# The Standards

### Earth's Systems

#### Students who demonstrate understanding can:

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 3-ESS2-1

Clarification Statement and Assessment Boundary

Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.

Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.

Obtain and combine information to describe climates in different regions of the world. 3-ESS2-2

Clarification Statement and Assessment Boundary

Clarification Statement: none

Assessment Boundary: none

##### Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

##### Disciplinary Core Ideas

ESS2.DWeather and Climate

Patterns

### Common Core State Standards Connections

ELA/Literacy
• RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-ESS2-2)
• RI.3.9 - Compare and contrast the most important points and key details presented in two texts on the same topic. (3-ESS2-2)
• W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-ESS2-2)
Mathematics
• 3.MD.A.2 - Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3-ESS2-1)
• 3.MD.B.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. (3-ESS2-1)
• MP.2 - Reason abstractly and quantitatively. (3-ESS2-1), (3-ESS2-2)
• MP.4 - Model with mathematics. (3-ESS2-1), (3-ESS2-2)
• MP.5 - Use appropriate tools strategically. (3-ESS2-1)

### First Time Visitors

National Science Teaching Association
1840 Wilson Boulevard, Arlington VA 22201
(T) 703.243.7100 (F) 703.243.7177