Department of Education
Dr. Tim Webb, Commissioner
Science - Third Grade
Content Standard: 1.0 Cell Structure and Function
The student will investigate the structure and function of plant and animal cells.
Learning Expectations:
1.1 Recognize that living things are made up of smaller parts.
1.2 Recognize that smaller parts of living things contribute to the operation and well being of entire organisms.
Accomplishments
Cell Structure and Function:
3.1.1 Recognize that living things are made up of smaller parts.
- Use magnifiers to study the smaller parts of plants and identify their functions.
3.1.2 Recognize that smaller parts of living things contribute to the operation and well being of entire organisms.
- Use magnifiers to observe and describe what occurs when a plant loses a specific part (e.g., leaves, roots).
- Recognize that smaller parts of organisms are essential to their well being.
Third Grade Benchmarks
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
3.1.spi.1. identify the part that is missing from a specific plant or animal.
At Level 2, the student is able to
3.1.spi.2. identify the part that belongs to a specific plant or animal.
At Level 3, the student is able to
3.1.spi.3. Identify the function of specific plant and animal parts.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
3.1.tpi.1. determine the parts of an object.
3.1.tpi.2. identify the functions of an object’s parts.
3.1.tpi.3. predict the effects on an object that loses an essential part.
At Level 2, the student is able to
3.1.tpi.4. explain that organisms are made of smaller parts.
3.1.tpi.5. distinguish among the parts of organisms.
3.1.tpi.6. use appropriate tools to observe and identify the parts of an organism.
3.1.tpi.7. identify the functions of different parts of organisms (e.g., thumbs/grasping, beaks/feeding, roots/obtaining nutrients).
3.1.tpi.8. examine the parts of organisms that are essential for life.
3.1.tpi.9. determine the outcome when an organism is missing a specific part.
At Level 3, the student is able to
3.1.tpi.10. create a model of an organism and describe the function of its parts.
3.1.tpi.11. conduct a simple study to evaluate the effect on a plant that has lost a part.
Content Standard: 2.0 Interactions Between Living Things and Their Environment
The student will investigate how living things interact with one another and with non-living elements of their environment.
Learning Expectations:
2.1 Recognize the distinction between living and non-living things.
2.2 Realize that organisms use their senses to interact with their environment.
2.3 Examine interrelationships among plants, animals, and their environment.
2.4 Recognize that the environment and the organisms that live in it can be affected by pollution.
Accomplishments
Interactions Between Living Things and Their Environment::
3.2.1 Recognize the distinction between living and non-living things.
- Examine an object’s characteristics to determine if the object is living or non-living.
3.2.3 Examine interrelationships among plants, animals, and their environment.
- Explain how plants and animals depend upon each other and the non-living elements of an environment to meet basic needs.
3.2.4 Recognize that the environment and the organisms that live in it can be affected by pollution.
- Describe how environments are affected by various kinds of pollution.
Third Grade Benchmarks
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
3.2.spi.1. distinguish between living and non-living things in an illustration.
At Level 2, the student is able to
3.2.spi.2. select the plants and animals found in a specific environment.
3.2.spi.3. identify the sense used to collect specific information.
At Level 3, the student is able to
3.2.spi.4. identify the environment that has been impacted by pollutants.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
3.2.tpi.1. distinguish between living and non-living objects by their observable characteristics.
3.2.tpi.2. collect information about the environment using the senses.
3.2.tpi.3. associate an organism with its environment.
3.2.tpi.4. identify the characteristics of polluted environments.
At Level 2, the student is able to
3.2.tpi.5. contrast the characteristics of living and non-living things.
3.2.tpi.6. explain how organisms meet their survival needs.
3.2.tpi.7. diagram ways that plants and animals assist each other in meeting basic life requirements.
3.2.tpi.8. investigate what can happen to an organism when there is an environmental change due to pollution.
At Level 3, the student is able to
3.2.tpi.9. create an environment that depicts the interrelationships between living and non-living things.
3.2.tpi.10. demonstrate how the loss of one of the five senses affects an animal’s interactions with the environment.
3.2.tpi.11. propose a plan for eliminating a specific pollutant from an environment.
Content Standard: 3.0 Food Production and Energy for Life
The student will study the basic parts of plants, investigate how plants produce food, and discover that plants and animals use food to sustain life.
