Third Grade Science Standards

Content Standard
EALR 4: Physical Science
Big Idea: Energy: Transfer, Transformation, and Conservation
Core Content: Forms of Energy /

Performance Expectation

(Lesson Content Goals) / Science Content
Or Kits Used / Essential Vocabulary
(Highlight denotes District Content Vocabulary) /

Supplemental

Materials /

Assessments

/

Science Demonstrations,

Labs, Activities

2-3 PS3A Heat, light, motion, electricity, and sound are all forms of energy. / Use the word energy to explain everyday activities (e.g., food gives people energy to play games).
Give examples of different forms of energy as observed in everyday life: light, sound, and motion.
Explain how light, sound, and motion are all energy. / Textbook:
Science Horizons
Silver, Burdett & Ginn, 1991 / Circular motion
Electricity
Form
Forms of Energy
Function
Heat
Light
Motion
Sound / Science Notebooking
Science Saurus
Classroom Demonstrations on District Webpage
Science Short Stories on District Webpage
FOSS: Magnetism and Electricity / Science Probe: 1-14
“The Mitten Problem”
Science Probe: 2-5
“Turning the Dial”
Science Probe: 2-6
“Boiling Time and Temperature”
Science Probe: 2-7
“Freezing Ice”
Science Probe: 2-8
“What’s In the Bubbles?”
Science Probe: 2-10
“Ice-Cold Lemonade”
Science Probe: 2-11
“Mixing Water”
Science Probe: 4-6
“Ice Water”
Science Probe: 4-7
“Warming Water” / Science Demo: “The Tapping Finger”
Science Demo: “ The Vanishing Reflection”
Science Demo: “Balls of Energy”
Science Demo: “Cans of Sound (The Bonko)”
Science Demo: “Energy Abounds”
Science Demo: “Energy Conversions”
Science Demo: “Energy I Use”

EALR 4: Earth and Space Science

Big Idea: Earth in the Universe
Core Content: The Sun’s Daily Motion /

Performance Expectation

(Lesson Content Goals) / Science Content
Or Kits Used / Essential Vocabulary
(Highlight denotes District Content Vocabulary) / Supplemental
Materials /

Assessments

/

Science Demonstrations,

Labs, Activities

2-3 ES1A Outdoor shadows are longest during the
morning and evening and shortest during
the middle of the day. These changes in the
length and direction of an object’s shadow
indicate the changing position of the Sun
during the day. / Mark the position of shadows cast by a stick
over the course of a few hours, and infer how
the Sun has moved during that time.*a
Observe that the length of shadows is
shortest at about noon, and infer that this is
because the Sun is highest in the sky (but not
directly overhead) at about that time. *a
Explain how shadows could be used to tell
the time of day.*b / Textbook:
Science Horizons
Silver, Burdett & Ginn, 1991 / Direction
Distance
Evening
Infer
Length
Location
Longest
Morning
Position
Shadows
Shortest / Science Notebooking
Science Saurus
Classroom Demonstrations on District Webpage
Science Short Stories on District Webpage / Science Probe: 1-1
“Can It Reflect Light?”
Science Probe: 1-2
“Apple In the Dark”
Science Probe: 1-3
“Birthday Candles”
Science Probe: 3-24
“Me and My Shadow”
Science Probe: 4-19
“Camping Trip” / Science Demo: “Sundial Time”

EALR 4: Life Science

Big Idea: Ecosystems

Core Content: Changes in Ecosystems

/

Performance Expectation

(Lesson Content Goals) / Science Content
Or Kits Used / Essential Vocabulary
(Highlight denotes District Content Vocabulary) /

