3rd Grade Science Curriculum
Below is an outline of the engineering and science concepts covered in the 3rd grade science course. Each section is split into five parts so you can understand what we teach in detail:
Focus Summary: A plain English description of each section/focus.
Standards Outline: A technical outline of the standards that will be taught.
Disciplinary Core Ideas: The Core Ideas that are most important.
Science and Engineering Practices: This part is about the "how-to" of science. It's not just about knowing stuff; it's about doing stuff.
Crosscutting Concepts: How this might connect with other more general science ideas.
Introductions to Ecosystems
In this chapter, students start their exploration into fascinating ecosystems around the world. We will dive into the biotic and abiotic factors that make each ecosystem unique and the various ways these factors interact. Then, we will start our discovery into how plants and animals adapt to their ecosystem!
3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.
3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.
Disciplinary Core Ideas
LS3.A: Inheritance of Traits
Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3- LS3-2)
LS3.B: Variation of Traits
Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1)
The environment also affects the traits that an organism develops. (3-LS3-2)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)
LS4.C: Adaptation
For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s)
Specific Practice 1: Construct an argument with evidence, data, and/or a model. (3-LS2-1)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
Specific Practice: Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)
Analyzing and Interpreting Data
Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations.
Specific Practice: Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1)
Crosscutting Concepts
Cause and Effect
Cause and effect relationships are routinely identified and used to explain change. (3-LS2- 1)
Patterns
Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)
Rainforest Ecosystems
In this chapter, students travel through the damp, dense, and humid understory of the rainforests of Asia, Africa, and South America. While exploring the incredible adaptations of animals like orangutans, poison dart frogs, macaws, and chameleons, students will discover their unique life cycles and what will happen if their rainforest home continues to disappear.
3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.
3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*
*Deforestation
3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.
Disciplinary Core Ideas
LS3.A: Inheritance of Traits
Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3- LS3-2)
LS3.B: Variation of Traits
Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1)
The environment also affects the traits that an organism develops. (3-LS3-2)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)
LS4.C: Adaptation
For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s)
Specific Practice 1: Construct an argument with evidence, data, and/or a model. (3-LS2-1)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
Specific Practice: Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)
Analyzing and Interpreting Data
Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations.
Specific Practice: Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1)
Crosscutting Concepts
Cause and Effect
Cause and effect relationships are routinely identified and used to explain change. (3-LS2- 1)
Patterns
Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)
Desert Ecosystems
In this chapter, students venture into the driest, hottest deserts in the world. While investigating the factors that make deserts such extreme ecosystems, we will discover the important adaptations that allow plants and animals to thrive, such as having large ears, being nocturnal, and living in groups.
3-LS2-1: Construct an argument that some animals form groups that help members survive.
3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.
3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.
Disciplinary Core Ideas
LS3.A: Inheritance of Traits
Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3- LS3-2)
LS3.B: Variation of Traits
Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1)
The environment also affects the traits that an organism develops. (3-LS3-2)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)
LS4.C: Adaptation
For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s)
Specific Practice 1: Construct an argument with evidence, data, and/or a model. (3-LS2-1)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
Specific Practice: Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)
Analyzing and Interpreting Data
Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations.
Specific Practice: Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1)
Crosscutting Concepts
Cause and Effect
Cause and effect relationships are routinely identified and used to explain change. (3-LS2- 1)
Patterns
Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)
Tundra Ecosystems
In this chapter, students will want to bundle up as we travel through a frozen landscape. As we investigate frigid temperatures, extreme wind, and endless winter nights, we will discover the adaptations plants and animals use to survive in one of the harshest ecosystems on Earth, such as small ears, thick fur and blubber, and migration!
3-LS3-1: Analyze 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.
3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.
3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*
3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.
Disciplinary Core Ideas
LS3.A: Inheritance of Traits
Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3- LS3-2)
LS3.B: Variation of Traits
Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1)
The environment also affects the traits that an organism develops. (3-LS3-2)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)
LS4.C: Adaptation
For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s)
Specific Practice 1: Construct an argument with evidence, data, and/or a model. (3-LS2-1)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
Specific Practice: Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)
Analyzing and Interpreting Data
Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations.
Specific Practice: Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1)
Crosscutting Concepts
Cause and Effect
Cause and effect relationships are routinely identified and used to explain change. (3-LS2- 1)
Patterns
Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)
Official Tappity Ecologist
In this class, students will test their knowledge in their final quest to become an official tappity ecologist. In a series of trivia questions, students will prove they have mastered the understanding of biotic and abiotic factors, how an ecosystems location affects its climate, and how plants and animals are perfectly adapted for their environment.
3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
3-LS2-1: Construct an argument that some animals form groups that help members survive.
3-LS3-1: Analyze 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.
3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.
3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*
*Deforestation
3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.
Disciplinary Core Ideas
LS3.A: Inheritance of Traits
Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3- LS3-2)
LS3.B: Variation of Traits
Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1)
The environment also affects the traits that an organism develops. (3-LS3-2)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)
LS4.C: Adaptation
For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s)
Specific Practice 1: Construct an argument with evidence, data, and/or a model. (3-LS2-1)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
Specific Practice: Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)
Analyzing and Interpreting Data
Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations.
Specific Practice: Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1)
Crosscutting Concepts
Cause and Effect
Cause and effect relationships are routinely identified and used to explain change. (3-LS2- 1)
Patterns
Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)
Crosscutting Concepts
Cause and Effect
Cause and effect relationships are routinely identified. (3-PS2-1)
Cause and effect relationships are routinely identified, tested, and used to explain change. (3-PS2-3)
Patterns
Patterns of change can be used to make predictions. (3-PS2-2)
Science and Engineering Practices
Asking Questions and Defining Problems
Asking questions and defining problems in grades 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships
Specific Practice 1: Ask questions that can be investigated based on patterns such as cause and effect relationships. (3-PS2-3)
Specific Practice 2: Define a simple problem that can be solved through the development of a new or improved object or tool. (3-PS2-4)
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.
Specific Practice 1: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-PS2-1)
Specific Practice 2: Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-PS2-2)
Disciplinary Core Ideas
PS2.A: Forces and Motion
Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion.
The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it.
PS2.B: Types of Interactions
Objects in contact exert forces on each other. (3-PS2-1)
Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. (3-PS2-3),(3-PS2-4)
3-PS2-1 : Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
3-PS2-2 : Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
3-PS2-3 : Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
3-PS2-4 : Define a simple design problem that can be solved by applying scientific ideas about magnets.