Science Standards Document
Third Grade
Final
Hawaii School Districts
Prepared by Marzano and Associates
Grade 3 Summary
Strand / Standard / Topic / Number of ElementsThe Scientific Process / 1 / Scientific Inquiry / 2
The Scientific Process / 2 / Science, Technology, and Society / 1
The Scientific Process / 2 / Unifying Concepts and Themes / 1
Life and Environmental Sciences / 3 / Interdependence / 1
Life and Environmental Sciences / 4 / Cells, Tissues, Organs, and Organ Systems / 1
Life and Environmental Sciences / 5 / Unity and Diversity / 1
Physical, Earth, and Space Sciences / 6 / Energy and its Transformation / 1
Physical, Earth, and Space Sciences / 6 / Waves / 2
Physical, Earth, and Space Sciences / 7 / Forces and Motion / 1
Physical, Earth, and Space Sciences / 8 / Earth Materials / 1
Physical, Earth, and Space Sciences / 8 / Forces that Shape the Earth / 1
Physical, Earth, and Space Sciences / 8 / The Universe / 2
Total / 15
Topic: Scientific Inquiry
Strand: The Scientific Process
Standard 1: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate using the skills necessary to engage in the scientific process.
Grade 3
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· designs an experiment about something he/she has wondered about
· based on a reading, collects and analyzes the data to discuss his/her findings
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving scientific inquiry the student will:
· (SC.3.1.1) pose a question and develop a hypothesis based on observations (brainstorm different types of questions and develop a question and hypothesis based on observations)
· (SC.3.1.2) safely collect and analyze data to answer a question (safely collect and organize data using tables, charts, and/or graphs to explain what happens in an experiment)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes or recalls specific terminology such as:
o hypothesis
o variables
o data
o observation
o conclusion
· performs basic processes such as:
o describing the process performed in class that was used to create a question and create a hypothesis
o describing the findings from an experiment
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4.0
· (SC.3.1.1) Ask students to design a new experiment by creating a question and hypothesis.
· (SC.3.1.2) Based on a reading, ask students to collect and analyze the data to explain their findings.
Level 3.0
· (SC.3.1.1) Using the results of the class experiment, ask students to pose a question and develop another hypothesis based on the observation.
· (SC.3.1.2) With class experiments, ask students to collect, organize, analyze, and conclude the data.
Level 2.0
· (SC.3.1.1) Ask students t o recognize or recall specific terminology by matching vocabulary with the definition of these words:
o hypothesis
o variables
o data
o observation
o conclusion
· (SC.3.1.1) Ask students to describe what they did in class to create a question and hypothesis.
· (SC.3.1.2) Ask students to share the findings from the class experiment.
Topic: Science, Technology, and SocietyStrand: The Scientific Process
Standard 2: NATURE OF SCIENCE: Understand that science, technology, and society are interrelated.
Grade 3
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· determines what types of tools would be needed to assist society in the future
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving science, technology, and society the student will:
· (SC.3.2.1) describe ways technologies in fields such as agriculture, information, manufacturing, or communication have influenced society (describe different types of farming technologies, information technologies, manufacturing technologies, or communication technologies and describe how they affected people in the community)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes or recalls specific terminology such as:
o technology
o agriculture – farming
o manufacturing – produce
o information – newspaper, TV
o communication – telephone, satellite
· performs basic processes such as:
o describing what types of technology are used in a given field of study
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4
· (SC.3.2.1) Ask students to identify a current problem and determine what types of tools would be necessary to alleviate/solve the problem.
Level 3
· (SC.3.2.1) Ask students to select a technology in the fields of agriculture, information, manufacturing, or communication and research how the technology has evolved to influence society.
Level 2
· (SC.3.2.1) Ask students to match the terminology to the given examples:
o technology
o agriculture
o manufacturing
o information
o communication
· (SC.3.2.1) Ask students to describe what types of technology are used in a given field of study/related to field trips
Examples:
-astronomer
-geologist
-farmer
-entomologist
-zoologist
-botanist
Topic: InterdependenceStrand: Life and Environmental Sciences
Standard 3: ORGANISMS AND THE ENVIRONMENT: Understand the unity, diversity, and interrelationships of organisms, including their relationship to cycles of matter and energy in the environment.
