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Plants with and without seeds Fifth Grade Science
Vertebrates - Animals with Backbones Fourth Grade Science
The 6-Kingdoms of life Fifth Grade Science
Ecosystems and changes in ecosystems Fourth Grade Science
Science in our world - 4th gr. Fourth Grade Science
Energy and ecosystems Fifth Grade Science

Rhode Island Standards for Third Grade Science

RI.ESS1. Earth and Space Science: The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.

ESS 1 (K-4) NOS-3. Explain how the use of scientific tools helps to extend senses and gather data about weather. (i.e., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches).

ESS1 (3-4)-3. Students demonstrate an understanding of how the use of scientific tools helps to extend senses and gather data by...
3a. Explaining how the use of scientific tools helps to extend senses and gather data about weather (i.e., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches).
3b. Selecting appropriate tools for a given task and describing the information they will provide.

ESS1 (K-4) INQ-1. Given certain earth materials (soils, rocks or minerals) use physical properties to sort, classify, and describe them.

ESS1 (3-4)-1. Students demonstrate an understanding of earth materials by...
1a. Describing, comparing, and sorting rocks, soils, and minerals by similar or different physical properties (e.g., size, shape, color, texture, smell, weight, temperature, hardness, composition).
1c. Citing evidence (e.g., prior knowledge, data) to support why rocks, soils, or minerals are classified/not classified together.
1d. Identifying the four basic materials of the earth (water, soil, rocks, air).

ESS1 (K-4) INQ+SAE-4. Explain how wind, water, or ice shape and reshape the earth.

ESS1 (3-4)-4. Students demonstrate an understanding of processes and change over time within earth systems by...
4a. Investigating local landforms and how wind, water, or ice have shaped and reshaped them (e.g. severe weather).
4c. Identifying sudden and gradual changes that affect the Earth (e.g. sudden change = flood; gradual change = erosion caused by oceans).

ESS1 (K-4) POC-5. Based on data collected from daily weather observations, describe weather changes or weather patterns.

ESS1 (3-4)-5. Students demonstrate an understanding of processes and change over time within earth systems by...
5a. Observing, recording, comparing, and analyzing weather data to describe weather changes or weather patterns.
5b. Describing water as it changes into vapor in the air and reappears as a liquid when it's cooled.
5c. Explaining how this cycle of water relates to weather and the formation of clouds.

RI.ESS2. Earth and Space Science: The earth is part of a solar system, made up of distinct parts that have temporal and spatial interrelationships.

ESS2 (K-4)-7. No further targets for EK ESS2 at the K-4 Grade Span

ESS2 (3-4)-7. Students demonstrate an understanding of temporal or positional relationships between or among the Earth, sun, and moon by...
7a. Observing that the sun, moon, and stars appear to move slowly across the sky.
7b. Observing that the moon looks slightly different from day to day, but looks the same again in about 4 weeks.
7c. Recognizing that the rotation of the Earth on its axis every 24 hours produces the day/night cycle.

ESS2 (K-4)-8. No further targets for EK ESS2 at the K-4 Grade Span

ESS2 (3-4)-8. Students demonstrate an understanding of characteristics of the solar system by...
8a. Recognizing that: the sun is the center of our solar system; the Earth is one of several planets that orbits the sun; and the moon orbits the Earth.
8b. Recognizing that it takes approximately 365 days for the Earth to orbit the sun.

RI.ESS3. Earth and Space Science: The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time

ESS3 (K-4)-9. No further targets for EK ESS3 at the K-4 Grade Span. The GSEs listed below are assessed at the local level only.

ESS3 (3-4)-9. Students demonstrate understanding of processes and change over time within the system of the universe (Scale, Distances, Star Formation, Theories, Instrumentation) by...
9a. Recognizing that throughout history people have identified patterns of stars that we call constellations.

RI.LS1. Life Science: All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species).

LS1 (K-4) FAF-4. Identify and explain how the physical structures of an organism (plants or animals) allow it to survive in its habitat/environment (e.g., roots for water; nose to smell fire).

LS1 (3-4)-4. Students demonstrate understanding of structure and function-survival requirements by...
4a. Identifying and explaining how the physical structure/characteristic of an organism allows it to survive and defend itself (e.g. of a characteristic-the coloring of a fiddler crab allows it to camouflage itself in the sand and grasses of its environment so that it will be protected from predators).
4b. Analyzing the structures needed for survival of populations of plants and animals in a particular habitat/environment (e.g. populations of desert plants and animals require structures that enable them to obtain/conserve/ retain water).

LS1 (K-4) POC-3. Predict, sequence or compare the life stages of organisms-plants and animals (e.g., put images of life stages of an organism in order, predict the next stage in sequence, compare two organisms).

LS1 (3-4)-3. Students demonstrate an understanding of reproduction by...
3a. Observing changes and recording data to scientifically draw and label the stages in the life cycle of a familiar plant and animal.
3b. Sequencing the life cycle of a plant or animal when given a set of data/pictures.
3c. Comparing the life cycles of 2 plants or 2 animals when given a set of data/pictures.

LS1 (K-4) SAE-2. Identify the basic needs of plants and animals in order to stay alive. (i.e., water, air, food, space).

