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Scientific Processes
(Texas Essential Knowledge and Skills)
Internet Resources
(1) The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices.
(A) demonstrate safe practices during field and laboratory investigations
(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials
Characteristics of Materials - test a variety of materials to determine their properties and then go to a workshop to decide how each could best be used
(2) The student uses scientific inquiry methods during field and laboratory investigations.
(A) plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology
Test Your Hypothesis - Read Jenna's Diary in this exceprt from the science fair toolkit to see an example of designing an experiment with a testable hypothesis.
Pie Chart – Explore percentages and fractions using pie charts
Spinners - select record results before starting and see a column graph created as you spin
(3) The student knows that information, critical thinking, and scientific problem solving are used in making decisions.
(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information
Energy Fair: Scientific Method - A guide to teaching students the scientific method using the experimental design model with an emphasis on energy science fair projects
(B) draw inferences based on information related to promotional materials for products and services
(C) represent the natural world using models and identify their limitations
(D) evaluate the impact of research on scientific thought, society, and the environment
(E) connect Grade 3 science concepts with the history of science and contributions of scientists
(4) The student knows how to use a variety of tools and methods to conduct science inquiry.
(A) collect and analyze information using tools including calculators, microscopes, cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses, meter sticks, rulers, balances, magnets, and compasses
Centimeters - To Nearest Whole Number (from FunBrain)
Magnet quiz in the form of a Who Wants to be a Millionaire game
(B) demonstrate that repeated investigations may increase the reliability of results
Chances - a dice game that allows you to see how increasing or decreasing the number of dice rolls effects an outcome
Coin Flipping Page - repeat an experiment with larger number of coin flips to test this skill
Heads I Win - (3-5) [this link opens on a new page] Students predict the likelihood of tossing heads or tails and graphs the results of coin tosses. (Author - Michaél Dunnivant)
Lions and Tigers - [this link opens on a new page] Students predict the likelihood of a simple event (rolling a die) as a fraction. (Author - Michaél Dunnivant)
Pin The Tail - [this link opens on a new page] Students use probability to predict and conduct experiments to test predictions. (Author - Michaél Dunnivant)
Why Can't I Win? - [this link opens on a new page] Students use a spinner to predict the likelihood of simple events occurring. (Author - Sandi King)
What Are My Chances - [this link opens on a new page] Students explore probability and ratios. (Author - Sandi King)
Forces in Action - complete the activity and then take the test.
(B) identify that the surface of the Earth can be changed by forces such as earthquakes and glaciers
(7) The student knows that matter has physical properties.
(A) gather information including temperature, magnetism, hardness, and mass using appropriate tools to identify physical properties of matter
Magnets and Springs - experiment with a variety of materials to determine which are magnetic, then take a quiz
(B) identify matter as liquids, solids, and gases
Gases Around Us - an interactive site from BBC that allows students to investigate factors that affect a gas. A quiz is also available.
Matter in the Science Lab - Select Matter in the list of labs. The illustration names the physical state of objects. Next, click on Water Changes State near the top of the matter window. Hold down the blue button to lower the temperature of water to freezing, then hold down the red button till water boils. Click on the book in the bottom left corner to read about matter.
Solids, Liquids & Gases - Cartoon animations are used to introduce each topic and may be used to revise previous topics before progressing to a new aspect of the subject. Practical activities to support pupil learning are presented as downloadable worksheets, with notes for teachers or as ideas for experiments and investigations.
States of Matter - from Chem4Kids - links on the left relate to each of the physical states
(8) The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live.
(A) observe and describe the habitats of organisms within an ecosystem
Biomes of the World - The Earth has many different environments, varying in temperature, moisture, light, and many other factors. Each of these habitats has distinct life forms living in it.
Habitats/Biomes - The Earth has many different environments, varying in temperature, moisture, light, and many other factors. Each of these habitats has distinct life forms living in it. (from Enchanted Learning)
Food Chains - a slide show with places to stop and ask for responses from your students
Food Chain - National Geographic for Kids has a featured Quick Flick from Brain Pop on the subject.
Food Chains and Webs - Basic information regarding food webs is presented here. After learning about food webs, select the link named "create a possible food web" at the bottom of the page. Click and drag to create your own food web.
Habitats - investigate food chains with this interactive site from the BBC
(C) describe environmental changes in which some organisms would thrive, become ill, or perish
(D) describe how living organisms modify their physical environment to meet their needs such as beavers building a dam or humans building a home
(9) The student knows that species have different adaptations that help them survive and reproduce in their environment.
(A) observe and identify characteristics among species that allow each to survive and reproduce
(B) analyze how adaptive characteristics help individuals within a species to survive and reproduce
(10) The student knows that many likenesses between offspring and parents are inherited from the parents.
(A) identify some inherited traits of plants
Mixed Up Cells - [this link opens on a new page] identify and explain the differences and similarities between plant and animal organelles (Author - Julie Thompson)
(B) identify some inherited traits of animals
(11) The student knows that the natural world includes earth materials and objects in the sky.
(A) identify and describe the importance of earth materials including rocks, soil, water, and gases of the atmosphere in the local area and classify them as renewable, nonrenewable, or inexhaustible resources
Ask the Answer Worm! - It’s a dirty job but someone has to do it - S.K.Worm, the official annelid, or worm, of the U.S. Department of Agriculture's Natural Resources Conservation Service answers students questions about soil.
Classify Resources - Click on Resource ID in the yellow Activities box to take a quiz.
Renewable Energy vs. Fossil Fuels - Suggestion: create a Pro and Con list for each energy source. That will give you a a way to compare the various energy resources.
Renewable Energy Web Links - from the Texas Solar Energy Society (whose slogan is, “The Solution Comes Up Every Morning!”).
Raw Materials Line-up - Can you pick out which items come from which raw materials? Look at the line-ups on the following screens and click on the suspect that fits the raw material description.
Rock Cycle - includes link to each of the three types of rocks
Sources of Energy - energy facts abour renewable and non-renewable energy sources
(B) identify and record properties of soils such as color and texture, capacity to retain water, and ability to support the growth of plants
Rocks and Soils - test a variety of rocks to determine their properties and then take a quiz
(C) identify the planets in our solar system and their position in relation to the Sun
An animation of a comet's passage through the solar system - Compared to the planets, most comets have highly elliptical orbits and widely varying orbital speeds. Comet Halley's next passage through the inner solar system will occur in the year 2061.
Learning Planet Sizes - use the concepts of greater than, less than, and equals to classify student height, object size, and planet size (lesson plan consisting of six activities)
Order it up - Measures of size and scale help us understand the magnitude of objects. Play with scales while trying to arrange planets by magnitude of mass, size, temperature, density, distance, gravity or magnetic field. Correctly order the planets and you unscramble a mystery picture! To play, click on the blue link; Play Order it Up: Solar System Edition
Order of Planets - Put the planets of the solar system in order from nearest to the sun to the farthest from the sun (a matching quiz from Quia)
Order of the Planets - in this Quia quiz you must number the planets in order from the sun.
Solar System Shuffle - At the bottom of this web page you will find a shuffled solar system deck of cards laid out for you. You will also find a description of each object in the deck. Your job is to match the card with the correct description.
Space Sense - How much do you know about planets, galaxies and the universe? Play Space Sense and test your knowledge of space trivia. To play, click on the blue link; Space Sense for Kids: Easy, Medium or Hard
a site for teachers | 
a PowerPoint show | 
Adobe Acrobat document | 
a Word document
sound | 
video format | 
interactive lesson | 
a quiz | 
to print