Supplemental

Materials /

Assessments

/

Science Demonstrations,

Labs, Activities

2-3 LS2A Ecosystems support all life on the planet,
including human life, by providing food,
fresh water, and breathable air.
2-3 LS2B All ecosystems change over time as a result
of natural causes (e.g., storms, floods,
volcanic eruptions, fire). Some of these
changes are beneficial for the plants and
animals, some are harmful, and some have
no effect.
2-3 LS2C Some changes in ecosystems occur slowly
and others occur rapidly. Changes can affect
life forms, including humans.
2-3 LS2D Humans impact ecosystems in both positive
and negative ways. Humans can help
improve the health of ecosystems so that
they provide habitats for plants and animals
and resources for humans over the long
term. For example, if people use fewer
resources and recycle waste, there will be
fewer negative impacts on natural systems. / Identify at least four ways that ecosystems
support life (e.g., by providing fresh water,
generating oxygen, removing toxic pollutants,
and providing sources of useful materials).
Describe three or more of the changes that
occur in an ecosystem or model of a natural
ecosystem (e.g., aquarium, terrarium) over
time, as well as how these changes may affect
the plants and animals living there.*a
Explain the consequences of rapid
ecosystem change (e.g., flooding, wind storms,
snowfall, volcanic eruptions).
Explain the consequences of gradual
ecosystem change (e.g., gradual increase or
decrease in daily temperatures, reduction or
increase in yearly rainfall).
Describe a change that humans are making
in a particular ecosystem and predict how that
change could harm or improve conditions for
a given type of plant or animal.*b
Propose a plan to protect or improve an
ecosystem. / Textbook:
Science Horizons
Silver, Burdett & Ginn, 1991 / Atmosphere
Beneficial
Breathable air
Changes
Ecosystems
Effect
Floods
Food
Fresh water
Harmful
Human Life
Impact
Life
Life Forms
Model
Natural causes
Negative
Nutrients
Planet
Positive
Reasoning
Resources
Species
Steam
Storms
System
Volcanic eruptions
Water vapor
Weathering / Science Notebooking
Science Saurus
Classroom Demonstrations on District Webpage
Science Short Stories on District Webpage / Science Probe: 1-17
“Is It Living?”
Science Probe: 1-20
“Functions of Living Things” / Science Demo: “Elementary Ecosystems”
Science Demo: “Spinning the EcoWeb”

EALR 4: Life Science

Big Idea: Biological Evolution
Core Content: Variation of Inherited Characteristics /

Performance Expectation

(Lesson Content Goals) /

Science Content

Or Kits Used /

Essential

Vocabulary
(Highlight denotes District Content Vocabulary) /

Supplemental

Materials /

Assessments

/

Science Demonstrations,

Labs, Activities
2-3 LS3A There are variations among the same kinds
of plants and animals.
2-3 LS3B The offspring of a plant or animal closely
resembles its parents, but close inspection
reveals differences.
2-3 LS3C Sometimes differences in characteristics
give individual plants or animals an
advantage in surviving and reproducing.
2-3 LS3D Fossils are often similar to parts of plants or
animals that live today.
2-3 LS3E Some fossils are very different from plants
and animals that live today. / Give examples of variations among
individuals of the same kinds of plants and
animals within a population (e.g., tall and
short pine trees, black cats and white cats,
people with blue eyes or brown eyes, with
freckles or without).
Compare the offspring of a plant or animal
with its parents, listing features that are
similar and that are different.
Predict how differences in characteristics
might help one individual survive better than
another (e.g., animals that are stronger or
faster, plants or animals that blend into the
background, plants that grow taller or that
need less water to survive).
Observe fossils and compare them to
similar plants or animals that live today (e.g.,
compare a fossil fern with a similar fern that
grows today, a dinosaur leg bone with the leg
bone of a reptile that lives today, a mastodon
and an elephant).
Conclude from fossil evidence that once
there were species on Earth that are no longer
alive (e.g., T-Rex, trilobites).
Given pictures of animals that are extinct
(e.g., dinosaurs, mammoths), describe how
these animals are different from animals that
live today. / STC Kit:
Plant Growth and Development
Textbook:
Science Horizons
Silver, Burdett & Ginn, 1991
STC Kit: Rocks and Minerals (PS2A, PS2B, ES2A, LS3D, LS3E. / Background
Behavior pattern
Blend
Characteristics
Different
Dinosaurs
Faster
Fossil evidence
Fossils
Mammoths
Offspring
Parents
Population
Prehistoric
Reproducing
Similar
Stronger
Survive
T-Rex
Trilobites
Variations / Science Notebooking
Science Saurus
Classroom Demonstrations on District Webpage
Science Short Stories on District Webpage / Science Probe: 2-17
“Baby Mice”
Science Probe: 2-19
“Habitat Change”
Science Probe: 2-22
“Mountaintop Fossil”
Science Probe: 3-14
“Does It Have a Life Cycle?”
Science Probe: 4-14
“Chicken Eggs” / Science Demo: “Variation of Inherited Characteristics”