Forces and motion
Students push and pull objects to see how balanced and unbalanced forces change motion. They watch patterns, like a swing going back and forth, and use those patterns to predict what happens next.
What does a student learn in
This is the year science turns into evidence. Students push and pull objects to see how forces change motion, then look for patterns they can use to predict what happens next. They study how living things grow, why some animals stick together, and how traits pass from parents to babies. By spring, students can read a weather chart and explain why a plant or animal thrives in one place but struggles in another.
- Forces and motion
- Magnets
- Life cycles
- Inherited traits
- Fossils
- Weather patterns
- Habitats
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Magnets and electric pulls
Students explore how magnets and static electricity can pull or push without touching. They ask questions about why this happens and use magnets to solve a small design problem.
- 3
Life cycles and family traits
Students compare how a frog, a butterfly, and a sunflower grow up, live, and reproduce. They look at how traits like eye color or petal shape pass from parents to offspring, with some variation.
- 4
Surviving in a habitat
Students study how animals live in groups for protection and how traits like sharp claws or thick fur help some plants and animals thrive. They also look at fossils for clues about life long ago.
- 5
Weather, climate, and hazards
Students track weather in charts and graphs to spot patterns across seasons. They compare climates in different parts of the world and weigh design ideas that protect people from storms, floods, or heat.
Mastery Learning Standards
The required skills a student should display by the end of Grade 3.
Physical Science
Physical Science
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Plan and conduct an investigation to provide evidence of the effects of…
3-PS2-1Students plan and run a test to see what happens when forces on an object are equal (it stays put) or unequal (it moves). They collect real evidence, not just guesses.
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Make observations and/or measurements of an object's motion to provide evidence…
3-PS2-2Students watch a moving object (like a rolling ball or a swinging pendulum) and record what it does each time. Then they use that pattern to predict what the object will do next.
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Ask questions to determine cause and effect relationships of electric or…
3-PS2-3Students ask questions about why magnets push or pull each other without touching, or why a balloon rubbed on hair can move small objects nearby. They look for patterns in what causes those invisible forces to act.
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Define a simple design problem that can be solved by applying scientific ideas…
3-PS2-4Students identify a real problem, like keeping a door closed or sorting metal objects, and explain how magnets could solve it. The work connects what they know about magnetic attraction to a practical design idea.
| Standard | Definition | Code |
|---|---|---|
| Plan and conduct an investigation to provide evidence of the effects of… | Students plan and run a test to see what happens when forces on an object are equal (it stays put) or unequal (it moves). They collect real evidence, not just guesses. | 3-PS2-1 |
| Make observations and/or measurements of an object's motion to provide evidence… | Students watch a moving object (like a rolling ball or a swinging pendulum) and record what it does each time. Then they use that pattern to predict what the object will do next. | 3-PS2-2 |
| Ask questions to determine cause and effect relationships of electric or… | Students ask questions about why magnets push or pull each other without touching, or why a balloon rubbed on hair can move small objects nearby. They look for patterns in what causes those invisible forces to act. | 3-PS2-3 |
| Define a simple design problem that can be solved by applying scientific ideas… | Students identify a real problem, like keeping a door closed or sorting metal objects, and explain how magnets could solve it. The work connects what they know about magnetic attraction to a practical design idea. | 3-PS2-4 |
Life Science
Life Science
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Develop models to describe that organisms have unique and diverse life cycles…
3-LS1-1Animals and plants all follow the same basic pattern: they're born, they grow, they reproduce, and they die. Students study how that pattern plays out differently across living things, comparing life cycles like a frog's to a butterfly's.
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Construct and support an argument that some animals form groups that help…
3-LS2-1Animals like wolves, elephants, and fish often live in groups rather than alone. Students explain why, using examples that show how the group helps each animal find food, stay safe, or raise young.
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Analyze and interpret data to provide evidence that plants and animals have…
3-LS3-1Plants and animals get their basic features from their parents. Students look at real data to see how traits like fur color or leaf shape are passed down, and why individuals in the same species still look a little different from one another.
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Use evidence to support the explanation that traits can be influenced by the…
3-LS3-2Plants grow taller with more sunlight, and dogs get stronger with more exercise. Students look at real examples to explain how where an animal or plant lives can shape the traits it develops.
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Analyze and interpret data from fossils to provide evidence of the organisms…
3-LS4-1Fossils are clues about life on Earth before anyone was around to watch. Students study fossil records to figure out what ancient plants and animals looked like and what kind of place they lived in.
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Use evidence to construct an explanation for how the variations in…
3-LS4-2Some animals in a group are faster, better camouflaged, or stronger than others. Students explain how those differences can help certain individuals survive long enough to have offspring.
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Construct and support an argument with evidence that in a particular habitat…
3-LS4-3Some animals and plants thrive in a given habitat, others just get by, and some cannot live there at all. Students build an argument using evidence to explain why a habitat suits some organisms better than others.
