Science
Students in third grade use a variety of resources to learn all of the third grade Next Generation Science Standards. The focus is using hands-on activities and the scientific inquiry method. Students predict, plan, observe, record, and respond.
There are three themed units of study throughout the year, one for each type of science.
There are three themed units of study throughout the year, one for each type of science.
Animals Unit - Life Science (first trimester)
Resources:
FOSS Living Systems science kit
Be a Detective: Life Science by Brenda Martin
Next Generation Science Standards covered:
3-LS1-a.Construct explanations from evidence that life cycles of plants and animals have similar features and predictable patterns. [Clarification Statement: Changes organisms go through during their life form a pattern and can be used to predict what might happen next in a different organism. Reproduction is addressed as just one part of the process of birth, growth, development, reproduction, and death.] [Assessment Boundary: Plant reproduction is limited to flowering plants. Evidence should be provided.]
3-LS2-a. Use multiple sources to generate and communicate information about the size, stability, and specialization of groups animals may form, and how different types of groups may help the members survive in their natural habitats. [Clarification Statement: Systems are groups of animals.] [Assessment Boundary: Knowledge of specific groups of animals is not required.]
3-LS4-a. Analyze and interpret data from fossils to describe the types of organisms that lived long ago and the environments in which they lived and compare them with organisms and environments today. [Clarification Statement: Students can observe fossils, images of fossils, and/or other data.]
3-LS4-b.Construct explanations for how differences in characteristics provide an advantage to some individuals in the same species in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants with large thorns are less likely to be eaten by predators or peacocks with larger feather displays are more likely to find a mate.]
3-LS4-c.Communicate information about how some characteristics of organisms have been used to inspire the design of technology that meets people's changing needs and wants.* [Clarification Statement: Students could identify technologies across diverse cultures that utilize characteristics of organisms such as sonar, insulated vests, camouflage fatigues, or Velcro.] [Assessment Boundary: The mechanism of production is not included; the focus is on utility only.]
3-LS4-d. Analyze and interpret data about changes in the environment of different areas and describe how the changes may affect the organisms that live in the areas. [Clarification Statement: Environmental changes should include changes to landforms, distribution of water, temperature, or availability of resources. The system is a particular area, its components, and how they interact.] [Assessment Boundary: Data may be provided for students.]
3-LS4-e. Use evidence about organisms in their natural habitats to design an artificial habitat in which the organisms can survive well.* [Clarification Statement: Evidence to include needs and characteristics of the organisms. The organisms and their habitat make up a system in which the parts depend on each other.]
FOSS Living Systems science kit
Be a Detective: Life Science by Brenda Martin
Next Generation Science Standards covered:
3-LS1-a.Construct explanations from evidence that life cycles of plants and animals have similar features and predictable patterns. [Clarification Statement: Changes organisms go through during their life form a pattern and can be used to predict what might happen next in a different organism. Reproduction is addressed as just one part of the process of birth, growth, development, reproduction, and death.] [Assessment Boundary: Plant reproduction is limited to flowering plants. Evidence should be provided.]
3-LS2-a. Use multiple sources to generate and communicate information about the size, stability, and specialization of groups animals may form, and how different types of groups may help the members survive in their natural habitats. [Clarification Statement: Systems are groups of animals.] [Assessment Boundary: Knowledge of specific groups of animals is not required.]
3-LS4-a. Analyze and interpret data from fossils to describe the types of organisms that lived long ago and the environments in which they lived and compare them with organisms and environments today. [Clarification Statement: Students can observe fossils, images of fossils, and/or other data.]
3-LS4-b.Construct explanations for how differences in characteristics provide an advantage to some individuals in the same species in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants with large thorns are less likely to be eaten by predators or peacocks with larger feather displays are more likely to find a mate.]
3-LS4-c.Communicate information about how some characteristics of organisms have been used to inspire the design of technology that meets people's changing needs and wants.* [Clarification Statement: Students could identify technologies across diverse cultures that utilize characteristics of organisms such as sonar, insulated vests, camouflage fatigues, or Velcro.] [Assessment Boundary: The mechanism of production is not included; the focus is on utility only.]
3-LS4-d. Analyze and interpret data about changes in the environment of different areas and describe how the changes may affect the organisms that live in the areas. [Clarification Statement: Environmental changes should include changes to landforms, distribution of water, temperature, or availability of resources. The system is a particular area, its components, and how they interact.] [Assessment Boundary: Data may be provided for students.]
3-LS4-e. Use evidence about organisms in their natural habitats to design an artificial habitat in which the organisms can survive well.* [Clarification Statement: Evidence to include needs and characteristics of the organisms. The organisms and their habitat make up a system in which the parts depend on each other.]
Forces and Motion - Physical Science (second trimester)
Resources:
Delta Science Module Magnets kit
Special Delivery! Physical Science by Brenda Martin
Uncovering Student Ideas in Physical Science by Page Keeley and Rand Harrington
Stop Faking It! Force & Motion by William C. Robertson and Brian Diskin
Next Generation Science Standards covered:
3-PS2-a. Carry out investigations of the motion of objects to predict the effect of forces on an object in terms of balanced forces that do not change motion and unbalanced forces that change motion. [Clarification Statement: An example is pushing on one side of a box can make it start sliding and pushing on a box from both sides, with equal forces, will not produce any motion at all.] [Assessment Boundary: Limit testing to one variable at a time: number, size, or direction of forces. The size and direction of forces should be qualitative. Gravity is only to be addressed as a force that pulls objects down.]