Learning Expectations:
3.1 Recognize the basic requirements of all living things.
3.2 Recognize the basic parts of plants.
Accomplishments
Food Production and Energy for Life:
3.3.1 Recognize the basic requirements of all living things.
- Explain how animals depend on plants to meet their need for energy.
3.3.2 Recognize the basic parts of plants.
- Examine the major parts of plants and determine their functions.
Third Grade Benchmarks
Performance Indicators State
As documented through state assessment,
At Level 1, the student is able to
3.3.spi.1. identify the basic needs of plants and animals.
At Level 2, the student is able to
3.3.spi.2. Recognize that animals obtain their food by eating plants or other animals.
At Level 3, the student is able to
3.3.spi.3. Recognize that plants use sunlight, water and air for photosynthesis.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
3.3.tpi.1. illustrate the basic life requirements necessary for plants and animals.
At Level 2, the student is able to
3.3.tpi.2. differentiate between how plants and animals are able to satisfy their energy requirements.
3.3.tpi.3. identify the structures that plants and animals use to meet their basic energy requirements.
At Level 3, the student is able to
3.3.tpi.4. create a diagram showing the food relationships between plants and animals.
Content Standard: 4.0 Heredity and Reproduction
The student will understand the basic principles of inheritance.
Learning Expectations:
4.1 Recognize that living things reproduce.
4.2 ecognize that offspring tend to resemble their parents.
4.3 Recognize that the appearance of plants and animals changes as they mature.
Accomplishments
Heredity and Reproduction:
3.4.1 Recognize that living things reproduce.
- Recognize that organisms develop the ability to reproduce as they mature.
3.4.2 Recognize that offspring tend to resemble their parents.
- Note similarities and differences between parents and offspring.
3.4.3 Recognize that the appearance of plants and animals changes as they mature.
- Describe how an organism (e.g., frog, butterfly) changes as it matures.
Third Grade Benchmarks
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
3.4.spi.1. choose the diagram that depicts a parent with its offspring.
At Level 2, the student is able to
3.4.spi.2. select the illustration that shows an adult organism.
At Level 3, the student is able to
3.4.spi.3. select the illustration that shows how an organism changes as it matures.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
3.4.tpi.1. compare and contrast individual organisms of the same type.
3.4.tpi.2. differentiate among the stages in the life cycle of a butterfly, a frog, and plants.
At Level 2, the student is able to
3.4.tpi.3. examine the similarities and differences between parents and their offspring.
3.4.tpi.4. describe the life cycle of an organism.
At Level 3, the student is able to
3.4.tpi.5. create a timeline that depicts the changes that occur during an organism’s life cycle.
3.4.tpi.6. relate the characteristics of a parent to those of its offspring.
Content Standard: 5.0 Diversity and Adaptation Among Living Things
The student will understand that living things have characteristics that enable them to survive in their environment.
Learning Expectations:
5.1 Recognize the differences among plants and animals of the same kind.
5.2 Recognize that living things have features that help them to survive in different environments.
Accomplishments
Diversity and Adaptation Among Living Things:
3.5.1 Recognize the differences among plants and animals of the same kind.
- Provide specific examples of differences among plants of the same kind.
3.5.2 Recognize that living things have features that help them to survive in different environments.
- Specify the features that enable a plant or animal to survive in its environment.
Third Grade Benchmarks
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
3.5.spi.1. identify groups of similar organisms (i.e., plants and animals).
At Level 2, the student is able to
3.5.spi.2. identify an organism that belongs in a specific environment.
At Level 3, the student is able to
3.5.spi.3. identify the characteristics that enable a specific plant and/or animal to survive in its environment.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
3.5.tpi.1. classify living things as plants or animals.
3.5.tpi.2. group organisms according to the environment in which they live.
At Level 2, the student is able to
3.5.tpi.3. investigate the relationship between an organism’s characteristics and its ability to survive in a specific environment.
At Level 3, the student is able to
3.5.tpi.4. create representations of animals that have characteristics necessary to survive in a given environment.
Content Standard: 6.0 Biological Change
The student will understand that living things have changed over time.