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Make a claim about the merit of a solution to a problem caused when the…
3-LS4-4Students pick a real-world solution to habitat change (like planting native trees after a flood) and explain, using evidence, why it helps plants and animals survive there.
| Standard | Definition | Code |
|---|---|---|
| Develop models to describe that organisms have unique and diverse life cycles… | Animals and plants all follow the same basic pattern: they're born, they grow, they reproduce, and they die. Students study how that pattern plays out differently across living things, comparing life cycles like a frog's to a butterfly's. | 3-LS1-1 |
| Construct and support an argument that some animals form groups that help… | Animals like wolves, elephants, and fish often live in groups rather than alone. Students explain why, using examples that show how the group helps each animal find food, stay safe, or raise young. | 3-LS2-1 |
| Analyze and interpret data to provide evidence that plants and animals have… | Plants and animals get their basic features from their parents. Students look at real data to see how traits like fur color or leaf shape are passed down, and why individuals in the same species still look a little different from one another. | 3-LS3-1 |
| Use evidence to support the explanation that traits can be influenced by the… | Plants grow taller with more sunlight, and dogs get stronger with more exercise. Students look at real examples to explain how where an animal or plant lives can shape the traits it develops. | 3-LS3-2 |
| Analyze and interpret data from fossils to provide evidence of the organisms… | Fossils are clues about life on Earth before anyone was around to watch. Students study fossil records to figure out what ancient plants and animals looked like and what kind of place they lived in. | 3-LS4-1 |
| Use evidence to construct an explanation for how the variations in… | Some animals in a group are faster, better camouflaged, or stronger than others. Students explain how those differences can help certain individuals survive long enough to have offspring. | 3-LS4-2 |
| Construct and support an argument with evidence that in a particular habitat… | Some animals and plants thrive in a given habitat, others just get by, and some cannot live there at all. Students build an argument using evidence to explain why a habitat suits some organisms better than others. | 3-LS4-3 |
| Make a claim about the merit of a solution to a problem caused when the… | Students pick a real-world solution to habitat change (like planting native trees after a flood) and explain, using evidence, why it helps plants and animals survive there. | 3-LS4-4 |
Earth and Space Science
Earth and Space Science
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Represent data in tables and graphical displays to describe typical weather…
3-ESS2-1Students record weather data in tables and simple graphs to show what conditions to expect in each season, like how winter tends to be colder and summer warmer.
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Obtain and combine information to describe climates in different regions around…
3-ESS2-2Students compare weather patterns across different parts of the world to describe what the climate is like in each place. They use books, maps, and other sources to put that picture together.
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Make a claim about the merit of a design solution that reduces the impact of a…
3-ESS3-1Students look at a real invention meant to protect people from storms, floods, or other weather dangers, then explain in writing why it works or why it could be better.
| Standard | Definition | Code |
|---|---|---|
| Represent data in tables and graphical displays to describe typical weather… | Students record weather data in tables and simple graphs to show what conditions to expect in each season, like how winter tends to be colder and summer warmer. | 3-ESS2-1 |
| Obtain and combine information to describe climates in different regions around… | Students compare weather patterns across different parts of the world to describe what the climate is like in each place. They use books, maps, and other sources to put that picture together. | 3-ESS2-2 |
| Make a claim about the merit of a design solution that reduces the impact of a… | Students look at a real invention meant to protect people from storms, floods, or other weather dangers, then explain in writing why it works or why it could be better. | 3-ESS3-1 |
Common Questions
What does science look like this year?
Students study forces and motion, magnets, life cycles, animal groups, inherited traits, fossils, weather, and climate. Most lessons involve doing something and writing down what happened. Expect a lot of charts, drawings, and short explanations backed by observations.
How can families help with science at home?
Ask questions during normal moments. Why does the magnet stick to the fridge but not the counter? Why did the plant by the window grow taller? Five minutes of wondering out loud teaches more than a worksheet.
What does mastery look like by the end of the year?
Students should be able to look at a simple chart or experiment and explain what it shows. They should use evidence in their answers instead of guessing. Sentences like because the data shows or I noticed that are a good sign.
My child says science is just memorising facts. Is that right?
Not this year. Most of the work is observing, measuring, and explaining. Memorising vocabulary helps a little, but explaining why something happened, using what they saw, matters more.
How should I sequence the units across the year?
Forces and motion work well early because the investigations are short and concrete. Life cycles and traits fit the middle of the year alongside plant growth. Weather and climate land well in spring when students can track real conditions over weeks.
Which topics usually need the most reteaching?
Inherited traits versus traits shaped by the environment trip up most students. So does the difference between weather and climate. Plan extra time for sorting examples and arguing from evidence on both.
How can I help with the engineering and design questions?
When students plan a magnet solution or a weather hazard solution, ask what problem they are solving and how they know it worked. Sketching the idea on paper before building helps. Failed first tries are part of the work.
What writing should I expect in science this year?
Short claims backed by evidence. A typical answer is two or three sentences: what students think, what they observed, and why those observations support the claim. Sentence stems posted on the wall help students get started.
How do I know students are ready for next year?
They can read a simple data table and describe a pattern. They can argue a point using what they observed instead of opinion. They can ask a question that could actually be tested.