The Third Grade Science objectives build upon problem-solving and experimentation moving into a more in-depth study of science. Through a progressive rigorous, integrated approach, the inquiry-based program of study blends science and 21st century skills and provides students opportunities to demonstrate scientific literacy in the fields of life science, physical science, and earth and space sciences. By engaging in active inquiries, investigations and hands-on activities throughout the instructional day, students focus on the major themes of science: systems, changes, and models in order to develop conceptual understanding and research skills as described in the objectives. Third Grade Science highlights science-related careers. The study of geology and astronomy expands in Third Grade Science. Collecting and testing materials, recording data, and developing concepts relating to physics and chemistry expand the student’s investigative abilities leading to logical conclusions. The content focus develops early problem-solving skills through observing, experimenting and concluding. Engineering, Technology, and the Application of Science objectives are integrated throughout instruction as students define problems and design solutions related to the course objectives. Students use safe and proper techniques for handling, manipulating, and caring for science materials and treating living organisms humanely. Third Grade Science intentionally supports developmental and academic growth.

Topic: All West Virginia teachers are responsible for classroom instruction that integrates content literacy and 21st Century Learning Skills and Technology Tools.

S.3.GS.1

Students will plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

S.3.GS.2

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

S.3.GS.3

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

S.3.GS.4

Students will define a simple design problem that can be solved by applying scientific ideas about magnets.*

Topic: Interdependent Relationships in Ecosystems.

S.3.GS.5

Students will construct an argument that some animals form groups that help members survive.

S.3.GS.6

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

S.3.GS.7

Students will 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.

S.3.GS.8

Students will 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.*

Topic: Inheritance and Variation of Traits-Life Cycles and Traits.

S.3.GS.9

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

S.3.GS.10

Students will analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

S.3.GS.11

Students will use evidence to support the explanation that traits can be influenced by the environment.

S.3.GS.12

Students will 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.

Topic: Weather and Climate

S.3.GS.13

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

S.3.GS.14

Students will obtain and combine information to describe climates in different regions of the world.

S.3.GS.15

Students will make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.*

Grade 3-5: Science (Engineering, Technology, and Applications of Science)

Topic: Engineering Design

S.3-5.ETS.1

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

S.3-5.ETS.2

Students will 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.

S.3-5.ETS.3

Students will 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.