Science Fun Lab
3rd grade science
Units of Study
Unit 1 - Georgia Habitats (Georgia Museum of Natural History website)
Unit 2- Pollution and Conservation
Unit 3 - Rocks, Minerals and Soils
Unit 4- Fossils
Unit 5 Heat Energy
Units of Study
Unit 1 - Georgia Habitats (Georgia Museum of Natural History website)
Unit 2- Pollution and Conservation
Unit 3 - Rocks, Minerals and Soils
Unit 4- Fossils
Unit 5 Heat Energy
HEAT ENERGY
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Rocks, Minerals and SoiLs
Earth Science
S3E1.
Students will investigate the physical attributes of rocks and soils.
a. Explain the difference between a rock and a mineral.
b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness).
c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand).
d. Determine how water and wind can change rocks and soil over time using observation and research.
S3E2.
Students will investigate fossils as evidence of organisms that lived long ago.
a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago.
b. Describe how a fossil is formed.
S3E1.
Students will investigate the physical attributes of rocks and soils.
a. Explain the difference between a rock and a mineral.
b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness).
c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand).
d. Determine how water and wind can change rocks and soil over time using observation and research.
S3E2.
Students will investigate fossils as evidence of organisms that lived long ago.
a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago.
b. Describe how a fossil is formed.
Click the picture to view the Brainpop video
What else can I learn about Rocks? Click the rock for more resources.
Pollution Unit 2
S3L2: Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.
a. Ask questions to collect informqation and create records of sources and effects of pollution on the plants and animals.
b. Explore, research , and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.
a. Ask questions to collect informqation and create records of sources and effects of pollution on the plants and animals.
b. Explore, research , and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.
Georgia Habitats - Unit 1
Here are the Georgia life science standards that we will be covering:
Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.
a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in different regions of Georgia.
c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
d. Explain what will happen to an organism if the habitat is changed.
S3L2 Students will recognize the effects of pollution and humans on the environment.
a. Explain the effects of pollution (such as littering) to the habitats of plants and animals.
b. Identify ways to protect the environment.
This unit is closely related to the Georgia regions. Within these regions can be many different types of habitats. For example, where we live (The Coastal Plain) there are many different habitats: marsh/swamp, coast, and the Atlantic ocean.
Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.
a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in different regions of Georgia.
c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
d. Explain what will happen to an organism if the habitat is changed.
S3L2 Students will recognize the effects of pollution and humans on the environment.
a. Explain the effects of pollution (such as littering) to the habitats of plants and animals.
b. Identify ways to protect the environment.
- Conservation of resources
- Recycling of materials
This unit is closely related to the Georgia regions. Within these regions can be many different types of habitats. For example, where we live (The Coastal Plain) there are many different habitats: marsh/swamp, coast, and the Atlantic ocean.
Where We Live
In these regions, there are habitats: Piedmont, Marsh/Swamp, Mountains, Coast, and Atlantic Ocean. There are plants and animals that are unique to these habitats. For example, the gopher tortoise is unique to the coastal plain region of Georgia near the coast.
In these regions, there are habitats: Piedmont, Marsh/Swamp, Mountains, Coast, and Atlantic Ocean. There are plants and animals that are unique to these habitats. For example, the gopher tortoise is unique to the coastal plain region of Georgia near the coast.
For Additional descriptions of Georgia Habitats Click HERE
Georgia Habitats Video
https://youtu.be/nZ_PMFYQoEs
https://youtu.be/nZ_PMFYQoEs