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Benchmark #: SC.3.N.1.1

Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.

Information

General Information

Subject Area: Science
Grade: 3
Body of Knowledge: Nature of Science
Idea: Level 3: Strategic Thinking & Complex Reasoning
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.
Date Adopted or Revised: 02/08
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
Date of Last Rating: 05/08
Status: State Board Approved
Assessed: Yes
  • SC.3.N.1.In.1 Ask questions, explore, observe, and identify outcomes.
  • SC.3.N.1.Su.1 Ask literal questions, explore, observe, and share information.
  • SC.3.N.1.Pa.1 Explore, observe, and recognize common objects in the natural world.

Lesson Plans

  • Ultimate Building Miami Students will explore how climate change impacts Miami by examining issues such as sea level rise, intensified hurricanes, and extreme heat. Students will be given a scenario directing them to design a building in Miami that can withstand an issue exacerbated by climate change. They will then work together as a class to create the ultimate building in Miami, one that can withstand multiple impacts of climate change.
  • Drifting Science Students will explore global ocean surface currents by completing an investigation using real-world ocean drifter data. Students will analyze maps of ocean drifters to make observations about why they appear in some places more than others. Using the resources provided, they will then select a specific ocean drifter from an interactive map and predict where it may drift to, what currents it might be carried by, and where it might end up in a specific amount of time.
  • Physical Science Unit: Water Beach Vacation Lesson 5 Evaporation Experiment Students set up an experiment and gather data to investigate the evaporation of water. This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit ofSaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. .
  • Physical Science Unit: Properties Lesson 19 Sand Temperature Lab Investigation: Graphing Data for Evidence Students will create line graphs from the collected data on the temperature of shaded and non-shaded sand from the previous lesson. Students will use the data and graphs as evidence to make conclusions on if the shading had an impact on sand temperature. This lesson could also be taught using Math instructional time. This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx .
  • Physical Science Unit: Properties Lesson 18 Sand Temperature Lab Investigation: Data Collection Students will set up the lab investigation that they planned in the previous lesson and collect data on the temperature of shaded and non-shaded sand. This lesson could also be taught using Math instructional time.  This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx .
  • Physical Science Unit: Properties Lesson 17 Sea Turtle Expert Interview Students will use their listening and writing skills to watch a video to learn about sea turtles, preparing them for an investigation in subsequent lessons. This lesson could also be taught using ELA instructional time.  This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx .
  • Physical Science Unit: Properties Lesson 15 Observing Sea Turtles Students will use their listening and writing skills to watch a video to learn about sea turtles, preparing them for subsequent lessons in the unit. This lesson could also be taught using ELA instructional time.  This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx .
  • Response to the Cues This is a design challenge that requires students to cooperatively create a plant terrarium through the process of asking questions, imagining what the design would look like, planning the design, creating the design, testing the design, improving the design, and finally testing their redesign.
  • Rampin' It Up Students will use their knowledge of properties of materials and measurement of length to determine how the properties of different surfaces affect the distance traveled by a toy car.
  • Let's Go, H2O! This STEM challenge will engage 3rd grade students in thinking about the ways that a drought can affect a region or nation and how to find a solution to this problem. Students will construct a pipeline to transport water from point A to point B while overcoming gravity and will measure the volume of liquid before and after it travels through the pipeline. This STEM challenge combines architectural engineering with life science and mathematical measurement skills.
  • Mass and Volume, They Matter! In this lesson students will investigate what mass and volume are and how they are measured. Students will practice measuring the masses of solids and volumes of liquids. Students will have a chance to work cooperatively with their peers and apply their knowledge to a real-world problem.
  • Plant Cycles: Photosynthesis and Transpiration Students explore the effects of light and air on plants by placing some seeds in darkness and some in light. Students observe the conditions of the stems, leaves, and roots after one week. Students discuss an engineering connection to the plant kingdom.
  • A-maze-ing Plants This Engineering Design Challenge is intended to help students apply the concepts of flowering plants, plant structures, and plant responses to stimuli as they build mazes to demonstrate a plant"s response to light. It is not intended as an initial introduction to this benchmark.
  • 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.
  • Exploring Gravity In this lesson, students engage in the engineering design process and explore gravity by designing and creating a parachute.
  • Follow the Water Lesson 1: Filtration Station Water is essential for human health, but it can sometimes be contaminated. Water filtration can filter out contaminants and impurities making water much safer to consume. But what is the best way to filter water? Students will participate in a water filtration engineering challenge to try out different combinations of materials to find which works best. This lesson was developed by the Phillip and Patricia Frost Museum of Science with support from the Weo Foundation.
  • Follow the Water Lesson 2: Mission: Lunar Water The search is on to locate water on the Moon! Modeled after NASA’s PRIME-1 mission to drill for water ice on the moon, students will create a simulated lunar crust that they will take cores from to search for water ice below the surface. They will then create a map to show others where their discoveries lie. This lesson was developed by the Phillip and Patricia Frost Museum of Science with support from the Weo Foundation.

