Third Grade Learning Expectations

Science Expectations

SOUND

1.1.3 Understand the behavior of sound in terms of vibrations and pitch and the behavior of light in terms of bouncing off, passing through, and changes in direction.

• Explain that when an object vibrates the object may produce sound that people can hear and give an example.
• Explain the relationship between the pitch of a sound and the vibrations of the object causing the sound.
• Describe experiences with sound (i.e., vibrations, echoes, and pitch).
• Experience, measure, and describe the motion of light as light bounces off and/or passes through an object.

1.1.4 Understand that energy comes in many forms.

• Describe the forms of energy present in a system (i.e., energy of motion [kinetic], heat energy, sound energy, light energy, electrical energy, chemical energy, and food energy.

1.2.2 Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another.

• Describe transfers of energy.
• Identify sources of energy in systems.
• Describe transformations of energy (e.g., energy of motion of hands clapping changing into sound energy).

2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.

• Identify the question being answered in an investigation.
• Ask questions about objects, organisms, and events based on observations of the natural world.

2.1.2 Understand how to plan and conduct simple investigations following all safety rules.

• Make predictions of the results of an investigation.
• Identify and use simple equipment and tools (such as magnifiers, rulers, balances, scales, and thermometers) to gather data and extend the senses.
• Follow all safety rules during investigations.

2.1.3 Understand how to construct a reasonable explanation using evidence.

• Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
• Describe a reason for a given conclusion using evidence from an investigation.

2.1.4 Understand how to use simple models to represent objects, events, systems, and processes.

• List similarities and differences between a model and what the model represents (e.g., a hinge and an elbow; a spinning globe and Earth’s rotations; steam from a tea kettle and clouds or fog).
• Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and/or physical model).
• Investigate phenomena using a simple physical or computer model or simulation.

2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.

• Report observations or data of simple investigations without making inferences.
• Summarize an investigation by describing:
• Reasons for selecting the investigative plan.
• Materials used in the investigation.
• Observations, data, results.
• Explanations and conclusions in written, mathematical, oral, and information technology presentation formats.
• Safety procedures used.

2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.

• Explain why scientific observations are recorded accurately and honestly.
• Explain why scientific records of observations are not changed even when the records do not match initial expectations.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.

2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verifiable by expert scientists.

• Describe how new scientific facts are established every day (e.g., find examples of new facts in current media).

2.2.3 Understand why similar investigations may not produce similar results.

• Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).

2.2.4 Understand how to make the results of scientific investigations reliable.

• Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).

2.2.5 Understand that scientific comprehension of systems increases through inquiry.

• Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.

3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions.

• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or a pull).
• Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, collect data).

3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems.

• Propose, implement, and document the scientific design process used to solve a problem or a challenge.
• Define the problem.
• Scientifically gather information and collect measurable data.
• Explore ideas.
• Make a plan.
• List steps to do the plan.
• Scientifically test solutions.
• Document the scientific design process.
• Describe possible solutions to a problem (e.g., preventing an injury on the playground by creating a softer landing at the bottom of a slide).
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge.

3.1.3 Analyze how well a design or a product solves a problem.

• Identify the criteria for an acceptable solution to a problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).

3.2.1 Understand that science and technology have been practiced by all peoples throughout history.

• Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
• Describe how advancements in science and technology have developed over time and with contributions from diverse people.

3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.

• Describe tools & technology invented to advance scientific investigations (e.g., thermometers, rulers, microscopes, telescopes).

3.2.3 Understand how knowledge and skills of science, mathematics, and technology are used in common occupations.

• Identify science, math, and technology skills used in a career.
• Identify occupations using scientific, mathematical, and technological knowledge and skills.

ROCKS & MINERALS

1.1.1 Understand how to use properties to sort natural and manufactured materials and objects.

• Identify, describe, and sort objects and materials using observed physical properties such as hardness, shape, texture, weight, and magnetic properties.
• Sort and classify natural and manufactured materials and objects according to various physical properties.

1.1.5 Understand physical properties of Earth materials including rocks, soil, water, and air.

• Describe and sort rocks based on physical properties (e.g., color, shape, size, texture).
• Describe and sort soils based on physical properties (e.g., color, particle size, ability to retain or drain water, texture, smell, support plant growth, source of mineral nutrients [not food] for plants).

2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.

• Identify the question being answered in an investigation.
• Ask questions about objects, organisms, and events based on observations of the natural world.

2.1.2 Understand how to plan and conduct simple investigations following all safety rules.

• Make predictions of the results of an investigation.
• Identify and use simple equipment and tools (such as magnifiers, rulers, balances, scales, and thermometers) to gather data and extend the senses.
• Follow all safety rules during investigations.

2.1.3 Understand how to construct a reasonable explanation using evidence.

• Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
• Describe a reason for a given conclusion using evidence from an investigation.

2.1.4 Understand how to use simple models to represent objects, events, systems, and processes.

• List similarities and differences between a model and what the model represents (e.g., a hinge and an elbow; a spinning globe and Earth’s rotations; steam from a tea kettle and clouds or fog).
• Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and/or physical model).
• Investigate phenomena using a simple physical or computer model or simulation.

2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.

• Report observations or data of simple investigations without making inferences.
• Summarize an investigation by describing:
• Reasons for selecting the investigative plan.
• Materials used in the investigation.
• Observations, data, results.
• Explanations and conclusions in written, mathematical, oral, and information technology presentation formats.
• Safety procedures used.

2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.

• Explain why scientific observations are recorded accurately and honestly.
• Explain why scientific records of observations are not changed even when the records do not match initial expectations.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.

