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Third Grade SEEd Standards

Strand 3.1: WEATHER AND CLIMATE PATTERNS
Weather is a minute-by-minute, day-by-day variation of the atmosphere’s condition on a local scale. Scientists record patterns of weather across different times and areas so that they can make weather forecasts. Climate describes a range of an area’s typical weather conditions and the extent to which those conditions vary over a long period of time. A variety of weatherrelated hazards result from natural processes. While humans cannot eliminate natural hazards, they can take steps to reduce their impact.

„ Standard 3.1.1 Analyze and interpret data to reveal patterns that indicate typical
weather conditions expected during a particular season. Emphasize
students gathering data in a variety of ways and representing data
in tables and graphs. (ESS2.D)

„ Standard 3.1.2 Obtain and communicate information to describe climate patterns
in different regions of the world. Emphasize how climate patterns can
be used to predict typical weather conditions. (ESS2.D)

„ Standard 3.1.3 Design a solution that reduces the effects of a weather-related hazard.
Define the problem, identify criteria and constraints, develop possible
solutions, analyze data from testing solutions, and propose modifications for
optimizing a solution.(ESS3.B, ETS1.A, ETS1.B, ETS1.C)

 

Strand 3.2: EFFECTS OF TRAITS ON SURVIVAL
Organisms (plants and animals, including humans) have unique and diverse life cycles, but they all follow a pattern of birth, growth, reproduction, and death. Different organisms vary in how they look and function because they have different inherited traits. An organism’s traits are inherited from its parents and can be influenced by the environment. Variations in traits between individuals in a population may provide advantages in surviving and reproducing in particular environments. When the environment changes, some organisms have traits that allow them to survive, some move to new locations, and some do not survive. Humans can design solutions to reduce the impact of environmental changes on organisms.

„ Standard 3.2.1 Develop and use models to describe changes that organisms go through
during their life cycles. Emphasize that organisms have unique and diverse
life cycles but follow a pattern of birth, growth, reproduction, and death.
(LS1.B)

„ Standard 3.2.2 Analyze and interpret data to identify patterns of traits that plants
and animals have inherited from parents. Emphasize the similarities and
differences in traits between parent organisms and offspring and variation
of traits in groups of similar organisms. (LS3.A, LS3.B)

„ Standard 3.2.3 Construct an explanation that the environment can affect the traits of an
organism. (LS3.B)

„ Standard 3.2.4 Construct an explanation showing how variations in traits and behaviors
can affect the ability of an individual to survive and reproduce. (LS2.D, LS4.B)

„ Standard 3.2.5 Engage in argument from evidence that in a particular habitat (system)
some organisms can survive well, some survive less well, and some cannot
survive at all. Emphasize that organisms and habitats form systems in
which the parts depend upon each other. (LS4.C)

„ Standard 3.2.6 Design a solution to a problem caused by a change in the environment
that impacts the types of plants and animals living in that environment.
Define the problem, identify criteria and constraints, and develop possible
solutions. (LS2.C, LS4.D, ETS1.A, ETS1.B, ETS1.C)

 

Strand 3.3: FORCE AFFECTS MOTION
Forces act on objects and have both a strength and a direction. An object at rest typically has multiple forces acting on it, but they are balanced, resulting in a zero net force on the object. Forces that are unbalanced can cause changes in an object’s speed or direction of motion. The patterns of an object’s motion in various situations can be observed, measured, and used to predict future motion. Forces are exerted when objects come in contact with each other; however, some forces can act on objects that are not in contact. The gravitational force of Earth, acting on an object near Earth’s surface, pulls that object toward the planet’s center. Electric and magnetic forces between a pair of objects can act at a distance. The strength of these non-contact forces depends on the properties of the objects and the distance between the objects.

„ Standard 3.3.1 Plan and carry out investigations that provide evidence of the effects of
balanced and unbalanced forces on the motion of an object. Emphasize
investigations where only one variable is tested at a time. (PS2.A, PS2.B)

„ Standard 3.3.2 Analyze and interpret data from observations and measurements of
an object’s motion to identify patterns in its motion that can be used to
predict future motion. (PS2.A, PS2.C)

„ Standard 3.3.3 Construct an explanation that the gravitational force exerted by
Earth causes objects to be directed downward, toward the center of
the spherical Earth. Emphasize that “downward” is a local description
depending on one’s position on Earth. (PS2.B)

„ Standard 3.3.4 Ask questions to plan and carry out an investigation to determine
cause and effect relationships of electric or magnetic interactions
between two objects not in contact with each other. Emphasize how
static electricity and magnets can cause objects to move without
touching. (PS2.B)

„ Standard 3.3.5 Design a solution to a problem in which a device functions by using
scientific ideas about magnets. Define the problem, identify criteria and
constraints, develop possible solutions using models, analyze data from
testing solutions, and propose modifications for optimizing a solution.
(PS2.B, ETS1.A, ETS1.B, ETS1.C)