Learning Expectation:
6.1 Recognize that some plants and animals that once lived are no longer found on earth.
Accomplishments
Biological Change:
3.6.1 Recognize that some plants and animals that once lived are no longer found on earth.
- Give examples of organisms that have become extinct.
Third Grade Benchmarks
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
3.6.spi.1. identify an example, other than a dinosaur, of an extinct organism.
At Level 2, the student is able to
3.6.spi.2. identify evidence used to determine that an organism previously existed.
At Level 3, the student is able to
3.6.spi.3. match the organism to the evidence for its former existence.
Performance Indicators Teachers:
As documented by teacher observation,
At Level 1, the student is able to
3.6.tpi.1. provide examples of extinct organisms.
At Level 2, the student is able to
3.6.tpi.2. make inferences about extinct organisms from fossil evidence.
At Level 3, the student is able to
3.6.tpi.3. observe fossils and describe how they could be related to organisms that are alive today.
Content Standard: 7.0 Earth and Its Place in the Universe
The student will investigate the structure of the universe.
Learning Expectations:
7.1 Recognize that different objects appear in the day and nighttime sky.
7.2 Recognize that there are predictable patterns which occur in the universe.
Accomplishments
Earth and Its Place in the Universe:
3.7.1 Recognize that different objects appear in the day and nighttime sky.
- Recognize that a telescope serves as a tool for observing distant objects.
- Recognize that planets are major features of the universe
3.7.2 Recognize that there are predictable patterns that occur in the universe.
- Explain how day and night result from the rotation of the earth relative to the sun.
- Observe, identify, and order the basic phases of the moon.
Third Grade Benchmarks
Performance Indicator State:
As documented through state assessment,
At Level 1, the student is able to
3.7.spi.1. identify objects found in the day or nighttime sky.
3.7.spi.2. identify the approximate time of day from a picture of the sun’s position in the sky.
At Level 2, the student is able to
3.7.spi.3. choose the appropriate tool for observing a specific distant object.
3.7.spi.4. identify the four basic phases of the moon.
At Level 3, the student is able to
3.7.spi.5. identify the components of the solar system (e.g. planets, moons).
Performance Indicator Teacher:
As documented through teacher observation,
At Level 1, the student is able to
3.7.tpi.1. examine pictures of objects found in the day and nighttime sky and relate them to specific times of the day.
3.7.tpi..2. determine the tools needed for observing the day and nighttime sky.
At Level 2, the student is able to
3.7.tpi.3. identify the major components of the solar system (e.g., moons, planets).
3.7.tpi.4. illustrate the changing phases of the moon.
3.7.tpi.5. prepare a series of illustrations depicting the sun’s position in the sky at different times of the day.
At Level 3, the student is able to
3.7.tpi.6. create a model to explain the cause or day and night.
3.7.tpi.7. design an exploration for comparing the length of a shadow at different hours of the day.
Content Standard: 8.0 Atmospheric Cycles
The student will investigate the relationships among atmospheric conditions, weather, and climate.
Learning Expectations:
8.1 Recognize daily and seasonal weather changes.
8.2 Realize that weather is associated with temperature, precipitation, and wind conditions and can be measured using tools and instruments.
Accomplishments
Atmospheric Cycles:
3.8.1 Recognize daily and seasonal weather changes.
- Compare cloud types with specific weather conditions.
3.8.2 Realize that weather is associated with temperature, precipitation, and wind conditions and can be measured using tools and instruments.
- Explain how changes in temperature, precipitation, wind speed/direction result in different weather conditions.
- Use data to prepare an illustration of a specific day’s weather.
Third Grade Benchmarks
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
3.8.spi.1. select appropriate clothing for a given weather condition.
3.8.spi.2. identify the season when given a description of weather, plants, and animals.
At Level 2, the student is able to
3.8.spi.3. match temperature, precipitation, wind speed and direction, and cloud conditions with different weather conditions.
3.8.spi.4. identify the appropriate tools to measure temperature and precipitation.
At Level 3, the student is able to
3.8.spi.5. match the cloud type to a specific kind of weather.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
3.8.tpi.1. relate various temperatures, precipitation, wind speeds and directions with certain weather conditions.
3.8.tpi.2. collect and analyze daily weather information.
