|Third Grade Next Generation Science Standards (NGSS)|
|Standard||Performance Expectation||Book 1||Book 2||Novel|
|3-PS2: Motion & Stability: Forces and Interactions||3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object||"Start Science-Forces and Motion" |
--Sally Hewitt (the two-page picture search pages of everyday forces)
CCSS: Speaking & Listening #1: Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
Writing #7: Conduct short research projects that build knowledge about a topic.
|"Calvin Coconut: Trouble Magnet" |
--Graham Salisbury, ill: Jacqueline Rogers.
CCSS: Writing #3: Write narratives to develop real of imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Speaking & Listening #2: Determine the main ideas & supporting details of a text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally.
|3-PS2-2: Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.||"Newton and Me" |
--Lynne Mayer, ill: Sherry Rogers
CCSS Reading-Foundational Skills #3: Know and apply grade-level phonics and word analysis skills in decoding words.
Writing #8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Speaking & Listening #4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
|3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.|
|3-PS2-4: Define a simple design problem that can be solved by applying scientific ideas about magnets.|
|3-LS1: From Molecules to Organisms: Structure and Processes||3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all hae in common birth, growth, reproduction, and death.|
|3-LS2: Ecosystems: Interactions, Energy, and Dynamics||3-LS2-1: Construct an argument that some animals form groups that help members survive.|
|3-LS3: Heredity: Inheritance and Variation of Traits||3-LS3-1: 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 similar of organisms.||"I am a Cat" --Galia Bernstein|
|3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.|
|3-LS4: Biological Evolution: Unity and Diversity||3-LS4-1: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.|
|3-LS4-2: Use evidence to construct an explanation for how the variations in characterists among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.|
|3-LS4-3: 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.|
|3-LS4-4: 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.|
|3-ESS2: Earth's Systems||3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.|
|3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.|
3-ESS3: Earth and Human Activity
|3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.|