Grade 3 Science New York standards Standards

3-5. Engineering Design

Crosscutting Concepts

Influence of Science, Engineering, and Technology on Society and the Natural World

People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS1-1)

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2)

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)

ETS1.B: Developing Possible Solutions

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)

At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)

ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)

Science and Engineering Practices

Asking Questions and Defining Problems

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5- ETS1-1)

Planning and Carrying Out Investigations

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)

Constructing Explanations and Designing Solutions

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1- 2)

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

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.

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.

Performance Expectations

Engineering Design

Weather and Climate

Inheritance and Variation of Traits: Life Cycles and Traits

Interdependent Relationships in Ecosystems

Forces and Interactions

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

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.

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.

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

Obtain and combine information to describe climates in different regions of the world.

Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.

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

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

Construct an argument that some animals form groups that help members survive.

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.

Use evidence to support the explanation that traits can be influenced by the environment.

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

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.

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.

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.

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

Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.

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

Define a simple design problem that can be solved by applying scientific ideas about magnets.

Digital Citizenship

Digital Use

Response

Safeguards

Risks

Networks and the Internet

Hardware and Software

Algorithms And Programming

Abstraction and Decomposition

Data Analysis and Visualization

Modeling and Simulation

Career Paths

Accessibility

Ethics

Society

Computational Thinking

Create a model of an object or computational process in order to identify patterns and essential elements of the object or process.

Develop and document a plan that outlines specific steps taken to complete a project.

Identify and describe data collection tools from everyday life.

Present the same data in multiple visual formats in order to tell a story about the data.

Identify multiple ways that the same problem could be decomposed into smaller steps

Identify the essential details needed to perform a general task in different settings or situations.

Create two or more algorithms for the same task.

Name/label key pieces of information in a set of instructions, noting whether each name/label refers to a fixed or changing value.

Identify steps within a task that should only be carried out under certain precise conditions.

Identify and debug errors within an algorithm or program that includes sequencing or repetition.

Cybersecurity

Compare reasons why an individual should keep information private or make information public.

Compare and contrast behaviors that do and do not keep information secure.

Identify why someone might choose to share an account, app access, or devices.

Encode and decode a short message or phrase.

Identify unusual activity of applications and devices that should be reported to a responsible adult.

Digital Literacy

Locate and use the main keys on a keyboard to enter text independently.

Communicate and work with others using digital tools to share knowledge and convey ideas.

Conduct basic searches based on student identified keywords.

Use a variety of digital tools and resources to create digital artifacts.

* Standard begins in Grade Band 4-6.

Describe ways that information may be shared online.

Understand what it means to be part of a digital community and describe ways to keep it a safe, respectful space.

Impact of Computing

Identify and analyze how computing technology has changed the way people live and work.

Compare and explain rules related to computing technologies and digital information.

Discuss and explain how computing technology can be used in society and the world.

Identify public and private digital spaces.

Identify and discuss how computers are programmed to make decisions without direct human input for daily life.

Identify and discuss factors that make a computing device or software application easier or more difficult to use.

Identify a diverse range of roles and skills in computer science.

Networks & System Design

Describe and demonstrate several ways a computer program can receive data and instructions (input) and can present results (output).

Explain the function of software in computing systems, using descriptive/precise language.

Describe and attempt troubleshooting steps to solve a simple technology problem.

Recognize that information can be communicated using different representations that satisfy different rules.

Describe and navigate to various locations where digital information can be stored.

know the different jobs in their communities and the contributions made by individuals performing those jobs.

understand how people acquire, use, and protect money and recognize some factors that influence spending

understand the kinds of resources available in their community and make informed decisions related to their own use

Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources.

demonstrate the ability to apply the decision making process to physical activity.

become discriminating consumers of fitness information, health-related fitness activities in their communities, and fitness and sports equipment

know that resources available at home and in the community offer opportunities to participate in and enjoy a variety of physical activities in their leisure time

Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

recognize how the media influences health choices.

know how to access help when illness, injury, or emergency situations occur

understand how culture contributes to individual family and community beliefs and practices affecting health

identify characteristics of valid health information and health-promoting products and services and know where to locate them

Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities.

Students will understand and be able to manage their personal and community resources.

know some conditions necessary for a safe and healthy home and school environment and recognize the various ways individuals contribute to that environment.

understand some basic requirements of nurturing people of various ages, and demonstrate appropriate ways to interact with them

Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others.

demonstrate care, consideration, and respect of self and others during physical activity.

know how injuries from physical activity can be prevented or treated

work constructively with others to accomplish a variety of goals and tasks

come to know and practice appropriate participant and spectator behaviors to produce a safe and positive environment

contribute to a safe and healthy environment by observing safe conditions for games, recreation, and outdoor activities

Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

recognize characteristics of the environment that contribute to health.

know some personal and social skills which contribute to individual safety

recognize potentially dangerous situations and know how to avoid or reduce their risk

understand basic safety rules

Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them.

