• GLE-Sci3

    3rd Grade Level Expectations
    Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
    By the end of third grade, students will be able to:
    1a. Ask questions and state predictions that can be addressed through scientific investigation
    tell what question they are going to answer or problem they will solve in an investigation
    predict what they think will happen and tell why
    generate questions during and after an investigation based on their observations, data, or variables (example of stem for variables: “What would happen if we change . . .?”)
    suggest a simple investigation to answer one of the questions generated
    1b. Select and use simple devices to gather data related to an investigation
    use batteries, wires, and bulbs to learn about the importance of a complete circuit
    use tools (for example, hand lens, ruler, stream table) to do things
    1c. Use data based on observations
    use two or more words to describe an object or situation
    use more than one sense when making observations
    draw and label pictures that include relevant details as well as the main characteristics
    record observations (using pictures, words, or numbers) on charts with existing column headings
    make two-column charts and label column headings with teacher guidance
    plot data on a bar graph using their data
    1d. Communicate about investigations and explanations
    use observations and graphs to answer questions related to the investigation
    compare results with their prediction and answer the question they set out to answer
    tell what happened when they did an investigation
    Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
    In third grade, students learn that when electrical energy moves through a
    simple circuit (battery, bulb, and wire) it can be used to do things.
    By the end of third grade, students will be able to:
    2.1a. Examine, describe, classify, and compare tangible objects in terms of common physical properties (for example, ability to conduct electricity)
    test to find out which materials can conduct electricity and which cannot
    know that most metals can conduct electricity
    2.2a. Recognize that energy in the form of electricity can affect common objects and is involved in common events
    light a bulb using a wire and battery in a variety of arrangements
    draw a circuit and label the parts and the path of electricity
    demonstrate how to use electrical energy to produce light, heat, and sound
    2.2b. Make observations on quantities associated with energy and change
    describe what happens when more batteries are added to a circuit
    describe what happens when more bulbs are added to a circuit
    2.3a. Observe and describe parts of a simple electrical system
    name the parts that are needed to light a bulb
    describe the function of each part of a circuit (for example, a battery produces electrical energy)
    explain that a switch works by completing or breaking a circuit
    identify electrical systems that will work
    create an electrical circuit that matches a drawing
    Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
    In third grade, students learn that animals go through orderly changes
    as they grow older. They also learn about characteristics of insects.
    By the end of third grade, students will be able to:
    3.1b. Classify a variety of organisms according to selected characteristics
    sort a group of animals (pictures or living organisms) into two groups—insects and other *
    3.1c. Describe the basic needs of an organism
    identify the basic needs of an insect at a particular life stage (for example, butterflies need sugar water, caterpillars need leaves)
    compare the basic needs (particularly food needs) of two adult insects
    3.3c. Describe life cycles of selected organisms
    observe and draw each stage of the life cycle of a particular insect
    describe the characteristics of each life stage
    recognize and identify stages of an insect’s life cycle (egg, larva, pupa, adult) *
    explain that the life stages of a specific type of insect are similar (for example, all butterflies go through the same life stages)
    sequence the life stages of an insect
    compare the life stages of two types of insects (for example, both butterflies and mealworms have a four-stage life cycle—egg, larva, pupa, adult)
    explain the term life cycle (an insect starts as an egg that hatches; when the young grow up, they produce more eggs which starts the cycle all over again)
    3.4a. Identify characteristics that are common to all individuals of a species
    know that adult insects have three body sections, six legs, and two antennae
    describe ways that all insects of one kind are alike at a particular stage (for example, all mealy worm larvae have lots of segments and are brown in color)
    compare the legs, body sections, and antennae of two types of insects
    3.4b. Recognize that there are differences in appearance among individuals of the same population or group
    observe and describe ways that two individual insects of the same type and life stage look different
    Earth and Space Science: Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space.
    In third grade, students learn how water changes the surface of the Earth.
    By the end of third grade, students will be able to:
    4.1c. Identify major features of Earth’s surface
    identify mountains/hills, rivers/streams, plateaus, oceans, lakes, and plains from pictures
    4.1d. Describe natural processes that change Earth’s surface
    describe weathering (the breaking up of rocks) and erosion (the movement of rocks and soils) as being two processes that change Earth’s surface
    describe two things that cause weathering (for example, dissolving, freezing and thawing)
    use a model to demonstrate weathering
    name two ways that rocks or sediments can be eroded (wind, water, ice)
    show which way water would flow on a model (stream table), picture, and/or relief map of a land surface
    list factors (for example, size of particles, speed of wind/water, volume of water, slope of land) that can affect the rate of erosion and explain how they do so *
    interpret a model of erosion and explain how it is the same and different from erosion on Earth’s surface
    demonstrate and explain how features of Earth’s surface are created as a result of erosion and/or deposition (sand dune, delta, canyon)
    explain why the Earth’s surface must always be building up in some places since it is constantly wearing down in others
    name examples of weathering and erosion in the local environment *
    4.1e. Recognize that humans are affected by natural events
    give an example of how erosion can affect people at the same time it changes Earth’s surface
    4.3a. Identify major sources of water
    name freshwater sources (glaciers, lakes, rivers, lakes, ponds, streams)
    name saltwater sources (seas, oceans)
    4.3b. Identify and describe the states (solid, liquid, gas) in which water can be found
    name at least three places where water in liquid form is found (ocean, sea, lake, pond, river, stream)
    name at least two places where water in solid form is found (snow, glacier)
    tell where water can be found in gas form (air/atmosphere)
    4.3c. Recognize the importance of water
    recall that water is a basic survival need of both plants and animals
    give examples of how water can affect the surface of the Earth
    Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.
    Note: This standard is not addressed as a separate unit; rather, it should be integrated, where appropriate, into the units at each grade level.
    By the end of third grade, students will be able to:
    5d. Identify careers that use science and technology
    realize that electricians work with circuits
    realize that some people study insects as part of their job (entomologists)
    realize that exterminators, people who kill populations of insect pests, often must understand the needs of insects at each stage of their life cycle
    Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
    Note: This standard is not addressed as a separate unit; rather, it should be integrated, where appropriate, into the units at each grade level.
    By the end of third grade, students will be able to:
    6a. Recognize that when a science experiment is repeated with the same conditions, the experiment generally works the same way
    realize that when the parts of a circuit are part together in the same way, they get the same results
    6b. Compare knowledge gained from direct experience to knowledge gained indirectly
    compare what they learned by lighting a bulb with a battery in class to what happens when lighting a bulb in a house
    6c. Identify observable patterns and changes and predict future events based on those patterns
    describe what happens when an insect ages and use this information to predict what might happen to another insect as it ages
    6d. Describe and compare the components and functions of a simple electrical system
    name the parts of a simple electrical circuit (battery, wire, bulb)
    describe the function of each part of a circuit (for example, a battery makes electrical energy)
    6e. Compare a model with what it represents
    explain how a simple circuit models an electrical system at home (for example, lighting a lamp or a flashlight)
    explain how a stream table models what happens on the slope of a hill
    * Students may benefit from using the outdoors as a classroom when they are working on these expectations.