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Record observations to describe findings using dictated words and phrases and pictures.
Access Point #: SC.3.N.1.Su.3
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • SC.3.N.1.3: Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
Access Point Information
Number:
SC.3.N.1.Su.3
Category:
Supported
Date Adopted or Revised:
02/08
Big Idea:
The Practice of Science : 

A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.

B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."

C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.

D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.

Access Point Courses
  • Science - Grade Three (#5020040):
  • Language Arts - Grade Three (#5010044): This course defines what students should understand and be able to do by the end of 3rd grade. The standards emphasize explicit, systematic phonics instruction as the foundation of literacy. Decoding and fluency are essential to creating proficient readers.  Knowledge acquisition should be the primary purpose of any reading approach as systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. 

    The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations. 

  • Access Science Grade 3 (#7720040):
  • Access Language Arts - Grade 3 (#7710014): Access Courses:

    Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

  • STEM Lab Grade 3 (#5020100): This course offers students an opportunity to deepen science, mathematics, engineering, and technology skills.  The primary content focus will be to expand knowledge of current grade level standards in mathematics and science by applying that content in a real world, hands-on situation involving engineering and technology.  For third grade, themes will focus on the investigation of number sense, measurement, geometry, life science, and physical science concepts.

    Students will participate in various hands-on STEM activities in this supplemental course to assist in the mastery of current grade level mathematics and science standards.

    Instructional Practices 
    Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:

    1. Ensuring wide reading from complex text that varies in length.
    2. Making close reading and rereading of texts central to lessons.
    3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
    4. Emphasizing students supporting answers based upon evidence from the text.
    5. Providing extensive research and writing opportunities (claims and evidence).

    Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)

    • Asking questions (for science) and defining problems (for engineering).
    • Developing and using models.
    • Planning and carrying out investigations.
    • Analyzing and interpreting data.
    • Using mathematics, information and computer technology, and computational thinking.
    • Constructing explanations (for science) and designing solutions (for engineering).
    • Engaging in argument from evidence.
    • Obtaining, evaluating, and communicating information.

    English Language Development (ELD) Standards Special Notes Section:

    Teachers are required to provide listening, speaking, reading and writing instruction that allows English Language Learners (ELL) to communicate information, ideas and concepts for academic success in science and math.  For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success.  The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills.  To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link:  {{AzureStorageLink}}/uploads/docs/standards/eld/sc.pdf.

Access Point Resources
Lesson Plans
  • Exploring Gravity:In this lesson, students engage in the engineering design process and explore gravity by designing and creating a parachute.

  • How the Seasons Affect Plants:In this long-term lesson, students will put observation spots in a designated area at the school to observe how it changes throughout the school year.

  • Overcoming Gravity:In this lesson, students learn about the pull of gravity and see how stretch from a Slinky (a spring scale) is a way to measure resistance to gravity.

Unit/Lesson Sequences
  • Major Plant Structures and Their Functions:In this series of lessons, students learn about the major plant structures and explore their functions.

  • Physical Properties & Physical Change in Solids | Curious Crystals | Inquiry in Action:In this investigation, students will carefully look at four known household crystals. After observing and describing the crystals, students will be given an unknown crystal, which is chemically the same as one of the four known crystals but looks different. When students realize that they cannot identify this crystal by its appearance alone, they will suggest other tests and ways to compare the crystals to eventually identify the unknown crystal. The other activities in this investigation are examples of tests students can conduct on the crystals. After a series of these tests, students will gather enough evidence to identify the unknown crystal.
  • States of Matter | Inquiry in Action:In the first activity of this unit, students consider how heating and cooling affect molecular motion. The subsequent activities extend this idea to explore the relationship between temperature and the state changes of water. After considering their own experiences with evaporation and condensation, students discover that adding heat to water increases the rate of evaporation and cooling water vapor increases the rate of condensation. Students then investigate what causes moisture to form on the outside of a cold cup. As an extension, students see that at even lower temperatures water vapor can condense on the outside of a container and then freeze to form ice.