Grade 3
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· explains how a specific plant depends on different animals for its survival
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving interdependence the student will:
· (SC.3.3.1) describe how plants depend on animals (describe how plants depend on animals for their survival (e.g., seed dispersal, pollination, oxygen/carbon dioxide cycle)
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes or recalls specific terminology such as:
o interdependence
o organism
o interrelationships
o survival
o dispersal
o pollination
o oxygen/carbon dioxide
o food web/food chain – producer, consumer, decomposer
· performs basic processes such as:
o giving an example of how a plant depends on an animal
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4
· (SC.3.3.1) Ask students to name a specific plant and explain how it depends on different animals for its survival.
Level 3
· (SC.3.3.1) Ask students to describe three examples of how plants depend on animals.
Level 2
· (SC.3.3.1) Ask students to label each picture with each terminology
o interdependence
o organism
o interrelationships
o survival
o dispersal
o pollination
o oxygen/carbon dioxide
o food web/food chain – producer, consumer, decomposer
· (SC.3.3.1) Ask students to draw a picture of how a plant depends on an animal.
Topic: Unity and DiversityStrand: Life and Environmental Sciences
Standard 5: DIVERSITY, GENETICS, AND EVOLUTION: Understand genetics and biological evolution and their impact on the unity and diversity of organisms.
Grade 3
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· explains the relationship and how it affects the structure and function in organisms
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving unity and diversity the student will:
· (SC 3.5.1) describe the relationship between structure and function in organisms (explain how structures are related to the functions they perform in living things (e.g., meat-eating animals have teeth that are sharp to tear meat))
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes or recalls specific terminology such as:
o structure
o function – reproduction, survival, defense
o organism
o relationship
· performs basic processes such as:
o giving an example of an organism and how its structure affects its function
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0
Level 4
· (SC 3.5.1) Ask students to cite two examples explaining the relationship of how structure and function affects organisms in its natural environment. (example tortoise has a shell to protect it from predators, for shelter and also to be able withstand the heat in its natural environment)
Level 3
· (SC 3.5.1) Ask students to name a structure and describe a function in an organism.
Level 2
· (SC 3.5.1) Ask students to write true of false for each statement relating to these vocabulary words:
o structure
o function – reproduction, survival, defense
o organism
o relationship
· (SC 3.5.1) Ask students to draw a picture of an organism and describe how its structure affects its function.
Topic: Cells, Tissues, Organs, and Organ SystemsStrand: Life and Environmental Sciences
Standard 4: STRUCTURE AND FUNCTION IN ORGANISMS: Understand the structures and functions of living organisms and how organisms can be compared scientifically.
Grade 3
Level 4.0 / In addition to Level 3.0, in-depth inferences and applications that go beyond what was taught such as:
· explains distinct structures of living things that help them to survive
Level 3.5 / In addition to Level 3.0 performance, in-depth inferences and applications with partial success.
Level 3.0 / While engaged in tasks involving cells, tissues, organs, and organ systems the student will:
· (SC.3.4.1) compare distinct structures of living things that help them to survive (compare the structures of different organisms that help them to survive (e.g., sharp eyes, good ears, fast feet, tall stems))
The student exhibits no major errors or omissions.
Level 2.5 / No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.
Level 2.0 / There are no major errors or omissions regarding the simpler details and processes as the student:
· recognizes or recalls specific terminology such as:
o organisms
o traits
o structure
o herbivores, carnivores
o classification – amphibian, bird, fish, mammal, reptile, insect
o invertebrates/vertebrates
o function – reproduction, survival, defense
· performs basic processes such as:
o listing the animal classifications (mammal, reptile, amphibian, fish, bird, insect) and describing their traits for survival
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Level 1.5 / Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.
Level 1.0 / With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Level 0.5 / With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.
Level 0.0 / Even with help, no understanding or skill demonstrated.
Sample Tasks for Levels 4.0, 3.0, & 2.0