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Introduction to animals Fourth Grade Science
Cycles of life and Biomes Fifth Grade Science
Properties of matter and Energy Fifth Grade Science
The Sky First Grade Science
Force, motion and energy Fourth Grade Science
Solids, liquids and gases Fifth Grade Science

Louisiana Standards for Third Grade Science

LA.ESS-E. Earth and Space Science: The students will develop an understanding of the properties of earth materials, the structure of the Earth system, the Earth's history, and the Earth's place in the universe.

ESS-E-A1. Properties of Earth Materials: understanding that earth materials are rocks, minerals, and soils. (1)

ESS-E-A3. Properties of Earth Materials: investigating, observing, and describing how water changes from one form to another and interacts with the atmosphere. (2, 4)

ESS-E-A4. Properties of Earth Materials: investigating, observing, measuring, and describing changes in daily weather patterns and phenomena. (2, 4)

ESS-E-A5. Properties of Earth Materials: observing and communicating that rocks are composed of various substances. (1)

ESS-E-A6. Properties of Earth Materials: observing and describing variations in soil. (1)

ESS-E-A7. Properties of Earth Materials: investigating fossils and describing how they provide evidence about plants and animals that lived long ago and the environment in which they lived. (1, 2, 4)

ESS-E-B1. Objects in the Sky: observing and describing the characteristics of objects in the sky. (1)

ESS-E-B2. Objects in the Sky: demonstrating how the relationship of the Earth, moon, and sun causes eclipses and moon phases. (2, 3, 4)

ESS-E-B3. Objects in the Sky: observing and recording the changing appearances and positions of the moon in the sky at night and determining the monthly pattern of lunar change. (1, 2, 3, 4)

ESS-E-B4. Objects in the Sky: modeling changes that occur because of the rotation of the Earth (alternation of night and day) and the revolution of the Earth around the sun. (1, 2, 3, 4)

GLE-E-45. Grade Level Expectation: Properties of Earth Materials: Recognize and describe that rock is composed of different combinations of minerals (ESS-E-A1) (ESS-E-A5)

GLE-E-46. Grade Level Expectation: Properties of Earth Materials: Describe earth processes that have affected selected physical features in students' neighborhoods (e.g., rusting, weathering, erosion) (ESS-E-A1)

GLE-E-47. Grade Level Expectation: Properties of Earth Materials: Describe the difference between weather and climate (ESS-E-A2)

GLE-E-48. Grade Level Expectation: Properties of Earth Materials: Identify examples of the processes of a water cycle (e.g., evaporation, condensation, precipitation, collection of runoff) (ESS-E-A3)

GLE-E-49. Grade Level Expectation: Properties of Earth Materials: Describe climate patterns from recorded weather conditions over a period of time (ESS-E-A4)

GLE-E-50. Grade Level Expectation: Properties of Earth Materials: Compare and group common rocks according to their characteristics (i.e., igneous, metamorphic, sedimentary) (ESS-E-A5)

GLE-E-51. Grade Level Expectation: Properties of Earth Materials: Identify and compare the components found in soil (ESS-E-A6) (ESS-E-A1)

GLE-E-52. Grade Level Expectation: Properties of Earth Materials: Identify characteristics of selected fossils and explain how fossil records are used to learn about the past (ESS-E-A7)

GLE-E-53. Grade Level Expectation: Objects in the Sky: Identify, in order, the planets of the solar system (ESS-E-B1)

GLE-E-54. Grade Level Expectation: Objects in the Sky: Describe the patterns of apparent change in the position of the Sun (ESS-E-B2)

GLE-E-55. Grade Level Expectation: Objects in the Sky: Explain the results of the rotation and revolution of Earth (e.g., day and night, year) (ESS-E-B4)

LA.LS-E. Life Science: The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.