At Level 2, the student is able to
3.8.tpi.3. collect temperature data and relate it to weather conditions and seasonal changes.
3.8.tpi.4. use the appropriate instruments for collecting weather data.
3.8.tpi.5. identify clouds associated with a variety of weather conditions.
At Level 3, the student is able to
3.8.tpi.6. analyze weather data and associate it with seasonal weather conditions.
3.8.tpi.7. conduct experiments and draw conclusions about appropriate clothing for different weather conditions.
Content Standard: 9.0 Earth Features
The student will understand that the earth has many geological features that are constantly changing.
Learning Expectation:
9.1 Identify the earth’s major geological features.
Accomplishments
Earth Features:
3.9.1 Identify the earth’s major geological features.
- Compare and contrast a variety of different landforms and bodies of water.
Third Grade Benchmarks
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
3.9.spi.1. identify the labelled part of a map or illustration as a continent, ocean, lake, river, mountain, or island.
At Level 2, the student is able to
3.9.spi.2. select the illustration that identifies a specific geological feature.
At Level 3, the student is able to
3.9.spi.3. identify a geological feature given specific information.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
3.9.tpi.1. identify various types of land and water environments.
At Level 2, the student is able to
3.9.tpi.2. classify landforms and bodies of water according to their geologic features.
3.9.tpi.3. compare two different geological formations.
At Level 3, the student is able to
3.9.tpi.4. prepare a map of a country showing different landforms and bodies of water (e.g., mountains, valleys, plains, oceans, rivers, and lakes).
Content Standard: 10.0 Earth Resources
The student will investigate the properties, uses, and conservation of earth’s resources.
Learning Expectations:
10.1 Recognize that there are a variety of earth materials which have basic observable and measurable properties.
10.2 Realize that earth materials can be recycled or conserved.
Accomplishments
Earth Resources:
3.10.1 Recognize that there are a variety of earth materials that have basic observable and measurable properties.
- Explain the relationship between rocks and minerals.
- Identify common types of rocks.
3.10.2 Realize that earth materials can be recycled or conserved.
- Identify materials and resources that can be reused.
Third Grade Benchmarks
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
3.10.spi.1. identify an object as natural or man-made.
At Level 2, the student is able to
3.10.spi.2. recognize the properties used to identify specific Earth materials.
At Level 3, the student is able to
3.10.spi.3. identify methods for conserving natural resources.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
3.10.tpi.1. explore a variety of earth materials and identify their properties.
3.10.tpi.2. classify materials as natural or man made.
3.10.tpi.3. examine classroom materials that can or have been reused and resources that were saved through conservation.
At Level 2, the student is able to
3.10.tpi.4. use hand lenses to observe, describe, and compare various types of earth materials.
3.10.tpi.5. identify roles that students can play in conserving natural resources.
3.10.tpi.6. prepare a plan for reusing a classroom material.
At Level 3, the student is able to
3.10.tpi.7. write a story of the life cycle of a boulder that becomes a smaller rock.
3.10.tpi.8. create a web that demonstrates the link between basic human needs and earth’s resources.
Content Standard: 11.0 Forces and Motion
The student will investigate the effects of force on the movement of objects.
Learning Expectations:
11.1 Realize the basic concept that forces can move objects (push/pull).
11.2 Observe and predict how the weight of an object and its position affect balance.
Accomplishments
Forces and Motion:
3.11.1 Realize the basic concept that forces can move objects (push/pull).
- Describe the relationship between the amount of force applied to an object and the distance the object moves.
- Recognize that objects move differently on different surfaces.
- Recognize that magnets can move objects without touching them.
3.11.2 Observe and predict how the weight of an object and its position affect balance.
- Describe how changing the position of an object affects a balanced system.
Third Grade Benchmarks
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
3.11.spi.1. identify that an unbalanced force is needed to change the direction of an object.
At Level 2, the student is able to
3.11.spi.2. select an object that would be attracted by a magnet.
3.11.spi.3. identify how weights affect a balance scale.
At Level 3, the student is able to
3.11.spi.4. select how surface characteristics affect the movement of an object.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
3.11.tpi.1. differentiate between push and pull by moving objects in different directions.
3.11.tpi.2. demonstrate the effect of a force on the movement of an object.
3.11.tpi.3. balance objects using a scale.
