SCIENCE

Hampton School District

Science Competencies and Learning Targets for Grade 3

FORCES AND INTERACTIONS

▪ Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

▪ Define a simple design problem that can be solved by applying scientific ideas about magnets.*

▪ Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

▪ Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.


INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS

▪ Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

▪ Construct an argument that some animals form groups that help members survive.

▪ Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

▪ Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.*


INHERITANCE AND VARIATION OF TRAITS: LIFE CYCLES AND TRAITS

▪ Analyze and interpret data to provide evidence that plants and animals (not humans) have traits inherited from parents and that variation of these traits exists in a group of similar organisms. Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings.

▪ Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Changes organisms go through during their life form a pattern.

▪ Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

▪ Use evidence to support the explanation that traits can be influenced by the environment.

 

WEATHER AND CLIMATE

▪ Make a claim about the merit of a design solution that reduces the impacts of a weather.related hazard.*

▪ Obtain and combine information to describe climates in different regions of the world.

▪ Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

ENGINEERING DESIGN

▪ Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

▪ Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

▪ Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

 

Hampton School District

Science Competencies and Learning Targets for Grade 3 
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