SOL 3.8 and 3.9
Standards of Learning
"The third-grade standards place increasing emphasis on conducting investigations. Students are expected to be able to develop questions, formulate simple hypotheses, make predictions, gather data, and use the metric system with greater precision. Using information to make inferences and draw conclusions becomes more important. In the area of physical science, the standards focus on simple and compound machines, energy, and a basic understanding of matter. Behavioral and physical adaptations are examined in relation to the life needs of animals. The notion of living systems is further explored in aquatic and terrestrial food chains and diversity in ecosystems. Patterns in the natural world are demonstrated in terms of the phases of the moon, tides, seasonal changes, the water cycle, and animal and plant life cycles. Geological concepts are introduced through the investigation of the components of soil." (SOL Science Standards)**
**All text on this page is quoted directly from the Virginia SOL page. The links are at the bottom if you would like to access the entire documents..
**All text on this page is quoted directly from the Virginia SOL page. The links are at the bottom if you would like to access the entire documents..
SOL 3.8 The student will investigate and understand basic patterns and cycles occurring in nature.
Key concepts include:
a) patterns of natural events such as day and night, seasonal changes, simple phases of the moon, and tides;
b) animal life cycles; and
c) plant life cycles.
a) patterns of natural events such as day and night, seasonal changes, simple phases of the moon, and tides;
b) animal life cycles; and
c) plant life cycles.
Overview
This standard focuses on students understanding that many events on Earth happen in cycles or patterns. Examples of these patterns are day turning into night and night into day. Seasons cycle from fall to winter to spring to summer and back to fall. Light reflecting from the sun causes the moon to appear illuminated. The phases of the moon appear in sequence as the moon makes one revolution around Earth. Seasons are caused by the tilt of Earth as it revolves around the sun. The main cause of the tides is the gravitational attraction between Earth and the moon. Plants and animals also undergo life cycles from birth to death. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (3.1) in the context of the key concepts presented in this standard.
This standard focuses on students understanding that many events on Earth happen in cycles or patterns. Examples of these patterns are day turning into night and night into day. Seasons cycle from fall to winter to spring to summer and back to fall. Light reflecting from the sun causes the moon to appear illuminated. The phases of the moon appear in sequence as the moon makes one revolution around Earth. Seasons are caused by the tilt of Earth as it revolves around the sun. The main cause of the tides is the gravitational attraction between Earth and the moon. Plants and animals also undergo life cycles from birth to death. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (3.1) in the context of the key concepts presented in this standard.
Understanding the Standard
(Background Information for Instructor Use Only)
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Essential Knowledge, Skills, and Processes
In order to meet this standard, it is expected that students will
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SOL 3.9: The student will investigate and understand the water cycle
and its relationship to life on Earth.
Key concepts include:
a) there are many sources of water on Earth;
b) the energy from the sun drives the water cycle;
c) the water cycle involves several processes;
d) water is essential for living things; and
e) water on Earth is limited and needs to be conserved.
a) there are many sources of water on Earth;
b) the energy from the sun drives the water cycle;
c) the water cycle involves several processes;
d) water is essential for living things; and
e) water on Earth is limited and needs to be conserved.
Overview
This standard introduces students to the movement of water on Earth by evaporation, condensation, and precipitation, which is called the water cycle. All the water on Earth is part of the water cycle. Water is stored in ponds, lakes, streams, rivers, ground water, and oceans. Water is essential to maintain life on Earth and should be conserved as a natural resource. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (3.1) in the context of the key concepts presented in this standard.
This standard introduces students to the movement of water on Earth by evaporation, condensation, and precipitation, which is called the water cycle. All the water on Earth is part of the water cycle. Water is stored in ponds, lakes, streams, rivers, ground water, and oceans. Water is essential to maintain life on Earth and should be conserved as a natural resource. It is intended that students will actively develop and utilize scientific investigation, reasoning, and logic skills (3.1) in the context of the key concepts presented in this standard.
Understanding the Standard
(Background Information for Instructor Use Only)
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Essential Knowledge, Skills, and Processes
In order to meet this standard, it is expected that students will
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Sources:
SOL Standards: http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/k-6/stds_science3.pdf
3rd Grade Blueprint: http://www.doe.virginia.gov/testing/sol/blueprints/science_blueprints/2010/2010_blueprint_science_3.pdf
Curriculum Framework: http://www.doe.virginia.gov/testing/sol/standards_docs/science/cf_final_web_version/framewk_science3.pdf
SOL Standards: http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/k-6/stds_science3.pdf
3rd Grade Blueprint: http://www.doe.virginia.gov/testing/sol/blueprints/science_blueprints/2010/2010_blueprint_science_3.pdf
Curriculum Framework: http://www.doe.virginia.gov/testing/sol/standards_docs/science/cf_final_web_version/framewk_science3.pdf