3rd Grade Science


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SCI-03.ESS2

BPSS-SCI logo DCI Earth Space Science ESS2

Earth's Systems

Performance Expectations

The performance expectations in third grade help students formulate answers to questions such as:

  • What is typical weather in different parts of the world and during different times of the year? 
  • How can the impact of weather-related hazards be reduced?
  • How do organisms vary in their traits?
  • How are plants, animals, and environments of the past similar or different from current plants, animals, and environments?
  • What happens to organisms when their environment changes?
  • How do equal and unequal forces on an object affect the object?
  • How can magnets be used?”

Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments.
Third graders are expected to develop an understanding of the idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-03.ESS2.01

Earth Space Science Logo 3rd Grade (SCI) Science Standards
[ESS2] Earth's Systems

SCI-03.ESS2.01 Represent data in tables and graphical displays to describe and predict typical weather conditions expected during a particular season.

Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.
Disciplinary Core Ideas
Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can represent data using tables and graphs to describe typical weather conditions expected during a particular season.

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • with difficulty representing data in tables and graphical displays to describe typical weather conditions expected during a particular season. 
  • have 2 or more errors in both representations of data.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • correctly represent data in either a table or graphical display to describe typical weather conditions expected during a particular season.
  • complete one of the representations of data correctly, but has 2 or more errors on the other representation.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • correctly represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 
  • complete T-chart with information relevant to the chosen weather factor. Data from the T-chart translates into bar graph correctly. (Equal intervals for y-axis and dates on x-axis.)
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-03.ESS2.02

Earth Space Science Logo3rd Grade (SCI) Science Standards
[ESS2] Earth's Systems

SCI-03.ESS2.02 Obtain and combine information to describe climates in different regions of the world.

Clarification Statement: Examples of climate in different regions, how climate predicts weather conditions, and climate variations around the world.
Disciplinary Core Ideas
Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-03.ESS3

BPSS-SCI logo DCI Earth Space Science ESS3

Earth and Human Activity

Performance Expectations

The performance expectations in third grade help students formulate answers to questions such as:

  • What is typical weather in different parts of the world and during different times of the year? 
  • How can the impact of weather-related hazards be reduced?
  • How do organisms vary in their traits?
  • How are plants, animals, and environments of the past similar or different from current plants, animals, and environments?
  • What happens to organisms when their environment changes?
  • How do equal and unequal forces on an object affect the object?
  • How can magnets be used?”

Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments.
Third graders are expected to develop an understanding of the idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-03.ESS3.01

Earth Space Science Logo3rd Grade (SCI) Science Standards
[ESS3] Earth and Human Activity

SCI-03.ESS3.01 Evaluate the feasibility of a design solution that reduces the impacts of a weather-related hazard.

Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding and wind resistant roofs
Disciplinary Core Ideas
A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-03.LS1

BPSS-SCI logo DCI Life Science [LS1]

From Molecules to Organisms: Structures and Processes

Performance Expectations

The performance expectations in third grade help students formulate answers to questions such as:

  • What is typical weather in different parts of the world and during different times of the year? 
  • How can the impact of weather-related hazards be reduced?
  • How do organisms vary in their traits?
  • How are plants, animals, and environments of the past similar or different from current plants, animals, and environments?
  • What happens to organisms when their environment changes?
  • How do equal and unequal forces on an object affect the object?
  • How can magnets be used?”

Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments.
Third graders are expected to develop an understanding of the idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-03.LS1.01

Life Science Logo3rd Grade (SCI) Science Standards
[LS1] From Molecules to Organisms: Structures and Processes

SCI-03.LS1.01 Develop models to describe that organisms have unique and diverse life cycles but all experience birth, growth, reproduction, and death.

