Grade 3
I.	Inquiry								Project WILD	Aquatic Project WILD
Process skills and inquiries are not an isolated unit of instruction and should be embedded throughout the content areas.  Safety issues should be addressed as developmentally appropriate.
	A.	Process Skills
		1	Observe
			a.	Use the senses to gather information about objects or events such as size, shape, color, texture, sound, position, and change (qualitative observations).					80-Environmental Barometer	A-22 Puddle Wonders
									16-Grasshopper Gravity	A-104 Net Gain, Net Effect
										A-142 Deadly Skies
		2	Classify
			a.	Compare, sort, and group concrete objects according to two attributes.					80-Environmental Barometer	A-146 Deadly Waters
			b.	Arrange objects in sequential order.
		3	Measure
			a.	Use standard (U.S. Customary and Metric) to estimate and measure mass, length, area, perimeter, volume, and temperature to the nearest whole unit (quantitative observations).
		4	Communicate							A-104 Net Gain, Net Effect
			a.	Use drawings, tables, graphs, written and oral language to describe objects and explain ideas and actions.					322-Can Do!	A-126 Aquatic Times
									80-Environmental Barometer	A-26 Whale Of A Tail
										A-146 Deadly Waters
										A-88 Fashion A Fish
		5	Infer							A-176 Something's Fishy Here!
										A-142
			a.	Explain or interpret an observation based on data and prior knowledge.					322-Can Do!	A-142 Deadly Skies
										A-54 Wetland Metaphors
		6	Predict
			a.	Use prior knowledge and observations to identify and explain in advance what will happen.					322-Can Do!	A-104 Net Gain, Net Effect
	B.	Inquiry
		1	Plan and conduct a simple investigation
			a.	Ask a question about objects, organisms, and events in the environment.					16-Grasshopper Gravity
									322-Can Do!	A-142 Deadly Skies
									116 Seeing Is Believing Or The Eyes…!
			b.	Plan and conduct a simple investigation — a fair test.					16-Grasshopper Gravity
									322-Can Do!	A-142 Deadly Skies
									116 Seeing Is Believing Or The Eyes…!
			c.	Use simple equipment and tools to gather data and extend the senses.					16-Grasshopper Gravity
									322-Can Do!	A-142 Deadly Skies
									116 Seeing Is Believing Or The Eyes…!
			d.	Use data to construct a reasonable explanation.					16-Grasshopper Gravity
									322-Can Do!	A-142 Deadly Skies
									116 Seeing Is Believing Or The Eyes…!
			e.	Communicate investigations and explanations.					16-Grasshopper Gravity
									322-Can Do!	A-142 Deadly Skies
									116 Seeing Is Believing Or The Eyes…!
II.	Life Science
	Unit of Study: Habitats and Adaptations
	A.	Characteristics of Organisms
		1	Organisms can survive only in habitats in which their needs can be met.
			a.	Compare and contrast the basic needs of plants and animals.					36- Habitracks
			b.	Select and describe an appropriate habitat for a plant or animal.					120-Polar Bears In Phoenix?
									36-Habitracks	A-88 Fashion A Fish
									134-How Many Bears…?
		2	Each plant or animal has different structures that serve different functions in growth, survival, and reproduction.
			a.	Investigate and predict how structural adaptations, such as methods of movement, defense, rearing young, camouflage, and mimicry function  to allow animals to respond to life needs.					12-Color Crazy	A-76 Hooks And Ladders
									118-Surprise Terrarium	A-88 Fashion A Fish
									112-The Thicket Game
			b.	Recognize bones, joints, and muscles in the arms and legs of the human body as structural adaptations responsible for movement.
			c.	Investigate and predict how physical adaptations, such as seed dispersal, scent, color of flower, and tropism (light and gravity) function to allow plants to respond to life needs.