GLE-E-35. Grade Level Expectation: Characteristics of Organisms: Compare structures (parts of the body) in a variety of animals (e.g., fish, mammals, reptiles, amphibians, birds, insects) (LS-E-A3)

GLE-E-36. Grade Level Expectation: Characteristics of Organisms: Compare structures (e.g., roots, leaves, stems, flowers, seeds) and their functions in a variety of plants (LS-E-A3)

GLE-E-37. Grade Level Expectation: Characteristics of Organisms: Describe how plant structures enable the plant to meet its basic needs (LS-E-A3)

GLE-E-38. Grade Level Expectation: Characteristics of Organisms: Classify groups of organisms based on common characteristics (LS-E-A4)

GLE-E-39. Grade Level Expectation: Characteristics of Organisms: Compare organisms from different groups (e.g., birds with mammals, terrestrial plants with aquatic plants) (LS-E-A4)

GLE-E-40. Grade Level Expectation: Characteristics of Organisms: Explain how the organs of the digestive system function (LS-E-A5)

GLE-E-41. Grade Level Expectation: Characteristics of Organisms: Describe how the components of the skeletal system function (LS-E-A5)

GLE-E-44. Grade Level Expectation: Life Cycles of Organisms: Graph, analyze, and interpret personal and class data (LS-E-B4)

LS-E-A1. Characteristics of Organisms: identifying the needs of plants and animals, based on age-appropriate recorded observations. (1, 2, 3, 4)

LS-E-A2. Characteristics of Organisms: distinguishing between living and nonliving things. (1, 2, 3, 4)

LS-E-A3. Characteristics of Organisms: locating and comparing major plant and animal structures and their functions. (1, 3)

LS-E-B1. Life Cycles of Organisms: observing and describing the life cycles of some plants and animals. (1, 3)

LS-E-B2. Life Cycles of Organisms: observing, comparing, and grouping plants and animals according to likenesses and/or differences. (1, 2, 4)

LS-E-C1. Organisms and Their Environments: examining the habitats of plants and animals and determining how basic needs are met within each habitat. (1, 2, 3, 4, 5)

LS-E-C2. Organisms and Their Environments: describing how the features of some plants and animals enable them to live in specific habitats. (1, 2, 3, 4, 5)

LS-E-C3. Organisms and Their Environments: observing animals and plants and describing interaction or interdependence. (1, 4)

LA.PS-E. Physical Science: Students will develop an understanding of the characteristics and interrelationships of matter and energy in the physical world.

GLE-E-19. Grade Level Expectation: Properties of Objects and Materials: Select the appropriate metric system and U.S. system tools for measuring length, width, temperature, volume, and mass (PS-E-A2)

GLE-E-20. Grade Level Expectation: Properties of Objects and Materials: Measure temperature by using Fahrenheit and Celsius thermometers and compare results (PS-E-A2)

GLE-E-21. Grade Level Expectation: Properties of Objects and Materials: Compare common objects and identify the original material from which they are made (e.g., paper, pencil, comb) (PS-E-A3)

GLE-E-22. Grade Level Expectation: Properties of Objects and Materials: Investigate and explain conditions under which matter changes physical states: heating, freezing, evaporating, condensing, boiling (PS-E-A4)

GLE-E-23. Grade Level Expectation: Position and Motion of Objects: Demonstrate how force is a push or a pull by using students' bodies, toy cars, or balls (PS-E-B2)

GLE-E-24. Grade Level Expectation: Position and Motion of Objects: Explain how the amount and direction of force exerted on an object (e.g., push, pull, friction, gravity) determine how much the object will move (PS-E-B2)

GLE-E-26. Grade Level Expectation: Position and Motion of Objects: Explain the effect of varying amounts of force on the motion of an object (PS-E-B4)

GLE-E-27. Grade Level Expectation: Forms of Energy: Use the words high/low to compare the pitch of sound and the words loud/soft to compare the volume (amplitude) of sound (PS-E-C1)

GLE-E-30. Grade Level Expectation: Forms of Energy: Demonstrate and explain the movement of electricity in closed and open circuits (PS-E-C4)

GLE-E-31. Grade Level Expectation: Forms of Energy: Compare and describe the common forms of energy and explain how they are used in everyday life (e.g., light, electricity, heat, mechanical) (PS-E-C6)

GLE-E-32. Grade Level Expectation: Forms of Energy: Give examples of how energy can be used to move or lift objects (PS-E-C6)

GLE-E-33. Grade Level Expectation: Forms of Energy: Identify simple machines and the tasks they make possible (PS-E-C6)

PS-E-A1. Properties of Objects and Materials: observing, describing, and classifying objects by properties (size, weight, shape, color, texture, and temperature). (4)

PS-E-A3. Properties of Objects and Materials: observing and describing the objects by the properties of the materials from which they are made (paper, wood, metal). (2, 4)