Clarification Statement: Changes organisms go through during their life form a pattern
Disciplinary Core Ideas
Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • develop and create a model of an organism's life cycle. 
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • develop and create a model of an organisms life cycle and explain some the important events, such as birth, growth, reproduction, and death. 
  • create a model of an animal or plant’s life cycle.  
  • explain some of the important events in their organism’s life.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • develop and create a model of an organisms life cycle and explain some the important events, such as birth, growth, reproduction, and death. 
  • explain all of the important events in their organism’s life.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

Sample Activity:

student will create a model of an animal or plant’s life cycle.


SCI-03.LS2

BPSS-SCI logo DCI Life Science LS2

Ecosystems: Interactions, Energy, and Dynamics

Performance Expectations

The performance expectations in third grade help students formulate answers to questions such as:

  • What is typical weather in different parts of the world and during different times of the year? 
  • How can the impact of weather-related hazards be reduced?
  • How do organisms vary in their traits?
  • How are plants, animals, and environments of the past similar or different from current plants, animals, and environments?
  • What happens to organisms when their environment changes?
  • How do equal and unequal forces on an object affect the object?
  • How can magnets be used?”

Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments.
Third graders are expected to develop an understanding of the idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-03.LS2.01

Life Science Logo3rd Grade (SCI) Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics

SCI-03.LS2.01 Construct an argument that some animals form groups that help members survive.

Clarification Statement: Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.
Disciplinary Core Ideas
Cause and effect relationships are routinely identified and used to explain change.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-03.LS3

BPSS-SCI logo DCI Life Science LS3

Heredity: Inheritance and Variation of Traits

Performance Expectations

The performance expectations in third grade help students formulate answers to questions such as:

  • What is typical weather in different parts of the world and during different times of the year? 
  • How can the impact of weather-related hazards be reduced?
  • How do organisms vary in their traits?
  • How are plants, animals, and environments of the past similar or different from current plants, animals, and environments?
  • What happens to organisms when their environment changes?
  • How do equal and unequal forces on an object affect the object?
  • How can magnets be used?”

Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments.
Third graders are expected to develop an understanding of the idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-03.LS3.01

Life Science Logo3rd Grade (SCI) Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-03.LS3.01 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.

Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.
Disciplinary Core Ideas
Many characteristics of organisms are inherited from their parents.
Different organisms vary in how they look and function because they have different inherited information.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-03.LS3.02

Life Science Logo3rd Grade (SCI) Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-03.LS3.02 Use evidence to support the explanation that the expression of traits can be influenced by the environment.

Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted. A person born healthy based on their genetics could suffer from the exposure to toxic chemicals
Disciplinary Core Ideas
Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment.
Environmental factors such as toxins may affect the traits that an organism develops


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can use evidence to support that traits can be influenced by the environment.

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Students will identify traits influenced by the environment using 2 or more pieces of evidence ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • indicates the correct answer; provides no correct evidence.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • indicate the correct answer; supports this conclusion using only 1 piece of correct evidence.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • indicate the correct answer; supports this conclusion by observing the data and uses 2 or more pieces of correct evidence.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-03.LS4

BPSS-SCI logo DCI Life Science LS3

Biological Evolution: Unity and Diversity

Performance Expectations

The performance expectations in third grade help students formulate answers to questions such as:

  • What is typical weather in different parts of the world and during different times of the year? 
  • How can the impact of weather-related hazards be reduced?
  • How do organisms vary in their traits?
  • How are plants, animals, and environments of the past similar or different from current plants, animals, and environments?
  • What happens to organisms when their environment changes?
  • How do equal and unequal forces on an object affect the object?
  • How can magnets be used?”

Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments.
Third graders are expected to develop an understanding of the idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-03.LS4.01

Life Science Logo3rd Grade (SCI) Science Standards
[LS4] Biological Evolution: Unity and Diversity

SCI-03.LS4.01 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.
Disciplinary Core Ideas
Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-03.LS4.02

Life Science Logo3rd Grade (SCI) Science Standards
[LS4] Biological Evolution: Unity and Diversity

SCI-03.LS4.02 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.

Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.
Disciplinary Core Ideas
Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-03.LS4.03

Life Science Logo3rd Grade (SCI) Science Standards
[LS4] Biological Evolution: Unity and Diversity

SCI-03.LS4.03 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.

Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.
Disciplinary Core Ideas
Adaptation for any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can give an argument, with evidence, that in a certain habitat some living organisms can survive well, some survive less well, and some cannot survive at all.

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • choose an organism that can survive well, survive less well, and cannot survive at all in a particular habitat.
  • have limited ability to choose an organism for each category. (Chooses correct organism for each, but cannot provide evidence.)
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • construct an argument with partial evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 
  • choose an organism for each category and defend, with partial accuracy, how that organism is fit or unfit to survive for that particular habitat.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • construct an argument with solid evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 
  • choose an organism for each category and defend, with solid evidence, how that organism is fit or unfit to survive for that particular habitat.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-03.LS4.04

3rd Grade (SCI) Science Expectation

[LS4] Biological Evolution: Unity and Diversity

SCI-03.LS4.04 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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Resources

Vocabulary

  • word
  • list 

Websites

  • Title of website with a URL to open in a new window

SCI-03.PS2

BPSS-SCI logo DCI Physical Science PS2

Motion and Stability: Forces and Interaction

Performance Expectations

The performance expectations in third grade help students formulate answers to questions such as:

  • What is typical weather in different parts of the world and during different times of the year? 
  • How can the impact of weather-related hazards be reduced?
  • How do organisms vary in their traits?
  • How are plants, animals, and environments of the past similar or different from current plants, animals, and environments?
  • What happens to organisms when their environment changes?
  • How do equal and unequal forces on an object affect the object?
  • How can magnets be used?”

Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments.
Third graders are expected to develop an understanding of brhe idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.


SCI-03.PS2.01

Physical Science Logo3rd Grade (SCI) Science Standards
[PS2] Motion and Stability: Forces and Interaction

SCI-03.PS2.01 Plan and Conduct an investigation to prove the effects of balanced and unbalanced forces on the motion of an object.

Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and balanced forces pushing on a box from both sides will not produce any motion at all.
Disciplinary Core Ideas
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.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-03.PS2.02

Physical Science Logo3rd Grade (SCI) Science Standards
[PS2] Motion and Stability: Forces and Interaction

SCI-03.PS2.02 Make observations and metric measurements of an object's motion to prove that a pattern can be used to predict future motion

Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.
Disciplinary Core Ideas
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. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can make observations of an object’s motion to provide evidence that a pattern can be used to predict future motion.

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • answer 6-10 correctly and attempt to describe discoveries, but needs more work. 
  • answer few of the questions correctly and attempt to state discoveries using the words attract and repel.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • answer 9-11 correct and able to somewhat describe discoveries using the words attract and repel. 
  • answer many of the questions correctly and somewhat state discoveries using the words attract and repel.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • answer 12-14 correct and able to clearly describe discoveries using the words attract and repel. 
  • answer most of the questions correctly and clearly state discoveries using the words attract and repel.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-03.PS2.03

Physical Science Logo3rd Grade (SCI) Science Standards
[PS2] Motion and Stability: Forces and Interaction

SCI-03.PS2.03 Ask questions to determine cause and effect relationships of static electricity or magnetic interactions between two objects not in contact with each other.

Clarification Statement: Examples of static electricity are the force on hair from an electrically charged balloon, a charged rod and pieces of paper; examples of a magnetic force are the force between two magnets, the force between an electromagnet and steel paperclips. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.
Disciplinary Core Ideas
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


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-03.PS2.04

Physical Science Logo3rd Grade (SCI) Science Standards
[PS2] Motion and Stability: Forces and Interaction

SCI-03.PS2.04 Define a simple design problem that can be solved by applying scientific ideas about magnets.

Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.
Disciplinary Core Ideas
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.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window


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