3.11.tpi.4. make predictions about objects that are attracted to a magnet.
At Level 2, the student is able to
3.11.tpi.5. investigate the effect of various surfaces on movement.
3.11.tpi.6. explore the effect of the weight of an object and its position on a balanced system.
3.11.tpi.7. predict the effect of removing support from various objects.
At Level 3, the student is able to
3.11.tpi.8. explore the amount of force needed to move objects of varying mass.
3.11.tpi.9. explain how distance affects the strength of a magnet’s attraction.
Content Standard: 12.0 Structure and Properties of Matter
The student will investigate the characteristic properties of matter.
Learning Expectation:
12.1 Recognize that objects have observable properties that can change over time and under different conditions.
Accomplishments
Structure and Properties of Matter:
3.12.1 Recognize that objects have observable properties that can change over time and under different conditions.
- Classify materials according to their physical properties.
- Select and use appropriate tools to observe and measure the physical properties of materials.
Third Grade Benchmarks
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
3.12.spi.1. select an object according to a particular property.
At Level 2, the student is able to
3.12.spi.2. order objects according to a specific property (e.g., longest to shortest, heaviest to lightest).
3.12.spi.3. identify appropriate tools for determining the weight or length of materials.
At Level 3, the student is able to
3.12.spi.4. identify an object when given its properties.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
3.12.tpi.1. describe an object according to its observable properties.
3.12.tpi.2. compare and contrast objects according to weight, length, and size.
3.12.tpi.3. observe and compare a collection of various solids and/or liquids.
At Level 2, the student is able to
3.12.tpi.4. develop questions about objects that can answered through investigation.
3.12.tpi.5. compare and contrast the properties of solids and liquids.
At Level 3, the student is able to
3.12.tpi.6. select the illustration that demonstrates materials undergoing a change.
Content Standard: 13.0 Interactions of Matter
The student will investigate the interactions of matter.
Learning Expectation:
13.1 Investigate the kinds of changes that occur when different types of matter interact.
Accomplishments
Interactions of Matter:
3.13.1 Investigate the kinds of changes that occur when different types of matter interact.
- Explain how materials change their form, color, or texture when they are mixed, separated, or heated.
Third Grade Benchmarks
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
3.13.spi.1. identify the effects of mixing two types of materials (e.g., salt and pepper).
At Level 2, the student is able to
3.13.spi.2 choose features associated with physical changes.
At Level 3, the student is able to
3.13.spi.3. identify methods for separating mixtures.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
3.13.tpi.1. observe and describe the results of combining different materials.
At Level 2, the student is able to
3.13.tpi.2. classify the combinations of materials according to whether they retain or lose their individual properties.
At Level 3, the student is able to
3.13.tpi.3. conduct a simple investigation of how materials can be changed as a result of mixing, separating, and/or heating.
Content Standard: 14.0 Energy
The student will investigate energy and its uses.
Learning Expectations:
14.1 Realize that the sun is the main source of earth’s heat and light energy.
14.2 Recognize that sound is produced when objects vibrate.
Accomplishments
Energy:
3.14.1 Realize that the sun is the main source of earth’s heat and light energy.
- Analyze data to explain the heating and cooling of land, air, and water.
3.14.2 Recognize that sound is produced when objects vibrate.
- Explain how sounds are produced.
- Differentiate between pitch and volume.
Third Grade Benchmarks
Performance Indicators State:
As documented through state assessment,
At Level 1, the student is able to
3.14.spi.1. identify the source of the Earth’s heat and light energy.
At Level 2, the student is able to
3.14.spi.2. Identify how sounds are produced.
At Level 3, the student is able to
3.14.spi.3. identify the illustration that demonstrates the effects of the sun on various materials.
Performance Indicators Teacher:
As documented through teacher observation,
At Level 1, the student is able to
3.14.tpi.1. illustrate how life on earth would change without the sun.
3.14.tpi.2. demonstrate a variety of ways to produce sound.
At Level 2, the student is able to
3.14.tpi.3. investigate the effect of the sun’s energy on different surfaces.
3.14.tpi.4. collect temperature data at various times of the day at the same location.
At Level 3, the student is able to
3.14.tpi.5. associate a variety of musical instruments with different types of sounds.