2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verifiable by expert scientists.

• Describe how new scientific facts are established every day (e.g., find examples of new facts in current media).

2.2.3 Understand why similar investigations may not produce similar results.

• Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).

2.2.4 Understand how to make the results of scientific investigations reliable.

• Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).

2.2.5 Understand that scientific comprehension of systems increases through inquiry.

• Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.

3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions.

• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or a pull).
• Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, collect data).

3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems.

• Propose, implement, and document the scientific design process used to solve a problem or a challenge.
• Define the problem.
• Scientifically gather information and collect measurable data.
• Explore ideas.
• Make a plan.
• List steps to do the plan.
• Scientifically test solutions.
• Document the scientific design process.
• Describe possible solutions to a problem (e.g., preventing an injury on the playground by creating a softer landing at the bottom of a slide).
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge.

3.1.3 Analyze how well a design or a product solves a problem.

• Identify the criteria for an acceptable solution to a problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).

3.2.1 Understand that science and technology have been practiced by all peoples throughout history.

• Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
• Describe how advancements in science and technology have developed over time and with contributions from diverse people.

3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.

• Describe tools & technology invented to advance scientific investigations (e.g., thermometers, rulers, microscopes, telescopes).

3.2.4 Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive.

• Describe the effects conservation has on the environment.
• Describe the effect of humans on the health of an ecosystem.
• Describe how humans can cause changes in the environment that affect the livability of the environment for humans.
• Describe the limited resources humans depend on and how changes in these resources affect the livability of the environment for humans.

PLANT GROWTH & DEVELOPMENT

1.2.2 Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another.

• Describe transfers of energy.
• Identify sources of energy in systems.
• Describe transformations of energy (e.g., plants capture light energy from the sun and convert it into stored, chemical energy in sugars).

1.2.6 Understand that organisms can be a single cell or many cells that form parts with different functions.

• Observe with a microscope and record that living things are made mostly of cells (i.e., plants, animals, and single-celled organisms).
• Describe how plant and animal cells are similar and different.
• Describe the life function of a part of a living thing (e.g., wings of a bird).

1.2.7 Understand the life cycles of plants and animals and the differences between inherited and acquired characteristics.

• Observe and describe the life cycle of a plant or an animal.
• Describe that the young of plants and/or animals grow to resemble their parents as they mature into adults.
• Describe inherited characteristics (e.g., leaf shape).

1.3.8 Understand that living things need constant energy and matter.

• Identify sources of energy and matter used by plants to grow and sustain life (e.g., air, water, light, food, mineral nutrients).
• Explain how plants obtain energy (e.g., plants make sugar from air, water, sunlight, and minerals).

2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.

• Identify the question being answered in an investigation.
• Ask questions about objects, organisms, and events based on observations of the natural world.

2.1.2 Understand how to plan and conduct simple investigations following all safety rules.

• Make predictions of the results of an investigation.
• Identify and use simple equipment and tools (such as magnifiers, rulers, balances, scales, and thermometers) to gather data and extend the senses.
• Follow all safety rules during investigations.

2.1.3 Understand how to construct a reasonable explanation using evidence.

• Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
• Describe a reason for a given conclusion using evidence from an investigation.

2.1.4 Understand how to use simple models to represent objects, events, systems, and processes.

• List similarities and differences between a model and what the model represents (e.g., a hinge and an elbow; a spinning globe and Earth’s rotations; steam from a tea kettle and clouds or fog).
• Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and/or physical model).
• Investigate phenomena using a simple physical or computer model or simulation.

2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.

• Report observations or data of simple investigations without making inferences.
• Summarize an investigation by describing:
• Reasons for selecting the investigative plan.
• Materials used in the investigation.
• Observations, data, results.
• Explanations and conclusions in written, mathematical, oral, and information technology presentation formats.
• Safety procedures used.

2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.

• Explain why scientific observations are recorded accurately and honestly.
• Explain why scientific records of observations are not changed even when the records do not match initial expectations.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary.

2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verifiable by expert scientists.

• Describe how new scientific facts are established every day (e.g., find examples of new facts in current media).

2.2.3 Understand why similar investigations may not produce similar results.

• Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error).

2.2.4 Understand how to make the results of scientific investigations reliable.

• Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results).

2.2.5 Understand that scientific comprehension of systems increases through inquiry.

• Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.

3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions.

• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or a pull).
• Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, collect data).

3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems.

• Propose, implement, and document the scientific design process used to solve a problem or a challenge.
• Define the problem.
• Scientifically gather information and collect measurable data.
• Explore ideas.
• Make a plan.
• List steps to do the plan.
• Scientifically test solutions.
• Document the scientific design process.
• Describe possible solutions to a problem (e.g., preventing an injury on the playground by creating a softer landing at the bottom of a slide).
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge.

3.1.3 Analyze how well a design or a product solves a problem.

• Identify the criteria for an acceptable solution to a problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another).

3.2.1 Understand that science and technology have been practiced by all peoples throughout history.

• Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
• Describe how advancements in science and technology have developed over time and with contributions from diverse people.

3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.

• Describe tools & technology invented to advance scientific investigations (e.g., thermometers, rulers, microscopes, telescopes).

3.2.4 Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive.

• Describe how resources can be conserved through reusing, reducing, and recycling.
• Describe the effects conservation has on the environment.
• Describe the effect of humans on the health of an ecosystem.
• Describe how humans can cause changes in the environment that affect the livability of the environment for humans.
• Describe the limited resources humans depend on and how changes in these resources affect the livability of the environment for humans.