Grade 3 Science South Dakota Standards

Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost. Alignment may include 3-PS2-4; 3-LS4-4; 3-ESS3-1; 4-PS3-4

Generate and compare multiple solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. Alignment may include 4-ESS3-2

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. Alignment may include 4-PS4-3

Represent data in tables and graphical displays to describe weather conditions during a particular season. (SEP: 4; DCI: ESS2.D; CCC: Patterns)

Obtain and combine information to describe climates in different regions of the world. (SEP: 8; DCI: ESS2.D; CCC: Patterns)

Make an evidence-based claim about the validity of a design solution that reduces the impacts of a weather-related hazard. (SEP: 7; DCI: ESS3.B, ETS1.A; CCC: Cause/Effect) Alignment may include 3-5-ETS1-1

Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death. (SEP: 1; DCI: LS1.B; CCC: Patterns)

Construct an argument that some animals form groups that help members survive. (SEP: 7; DCI: LS2.D; CCC: Cause/Effect)

Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms. (SEP: 4; DCI: LS3.A, LS3.B; CCC: Patterns)

Use evidence and reasoning to support the explanation that traits can be influenced by the environment. (SEP: 6; DCI: LS3.A, LS3.B; CCC: Cause/Effect)

Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. (SEP: 4; DCI: LS4.A; CCC: Scale/Prop.)

Use evidence and reasoning 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. (SEP: 6; DCI: LS4.B; CCC: Cause/Effect)

Construct an argument with evidence how some organisms thrive, some struggle to survive, and some cannot survive in a particular habitat. (SEP: 7; DCI: LS4.C; CCC: Cause/Effect)

Make an evidence-based claim about the validity of a solution to a change in the environment that affects the types of plants and animals that live there. (SEP: 7; DCI: LS2.C, LS4.D, ETS1.A; CCC: Systems) Alignment may include 3-5-ETS1-1

Plan and carry out an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. (SEP: 3; DCI: PS2.A, PS2.B; CCC: Cause/Effect)

Make observations and/or measurements of an object’s motion to provide evidence for how a pattern can be used to predict future motion. (SEP: 3; DCI: PS2.A; CCC: Patterns)

Ask questions about cause-and-effect relationships of electric or magnetic interactions between two objects not in contact with each other. (SEP: 1; DCI: PS2.B; CCC: Cause/Effect)

Define a simple design problem that can be solved by applying scientific ideas about magnets. (SEP: 1; DCI: PS2.B, ETS1.A; CCC: Cause/Effect) Alignment may include 3-5-ETS1-1

Earth and Space Science

Earth’s Systems

Earth and Human Activity

Engineering, Technology, and Applications of Science

Engineering Design

Life Science

From Molecules to Organisms: Structures and Processes

Ecosystems: Interactions, Energy, and Dynamics

Heredity: Inheritance and Variation of Traits

Biological Unity and Diversity

Physical Science

Motion and Stability: Forces and Interactions

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

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

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

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

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

Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms.

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

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

Use evidence and reasoning 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.

Construct an argument with evidence how some organisms thrive, some struggle to survive, and some cannot survive in a particular habitat.

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.

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

Make observations and/or measurements of an object's motion to provide evidence for how a pattern can be used to predict future motion.

Ask questions about 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.

Earth and Space Science

Physical Science

Life Science