PS-E-A4. Properties of Objects and Materials: describing the properties of the different states of matter and identifying the conditions that cause matter to change states. (2, 3)

PS-E-A5. Properties of Objects and Materials: creating mixtures and separating them based on differences in properties (salt, sand). (2, 3)

PS-E-B2. Position and Motion of Objects: exploring and recognizing that the position and motion of objects can be changed by pushing or pulling (force) over time. (1, 2, 3)

PS-E-C1. Forms of Energy: experimenting and communicating how vibrations of objects produce sound and how changing the rate of vibration varies the pitch. (2)

PS-E-C2. Forms of Energy: investigating and describing how light travels and what happens when light strikes an object (reflection, refraction, and absorption). (2)

PS-E-C3. Forms of Energy: investigating and describing different ways heat can be produced and moved from one object to another by conduction. (2)

PS-E-C4. Forms of Energy: investigating and describing how electricity travels in a circuit. (2)

PS-E-C5. Forms of Energy: investigating and communicating that magnetism and gravity can exert forces on objects without touching the objects. (2)

PS-E-C6. Forms of Energy: exploring and describing simple energy transformations. (2)

LA.SE-E. Science and the Environment: In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.

GLE-E-58. Grade Level Expectation: Describe how humans have had negative and positive effects on organisms and their environments (SE-E-A3) (SE-E-A5)

GLE-E-60. Grade Level Expectation: Explain how renewable and nonrenewable resources can be replenished or depleted (SE-E-A4)

GLE-E-61. Grade Level Expectation: Explain how selected animals once classified as endangered have recovered (SE-E-A5)

GLE-E-62. Grade Level Expectation: Identify animals in Louisiana that have recovered and that are no longer considered endangered (SE-E-A5)

SE-E-A1. Understanding that an 'ecosystem' is made of living and non-living components. (1, 3, 4)

SE-E-A2. Understanding the components of a food chain. (1, 3, 4)

SE-E-A4. Understanding that the original sources of all material goods are natural resources and that the conserving and recycling of natural resources is a form of stewardship. (1, 2, 3, 4, 5)

LA.SI-E. Science as Inquiry: The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.

GLE-E-10. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Combine information, data, and knowledge from one or more of the science content areas to reach a conclusion or make a prediction (SI-E-A5)

GLE-E-12. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7)

GLE-E-15. Grade Level Expectation: Understanding Scientific Inquiry: Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-B3)

GLE-E-3. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2)

GLE-E-4. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Predict and anticipate possible outcomes (SI-E-A2)

GLE-E-5. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) (SI-E-A2)

GLE-E-6. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Use the five senses to describe observations (SI-E-A3)

GLE-E-7. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Measure and record length, temperature, mass, volume, and area in both metric system and U.S. system units (SI-E-A4)

GLE-E-8. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data (SI-E-A4)

GLE-E-9. Grade Level Expectation: The Abilities to Do Scientific Inquiry: Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4)

SI-E-A2 . The Abilities Necessary to do Scientific Inquiry: planning and/or designing and conducting a scientific investigation. (2, 3)

SI-E-A3 . The Abilities Necessary to do Scientific Inquiry: communicating that observations are made with one's senses. (1, 3)

SI-E-A4 . The Abilities Necessary to do Scientific Inquiry: employing equipment and tools to gather data and extend the sensory observations. (3)

SI-E-A5 . The Abilities Necessary to do Scientific Inquiry: using data, including numbers and graphs, to explain observations and experiments;

SI-E-A6 . The Abilities Necessary to do Scientific Inquiry: communicating observations and experiments in oral and written formats. (1, 3)

SI-E-A7 . The Abilities Necessary to do Scientific Inquiry: utilizing safety procedures during experiments. (3, 5)

SI-E-B2 . Understanding Scientific Inquiry: using appropriate experiments depending on the questions to be explored. (2, 4)

SI-E-B3 . Understanding Scientific Inquiry: choosing appropriate equipment and tools to conduct an experiment. (2, 3, 5)

SI-E-B4 . Understanding Scientific Inquiry: developing explanations by using observations and experiments. (1, 2, 3, 4)

SI-E-B6 . Understanding Scientific Inquiry: reviewing and asking questions about the results of investigations. (1, 3, 4)