| Big Ideas |
Thermal energy can be produced and transferred. |
Science 3 |
No CCG |
| Keyword: Thermal energy can be produced and transferred |
Elaboration: Sample questions to support inquiry with students:What can be a source of thermal energy?How is thermal energy transferred between objects? |
|
| Big Ideas |
All matter is made of particles. |
Science 3 |
No CCG |
| Keyword: All matter is made of particles |
Elaboration: Sample questions to support inquiry with students:Why is matter known as the material of the universe?How are matter and energy related? |
|
| Big Ideas |
Living things are diverse, can be grouped, and interact in their ecosystems. |
Science 3 |
No CCG |
| Keyword: Living things are diverse, can be grouped, and interact in their ecosystems |
Elaboration: Sample questions to support inquiry with students:What is biodiversity?Why is biodiversity important in an ecosystem?Interconnectedness means that all things are related to and interact with each other in the environment. How does local First Peoples knowledge of living things demonstrate interconnectedness? |
|
| Content |
observable changes in the local environment caused by erosion and deposition by wind, water, and ice |
Science 3 |
No CCG |
|
| Content |
local First Peoples knowledge of local landforms |
Science 3 |
No CCG |
|
| Content |
major local landforms |
Science 3 |
No CCG |
| Keyword: landforms |
Elaboration: mountains, hills, plateaus, valleys, riverbeds, deltas, glaciers, etc.; oral narrative about landforms |
|
| Content |
transfer of thermal energy |
Science 3 |
No CCG |
| Keyword: transfer of thermal energy |
Elaboration: conduction (touching — e.g., hold an ice cube)convection (current — why do we hang mittens over a heat source?)radiation (through space by a wave — e.g., heat from the sun) |
|
| Content |
sources of thermal energy |
Science 3 |
No CCG |
| Keyword: sources |
Elaboration: thermal energy can be produced by chemical reactions (e.g., hand warmers), friction between moving objects, the sun, etc. |
| Keyword: thermal energy |
Elaboration: the energy that comes from the movement of particles within matter |
|
| Content |
atoms are building blocks of matter |
Science 3 |
No CCG |
|
| Content |
matter is anything that has mass and takes up space |
Science 3 |
No CCG |
|
| Content |
energy is needed for life |
Science 3 |
No CCG |
| Keyword: energy is needed for life |
Elaboration: producers (plants), consumers (animals), and decomposers (bacteria and fungi) respond to their environment in energy pyramids (flow of energy in the community from the sun)food chains: the flow of food energy from one organism to another (e.g., grass to rabbit to lynx)food webs: interconnecting food chains (e.g., a rabbit may be eaten by a lynx or a wolf) |
|
| Content |
the knowledge of local First Peoples of ecosystems |
Science 3 |
No CCG |
| Keyword: the knowledge of local First Peoples |
Elaboration: the interconnection between living and non-living things in the local environment; our shared responsibility to care for the local environment (i.e., stewardship); information shared from the local First Peoples community and Elders |
| Keyword: ecosystems |
Elaboration: population: all the members of the same type of living thing (species) in an areacommunities: different populations in an area living together |
|
| Content |
biodiversity in the local environment |
Science 3 |
No CCG |
| Keyword: biodiversity |
Elaboration: biodiversity: the variety of different types of living things in an ecosystemcharacteristics of local plants, animals and fungi |
|
| Curricular Competency |
Express and reflect on personal or shared experiences of place |
Science 3 |
Communicating |
| Keyword: place |
Elaboration: Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives of the world.Key questions about place:How does what you know about place affect your observations, questions, and predictions?How does understanding place help you analyze information and recognize connections and relationships in your local environment?How does place connect with stewardship?How can you be a steward in your local environment? |
|
| Curricular Competency |
Represent and communicate ideas and findings in a variety of ways, such as diagrams and simple reports, using digital technologies as appropriate |
Science 3 |
Communicating |
|