LS1 (3-4)-2. Students demonstrate understanding of structure and function-survival requirements by...
2a. Observing that plants need water, air, food, light and space to grow and reproduce; observing that animals need water, air, food, and shelter/space to grow and reproduce.

LS1 (K-4)-INQ+POC-1. Sort/classify different living things using similar and different characteristics. Describe why organisms belong to each group or cite evidence about how they are alike or not alike.

LS1 (3-4)-1. Students demonstrate an understanding of classification of organisms by...
1a. Citing evidence to distinguish between living and non-living things.
1c. Recording and analyzing observations/data about external features (e.g., within a grouping, which characteristics are the same and which are different).
1d. Citing evidence (e.g., prior knowledge, data) to draw conclusions explaining why organisms are grouped/not grouped together (e.g. mammal, bird, and fish).

RI.LS2. Life Science: Matter cycles and energy flows through an ecosystem.

LS2 (K-4) SAE-6. Describe ways plants and animals depend on each other (e.g., shelter, nesting, food).

LS2 (3-4)-6. Students demonstrate an understanding of food webs in an ecosystem by...
6a. Demonstrating in a food web that all animals' food begins with the sun.
6b. Using information about organisms to design a habitat and explain how the habitat provides for the needs of the organisms that live there
6c. Explaining the way that plants and animals in that habitat depend on each other.

RI.LS3. Life Science: Groups of organisms show evidence of change over time (structures, behaviors, and biochemistry).

LS3 (K-4) SAE-7. Using information (data or scenario), explain how changes in the environment can cause organisms to respond (e.g., survive there and reproduce, move away, die).

LS3 (3-4)-7. Students demonstrate an understanding of equilibrium in an ecosystem by...
7a. Explaining what plants or animals might do if their environment changes (e.g., changing food supply or habitat due to fire, human impact, sudden weather-related changes).
7b. Explaining how the balance of the ecosystem can be disturbed (e.g., how does overpopulation of a species affect the rest of the ecosystem).

RI.PS1. Physical Science: All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size or amount of substance).

PS1 (K-4) INQ-1. Collect and organize data about physical properties in order to classify objects or draw conclusions about objects and their characteristic properties (e.g., temperature, color, size, shape, weight, texture, flexibility).

PS1 (3-4)-1. Students demonstrate an understanding of characteristic properties of matter by...
1a. Identifying, comparing, and sorting objects by similar or different physical properties (e.g., size, shape, color, texture, smell, weight, temperature, flexibility).
1c. Observing and describing physical changes (e.g. freezing, thawing, torn piece of paper).

PS1 (K-4) POC-2. Make a prediction about what might happen to the state of common materials when heated or cooled or categorize materials as solid, liquid, or gas.

PS1 (3-4)-2. Students demonstrate an understanding of states of matter by...
2a. Describing properties of solids, liquids, and gases.
2b. Identifying and comparing solids, liquids, and gases.
2c. Making logical predictions about the changes in the state of matter when adding or taking away heat (e.g., ice melting, water boiling or freezing, condensation/evaporation).

RI.PS2. Physical Science: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed.

PS2 (K-4) SAE-4. Given a specific example or illustration (e.g., simple closed circuit, rubbing hands together), predict the observable effects of energy (i.e., light bulb lights, a bell rings, hands warm up (e.g., a test item might ask, 'what will happen when...?').

PS2 (3-4)-4. Students demonstrate an understanding of energy by...
4a. Experimenting to identify and classify different pitches and volumes of sounds produced by different objects.
4b. Using data to explain what causes sound to have different pitch or volume
4d. Drawing, diagramming, building, and explaining a complete electrical circuit.

PS2 (K-4) SAE-5. Use observations of light in relation to other objects/substances to describe the properties of light (can be reflected, refracted, or absorbed).

PS2 (3-4)-5. Students demonstrate an understanding of energy by...
5a. Investigating observable effects of light using a variety of light sources (e.g., light travels in a straight line until it interacts with an object, blocked light rays produce shadows).
5b. Predicting, describing, and investigating how light rays are reflected, refracted, or absorbed.

RI.PS3. Physical Science: The motion of an object is affected by forces.

PS3 (K-4) INQ+ SAE-8. Use observations of magnets in relation to other objects to describe the properties of magnetism (i.e., attract or repel certain objects or has no effect)

PS3 (3-4)-8. Students demonstrate an understanding of (magnetic) force by...
8a. Using prior knowledge and investigating to predict whether or not an object will be attracted to a magnet.
8c. Exploring relative strength of magnets (e.g., size of magnets, number of magnets, properties of materials).

PS3 (K-4)-INQ+SAE-7. Use data to predict how a change in force (greater/less) might affect the position, direction of motion, or speed of an object (e.g., ramps and balls).

PS3 (3-4)-7. Students demonstrate an understanding of motion by...
7a. Predicting the direction and describing the motion of objects (of different weights, shapes, sizes, etc.) if a force is applied to it.
7c. Investigating and describing that different amounts of force can change direction/speed of an object in motion.
7d. Conducting experiments to demonstrate that different objects fall to earth unless something is holding them up.