3rd Grade Life Science
[Constructing and Reflecting] [Life Science] [Physical Science] [Earth Science] [Health]
What do you want students to:
know, do, be like?
How will you know if benchmarks have been achieved?
What possible instructional resources
could be used?
I (introduce), P (practice), M (master)
The following benchmarks can be found in UNIT A: Life Cycles Labs & Activities


Print Material:

Field Trips:

IRC Activities: Check calendar frequently for new events.

  • ASK Program - Bats
  • ASK Program - Polar Bears

Units of Practice:
Each UOP, located on the Utica Learning Interchange (ULI), is developed by one of your colleagues, an experienced teacher, and exemplifies an approach to integrating technology into the teaching and learning process. Search the UOPs by Subject and Level or by Keyword.

  • Ecosystems "Lean On Me"

Web Links

III.2.E.1 Explain characteristics and functions of observable body parts in a variety of animals. M III.2.E.1 What are the differences? Students create cards to sort and classify
III.2.E.3 Describe life cycles of familiar organisms. M only time covered! III.2.E.2 Students pick animal to do life cycle presentation.
III.2.E.4 Compare and contrast food, energy, and environmental needs of selected organisms. M III.2.E.4 Students are given pictures of plants and animals then list requirements needed to survive. (Also may be used for III.4.E.2 .)
III.2.E.5 Explain functions of selected seed plant parts. III.2.E.5 Benchmark deleted from 3rd grade.
III.3.E.1 Give evidence that characteristics are passed from parents to young. M III.3.E.1 Students will each select a plant or animal (encourage no repeats!). Each child then will obtain two pictures of that plant or animal, one as an immature organism and one as a mature organism....MI CLiMB
The following benchmarks can be found in UNIT E: Roles of Living Things
III.4.E.2 Explain how physical and behavioral characteristics of animals help them to survive in their environments. M III.4.E.2 enchantedlearning.com. Students pick animal and then write about characteristics that help it survive. or

III.4.E.2 Each student will invent an animal and design an environment (2D or 3D) that will support the invented animal. MICLiMB

III.5.E.1 Identify familiar organisms as part of a food chain or food web and describe their feeding relationships within the web. (2-step, consumer, producer) I III.5.E.1 Students create food chain using Kidspiration.
III.5.E.2 Describe the basic requirements for all living things to maintain their existence. (Living/non-living) M III.5.E.2 Students create poster of habitat including basic requirements. Students create diarama of habitat including requirements.
III.5.E.4 Describe positive and negative effects of humans on the environment. SS M III.5.E.4 Working alone, students will evaluate their community....MICLiMB

Committee Members:
Holly Cook, Nancy Harris, Theresa Hasenauer, Beth Marshall, Alice Miller, Sandy Richards, and Debbie Slusher

Last Revised: Thu, Feb 5, 2004