The Standards

3rd Grade

Weather and Climate

Students who demonstrate understanding can:

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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

 

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. 3-ESS3-1

Clarification Statement and Assessment Boundary

Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.

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.

Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. (3-ESS2-1)

Engaging in Argument from Evidence

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. (3-ESS3-1)

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.

Obtain and combine information from books and other reliable media to explain phenomena. (3-ESS2-2)

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), (3-ESS3-1)
  • 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.3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-ESS3-1)
  • W.3.7 - Conduct short research projects that build knowledge about a topic. (3-ESS3-1)
  • 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), (3-ESS3-1)
  • MP.4 - Model with mathematics. (3-ESS2-1), (3-ESS2-2), (3-ESS3-1)
  • MP.5 - Use appropriate tools strategically. (3-ESS2-1)

Model Course Mapping

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