3-PS2-b.Investigate the motion of objects to determine when a consistent pattern can be observed and used to predict future motions in the system. [Clarification Statement: An example of motion with a predictable pattern is a child swinging in a swing. In this example, the student could observe the swing moving at different relative rates depending on where it is in the arc of the swing.]
3-PS2-c.Investigate the effect of electric and magnetic forces between objects not in contact with each other and use the observations to describe their relationships. [Clarification Statement: An example of an electric force could be the force on hair from an electrically charged balloon; an example of a magnetic force could be the force between two magnets. Cause and effect relationships include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Limited to forces produced by objects that can be manipulated by students.]
3-PS2-d.Apply scientific knowledge to design and refine solutions to a problem by using the properties of magnets and the forces between them.* [Clarification Statement: Example problems include constructing a latch to keep a door shut, or creating a device to keep two moving objects from touching each other. Students should understand that the results of investigations about non-contact forces inform design solutions.]
Delta Science Module Magnets kit
Special Delivery! Physical Science by Brenda Martin
Uncovering Student Ideas in Physical Science by Page Keeley and Rand Harrington
Stop Faking It! Force & Motion by William C. Robertson and Brian Diskin
Next Generation Science Standards covered:
3-PS2-a. Carry out investigations of the motion of objects to predict the effect of forces on an object in terms of balanced forces that do not change motion and unbalanced forces that change motion. [Clarification Statement: An example is pushing on one side of a box can make it start sliding and pushing on a box from both sides, with equal forces, will not produce any motion at all.] [Assessment Boundary: Limit testing to one variable at a time: number, size, or direction of forces. The size and direction of forces should be qualitative. Gravity is only to be addressed as a force that pulls objects down.]
3-PS2-b.Investigate the motion of objects to determine when a consistent pattern can be observed and used to predict future motions in the system. [Clarification Statement: An example of motion with a predictable pattern is a child swinging in a swing. In this example, the student could observe the swing moving at different relative rates depending on where it is in the arc of the swing.]
3-PS2-c.Investigate the effect of electric and magnetic forces between objects not in contact with each other and use the observations to describe their relationships. [Clarification Statement: An example of an electric force could be the force on hair from an electrically charged balloon; an example of a magnetic force could be the force between two magnets. Cause and effect relationships include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Limited to forces produced by objects that can be manipulated by students.]
3-PS2-d.Apply scientific knowledge to design and refine solutions to a problem by using the properties of magnets and the forces between them.* [Clarification Statement: Example problems include constructing a latch to keep a door shut, or creating a device to keep two moving objects from touching each other. Students should understand that the results of investigations about non-contact forces inform design solutions.]
Weather - Earth Science (third trimester)
Resources:
Delta Science Modules Weather Instruments kit
Wacky Weather Earth Science by Brenda Martin
Next Generation Science Standards covered:
3-ESS2-a. Organize simple weather data sets to record local weather data and identify day-to-day variations, as well as long-term patterns of weather. [Assessment Boundary: Weather data is limited to temperature, precipitation, and wind direction.]
3-ESS2-b. Display simple data sets in tables and graphs to describe typical weather conditions expected during a particular season and identify variations over years. [Clarification Statement: Data at this grade level could include average temperature or precipitation.] [Assessment Boundary: Climate change not to be assessed.]
3-ESS2-c. Obtain and communicate information about the similarities and differences between weather and climate.
3-ESS3-a. Use evidence to evaluate and refine design solutions that reduce the environmental and/or societal impacts of a weather-related hazard.* [Clarification Statement: Examples of solutions to weather-related hazards are physical models of barriers to prevent flooding.]
3-ESS3-b. Obtain and communicate information about new and/or improved technologies, developed as a result of increased scientific knowledge of weather or related hazards, which have changed the way people live or interact with one another.* [Clarification Statement: For example, the discovery that lightning is electricity led to the development of the lightning rod.]
Delta Science Modules Weather Instruments kit
Wacky Weather Earth Science by Brenda Martin
Next Generation Science Standards covered:
3-ESS2-a. Organize simple weather data sets to record local weather data and identify day-to-day variations, as well as long-term patterns of weather. [Assessment Boundary: Weather data is limited to temperature, precipitation, and wind direction.]
3-ESS2-b. Display simple data sets in tables and graphs to describe typical weather conditions expected during a particular season and identify variations over years. [Clarification Statement: Data at this grade level could include average temperature or precipitation.] [Assessment Boundary: Climate change not to be assessed.]
3-ESS2-c. Obtain and communicate information about the similarities and differences between weather and climate.
3-ESS3-a. Use evidence to evaluate and refine design solutions that reduce the environmental and/or societal impacts of a weather-related hazard.* [Clarification Statement: Examples of solutions to weather-related hazards are physical models of barriers to prevent flooding.]
3-ESS3-b. Obtain and communicate information about new and/or improved technologies, developed as a result of increased scientific knowledge of weather or related hazards, which have changed the way people live or interact with one another.* [Clarification Statement: For example, the discovery that lightning is electricity led to the development of the lightning rod.]