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How to learn Grade 3: Science

Alabama academic standards: Science, Grade 3

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1. Earth and Human Activity

  1. Designing for Weather Hazards: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard such as flooding, wind damage, or extreme temperatures
  2. Natural Disaster Solutions: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans, such as earthquakes, floods, or volcanic eruptions

2. Earth’s Systems

  1. Seasonal changes (age 8+): Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season
  2. Weather vs climate: Obtain and combine information to describe climates in different regions of the world, distinguishing between weather and climate

3. Unity and Diversity

  1. Variation & Survival Advantage: Use evidence to explain how variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing
  2. How animals adapt to environments: Identify how animals and plants are adapted to suit their environment and understand that adaptation may lead to evolution over time
  3. Habitat Vocabulary: Name and use vocabulary for where living things are found — habitat, environment, microhabitat, conditions, woodland, ocean, desert, rainforest, pond — and use terms to describe what animals need to survive: food, water, shelter, space, and suitable conditions
  4. What Living Things Need: Understand what plants and animals (including humans) need to survive: water, food, air, and suitable conditions
  5. Habitats & Basic Needs: Identify that most living things live in habitats to which they are suited and describe how habitats provide for basic needs and how organisms depend on each other
  6. Animal Groups & Survival: Construct an argument that some animals form groups that help members survive, such as herds, packs, or colonies
  7. Fossils as Evidence: Analyse and interpret data from fossils to provide evidence of organisms and environments that existed long ago
  8. What Plants Need to Thrive: Explore and compare the requirements of plants for life and growth: air, light, water, nutrients from soil, and room to grow

4. Heredity: Inheritance and Variation of Traits

  1. Inherited characteristics: Analyse and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms
  2. Traits: inherited and environmental: Use evidence to support the explanation that traits can be influenced by the environment as well as inheritance
  3. Offspring resemble parents: Observe that young plants and animals resemble their parents but are not identical, recognising inherited similarities and individual differences

5. From Molecules to Organisms: Structures and Processes

  1. Life Cycles of Organisms: Develop models to describe that organisms have unique and diverse life cycles but all share the common stages of birth, growth, reproduction, and death

6. Motion and Stability: Forces and Interactions

  1. Balanced & Unbalanced Forces: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object
  2. Forces Vocabulary: Name and describe forces using precise vocabulary — force, push, pull, twist, stretch, squash, contact force, non-contact force, gravity, weight, friction, air resistance, upthrust — and distinguish between forces that require physical contact and forces that act at a distance
  3. Contact & Non-Contact Forces: Notice that some forces need contact between two objects (contact forces) while magnetic forces can act at a distance (non-contact forces)
  4. Predicting Motion Patterns: Make observations and measurements of an object's motion to provide evidence that a pattern can be used to predict future motion
  5. Magnetic Materials: Observe how magnets attract or repel each other and attract some materials and not others
  6. Magnetic Poles: Describe magnets as having two poles (north and south) and predict whether two magnets will attract or repel based on which poles face each other

7. Crosscutting Concepts (CCCs)

  1. Taking Apart & Rebuilding: Observe that an object made of a small set of pieces can be disassembled and made into a new object, understanding that the pieces still exist
  2. What happens when things collide: Ask questions and predict outcomes about the changes in energy that occur when objects collide
  3. Measuring accurately: Make systematic and careful observations, take accurate measurements using standard units and equipment including thermometers and data loggers
  4. Correlation vs Causation: Two things happening together doesn't mean one caused the other — recognise the difference between correlation and causation before drawing conclusions

8. Science and Engineering Practices (SEPs)

  1. Drawing conclusions from evidence: Report on findings from enquiries using oral and written explanations, draw simple conclusions, make predictions, and suggest improvements
  2. Accurate Measurement: Take measurements with increasing accuracy and precision using a range of scientific equipment, taking repeat readings when appropriate
  3. Controlling variables: Plan different types of scientific enquiries to answer questions, recognising and controlling variables where necessary
  4. Modelling with Sketches: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem