Resource Assessment
[SC03-S2C1-01] Identify how diverse people and/or I can identify how different people have made important Supplemental resource
cultures, past and present, have made important contributions contributions to science in the past and now. needed
to scientific innovations (e.g., John Muir [naturalist],
supports Strand 4; Thomas Edison [inventor], supports
Strand 5; Mae Jemison [engineer, physician, astronaut],
supports Strand 6,; Edmund Halley [scientist], supports
Strand 6).
[SC03-S2C1-02] Describe science-related career I can name science careers.
opportunities.
April
Performance Objective Student Outcomes Core Resource Assessment
[SC03-S3C1-01] Describe the major factors that could I can describe what changes in the environment could cause Supplemental resources
impact a human population (e.g., famine, drought, disease, changes for humans. and materials needed
improved transportation, medical breakthroughs). (write a report on how to
be environmentally
conscious) greenkids.com
and kidsbegreen.org
[SC03-S3C1-02] Describe the beneficial and harmful I can describe the good and bad effects of natural events and
impacts of natural events and human activities on the human activities on the environment.
environment (e.g., forest fires, flooding, pesticides).
[SC03-S3C2-02] Describe the development of different I can describe how different technologies have developed
technologies (e.g., communication, entertainment, because of resources, needs, and values.
transportation, medicine) in response to resources, needs, and
values.
[SC03-S3C2-03] Design and construct a technological I can design and build a solution to a problem using common
solution to a common problem or need using common materials.
materials.
May
Performance Objective Student Outcomes Core Resource Assessment
[SC03-S3C1-02] Describe the beneficial and harmful I can describe the good and bad effects of natural events and Unit C-Earth's Land -
impacts of natural events and human activities on the human activities on the environment. Chapter 4 - Lesson 2 pp.
environment (e.g., forest fires, flooding, pesticides). C92-C97
Isaac School District Page 6 of 7 July 21, 2009

7. 3rd Grade Science: Curriculum Map and Pacing Guide 2009/2010
Quarter 4
May
Performance Objective Student Outcomes Core Resource Assessment
[SC03-S6C1-06] Describe ways humans use Earth materials I can describe ways humans use Earth materials. Unit C-Earth's Land -
(e.g., fuel, building materials, growing food). Chapter 4 - Lesson 2 pp.
C92-C97
[SC03-S3C2-01] Identify ways that people use tools and I can name ways that people use tools and ways of doing things Unit C-Earth's Land -
techniques to solve problems. to solve problems. Chapter 4 - Lesson 3 pp.
C98-C105
[SC03-S3C2-02] Describe the development of different I can describe how different technologies have developed
technologies (e.g., communication, entertainment, because of resources, needs, and values.
transportation, medicine) in response to resources, needs, and
values.
Isaac School District Page 7 of 7 July 21, 2009