Model Eliciting Activity (MEA) STEM Lessons

  • Physical Science Unit: Properties Lesson 23 Model Eliciting Activity: Researching Sea Turtle Nesting Temperatures In this MEA, students will have the opportunity to apply their knowledge of investigating the natural world, sources of energy, measuring, keeping records, graphing, and communicating information. Students will develop a hypothesis, design an experiment, and support their reasoning to determine how to best study different methods for cooling sea turtle nesting areas. In the optional part 2, students will carry out the experiment that they designed in part 1 and collect data to determine if their hypotheses are supported.  This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx .
  • Physical Science Unit: Properties Lesson 20 Model Eliciting Activity: Animal Habitats In this MEA, students will have the opportunity to apply what they learned about physical properties to a realistic problem. Students will be asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. Students will need to describe the physical properties (color, shape, texture, hardness) of the features they selected for the habitat while explaining the rationale behind their design choices. In the optional twist, students will need to modify their design to accommodate a senior elephant or gorilla.  This is a lesson in the Grade 3 Physical Science Unit on Properties. This is a themed unit of SaM-1's adventures at the CPALMS Rehabilitation and Conservation Center.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx .

Original Student Tutorials

  • Lesson 23 Video: MEA Researching Sea Turtle Nesting Temperatures In this video Sam-1 introduces a Model Eliciting Activity (MEA) challenge. Students will take their prior experiences from the properties unit and apply their knowledge of investigating sea turtle nesting temperatures. Students will develop a hypothesis, design an experiment, and support their reasoning to determine how to best study different methods for cooling sea turtle nesting areas.
  • Lesson 20 Video MEA Animal Habitats Part 2 In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge. In the first video, students were asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. In this twist, students will need to modify their design to accommodate a senior elephant or gorilla.
  • Lesson 20 Video: MEA Animal Habitats In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides habitat information to help the students use the knowledge they gained throughout the unit. Students are asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. Students will need to describe the physical properties (color, shape, texture, hardness) of the features they selected for the habitat while explaining the rationale behind their design choices. In the optional twist, students will need to modify their design to accommodate a senior elephant or gorilla. The optional twist also has a SaM-1 video to introduce the twist challenge.
  • Lesson 17 Video: Sea Turtle Expert Interview In this SaM-1 video, students will use their listening and writing skills to watch a video to learn about the affects temperature has on sea turtles' nests, preparing them for an investigation in subsequent lessons within the unit.
  • Lesson 15 Video: Observing Sea Turtles In this SaM-1 video, students will use their listening and writing skills to learn about sea turtles, preparing them for subsequent lessons in the unit.

Teaching Idea

  • Teaching The Scientific Method Through Thumb Wars Students practice the six steps of the scientific method by conducting a thumb-war experiment. They form a hypothesis, run multiple trials, record data, and draw conclusions about their predictions. The activity makes scientific inquiry hands-on and relatable while reinforcing observation, experimentation, and analysis skills.

Unit/Lesson Sequences

  • Light Energy In this unit, students first explore the different forms of energy using their senses. In the next two lessons, emphasis is placed on light energy and how light interacts with other objects.
  • 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.

Worksheet

  • Yes-No-Because Framework This resource provides students with a framework to take and support their position on an open-ended or yes/no question. Its simplicity is especially useful for students with little to no experience forming an academic or scientific argument.
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