	B.	Life Cycles of Organisms
		1	Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual's interactions with the environment.
			a.	Compare and describe growth of living things based on observations and measurements over time including stages of development and life.
			b.	Record and describe the growth and development of a specific plant or animal over time.
									108-Forest In A Jar	A-142 Deadly Skies
	C.	Organisms and Their Environments
		1	All animals depend on plants.
			a.	Investigate and predict ways living things will interact with each other and the environment.						A-142 Deadly Skies
			b.	Interpret the interdependency of plants and animals within a food chain by defining the following, producer, consumer, decomposer, herbivore, carnivore, omnivore, predator and prey.
									144-Owl Pellets	A-58 Marsh Munchers
		2	When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.
			a.	Describe how habitats and organisms change over time due to many influences (effects of natural forces, wind, rain, water, air, sunlight, and temperature).
			b.	Research and describe how habitats are managed and species are monitored in South Carolina. (P)
			c.	Investigate and describe behavioral adaptations, such as hibernation, migration, and dormancy that allow living things to respond to seasonal conditions.
			d.	Investigate and describe that aquatic and terrestrial habitats support a diversity of plants and animals that share limited resources.
			e.	Investigate, communicate, and debate that natural events, natural resources and human influences can affect the survival/extinction of a species. (P)					290-Ethi-Thinking
									322-Can Do!
			f.	Determine how humans impact natural resources (renewable and nonrenewable). (P)					322-Can Do!
									290 Ethi-Thinking	A-104 Net Gain, Net Effect
									292-Playing Lightly On The Earth
III.	Earth Science
	Unit of Study: Earth Materials
	A.	Properties of Earth Materials
		1	The varied earth materials have different physical properties and uses.
			a.	Describe earth materials (rocks, minerals, water, soil, and fossils) by their physical properties.
			b.	State similarities and differences among earth materials.
			c.	Classify similar earth materials (e.g., types of rocks/soils) according to their physical properties.
			d.	Recognize that rock, clay, silt, sand, and humus are components of soils.
			e.	Describe and show that soils are layered (topsoil, subsoil and bedrock).
			f.	Identify that soil provides support and nutrients for plant growth.
			g.	Observe and describe the unique physical characteristics of a variety of rock types.
			h.	Give examples of how humans obtain and use earth materials as resources.  (P, T)
			I.	Explain how fossils provide evidence about prehistoric life and environments.
			j.	Explore careers in earth science.  (N)
		2	The sun provides the heat necessary to maintain the temperature of the Earth.
			a.	Compare the effects of heat from the sun on various earth
				materials (rocks, soils, and water).
	B.	Changes in the Earth
		1	The surface of the Earth changes.
			a.	Describe surface features of the Earth (mountains, hills, valleys, plateaus, plains, oceans, lakes and rivers).
			b.	Construct and interpret models that illustrate features of the Earth.
			c.	Compare some changes in the Earth’s surface that are due to slow processes, such as erosion and weathering, with some changes that are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.
			d.	Infer how human behavior, such as farming, mining, and construction, changes the Earth’s surface.  (P, N)
			e.	Predict and explain the consequences of natural events, such as fire, flood, drought, erosion, earthquake, and volcanic eruption.  (P)
			f.	Explore how technologies are used to help predict some natural events. (T)
IV.	Physical Science
	Units of Study: Heat and Changes of Matter
		Machines and Motion
	A.	Property of Objects and Materials
		1	Some common materials, such as water, can be changed from one state to another by heating or cooling.
			a.	Recognize and explore how matter can be changed in form (solid, liquid, and gas) through processes such as condensation, evaporation, melting, boiling, freezing, and sublimation (solid to gas, such as dry ice) and apply these processes to real world examples.
			b.	Measure, record, and graph the temperature (Celsius and Fahrenheit) of matter as it is heated and cooled.
			c.	Investigate the unique properties of water (expansion and contraction) as it is heated and cooled.
			d.	Compare the unique properties of water with other substances as they are heated and cooled.
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