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

recognize how a family contributes to personal health.

use simple household tools safely to perform a variety of everyday tasks

understand the importance of nutritious food and how it contributes to good health, make simple nutritious food choices, and assist with basic food preparation

Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

understand the relationship between physical activity and individual well being.

demonstrate and assess their fitness by performing exercises or activities related to each health-related fitness component, and establish personal goals to improve their fitness

understand the effects of activity on the body, the risks associated with inactivity, and the basic components of health-related fitness (cardiovascular, muscle strength, muscle endurance, flexibility, and body composition)

demonstrate mastery of fundamental motor, nonlocomotor, and manipulative skills, and understand fundamental principles of movement

develop physical fitness skills through regular practice, effort, and perseverance

participate in physical activities (games, sports, exercises) that provide conditioning for each fitness area

Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.

practice and support others in making healthy choices.

know about some diseases and disorders and how they are prevented and treated

recognize influences which affect health choices and behaviors

understand how behaviors such as food selection, exercise, and rest affect growth and development

possess basic knowledge and skills which support positive health choices and behaviors

know how basic body systems work and interrelate in normal patterns of growth and development

Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

(NYSED) Some characteristics result from the interactions of both inheritance and the effect of the environment. (3-LS3-2)

NY Grade 3 Science Learning Standards

Crosscutting Concepts

Influence of Science, Engineering, and Technology on Society and the Natural World

People’s needs and wants change over time, as do their demands for new and improved technologies. (3-5-ETS1-1)

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands. (3-5-ETS1-2)

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)

ETS1.B: Developing Possible Solutions

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)

At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)

ETS1.C: Optimizing the Design Solution

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)

Science and Engineering Practices

Asking Questions and Defining Problems

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5- ETS1-1)

Planning and Carrying Out Investigations

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)

Constructing Explanations and Designing Solutions

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1- 2)

3-5. Engineering Design

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

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.

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.

Performance Expectations

3. Weather and Climate

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

Obtain and combine information to describe climates in different regions of the world.

Plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.

Performance Expectations

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

Crosscutting Concepts

Patterns

Patterns of change can be used to make predictions. (3-PS2-2)

Cause and Effect

Cause and effect relationships are routinely identified. (3- PS2-1)

Cause and effect relationships are routinely identified, tested, and used to explain change. (3-PS2-3)

Interdependence of Science, Engineering, and Technology

Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the engineering design process. (3- PS2-4)

Disciplinary Core Ideas

PS2.A: Forces and Motion

Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) (3- PS2-1)

The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2)

PS2.B: Types of Interactions

Objects in contact exert forces on each other. (3-PS2-1)

Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. (3-PS2-3),(3-PS2-4)

Science and Engineering Practices

Asking Questions and Defining Problems

Ask questions that can be investigated based on patterns such as cause and effect relationships. (3- PS2-3)

Define a simple problem that can be solved through the development of a new or improved object or tool. (3- PS2-4)

Planning and Carrying Out Investigations

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-PS2-1)

Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-PS2-2)

Science Knowledge is Based on Empirical Evidence

Science findings are based on recognizing patterns. (3- PS2-2)

Scientific Investigations Use a Variety of Methods

Science investigations use a variety of methods, tools, and techniques. (3-PS2-1)

Crosscutting Concepts

Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (3-LS2-1),(3-LS4-3)

Scale, Proportion, and Quantity

Observable phenomena exist from very short to very long time periods. (3-LS4-1)

Systems and System Models

A system can be described in terms of its components and their interactions. (3-LS4-4)

Interdependence of Science, Engineering, and Technology

Knowledge of relevant scientific concepts and research findings is important in engineering. (3-LS4-4)

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes consistent patterns in natural systems. (3- LS4-1)

Disciplinary Core Ideas

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)

LS2.D: Social Interactions and Group Behavior

(NYSED) Being part of a group helps some animals obtain food, defend themselves, and survive. Groups may serve different functions and vary dramatically in size. (Note: Moved from K–2) (3-LS2-1)

LS4.A: Evidence of Common Ancestry and Diversity

Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (Note: Moved from K–2) (3-LS4-1)

Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. (3- LS4-1)

LS4.C: Adaptation

For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3

LS4.D: Biodiversity and Humans

Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)

Science and Engineering Practices

Analyzing and Interpreting Data

Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS4-1)

Engaging in Argument from Evidence

Construct an argument with evidence, data, and/or a model. (3-LS2-1)

Construct an argument with evidence. (3-LS4-3)

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-LS4-4)

Crosscutting Concepts

Patterns

Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)

Patterns of change can be used to make predictions. (3- LS1-1)

Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (3-LS3- 2),(3-LS4-2)

Disciplinary Core Ideas

LS1.B: Growth and Development of Organisms

Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1)

LS3.A: Inheritance of Traits

Many characteristics of organisms are inherited from their parents. (3-LS3-1)

Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. (3-LS3-2)

LS3.B: Variation of Traits

Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1)

The environment also affects the traits that an organism develops. (3-LS3-2)

LS4.B: Natural Selection

Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2)

Science and Engineering Practices

Developing and Using Models

Develop models to describe phenomena. (3-LS1-1)

Analyzing and Interpreting Data

Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1)

Constructing Explanations and Designing Solutions

Use evidence (e.g., observations, patterns) to support an explanation. (3-LS3-2)

Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)

Scientific Knowledge is Based on Empirical Evidence

Science findings are based on recognizing patterns. (3-LS1-1)

3. Inheritance and Variation of Traits: Life Cycles and Traits

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

Performance Expectations

3. Interdependent Relationships in Ecosystems

Construct an argument that some animals form groups that help members survive.

Performance Expectations

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.

Use evidence to support the explanation that traits can be influenced by the environment.

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

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.

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.

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. Forces and Interactions

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

Performance Expectations

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

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

Define a simple design problem that can be solved by applying scientific ideas about magnets.

Crosscutting Concepts

Patterns

Patterns of change can be used to make predictions. (3-ESS2-1),(3-ESS2- 2)

Cause and Effect

Cause and effect relationships are routinely identified, tested, and used to explain change. (3-ESS2-3),(3-ESS3-1)

Influence of Engineering, Technology, and Science on Society and the Natural World

(NYSED) Engineers improve existing technologies or develop new ones to increase their benefits (e.g., improved Doppler radar), decrease known risks (e.g., severe weather alerts), and meet societal demands (e.g., cell phone applications). (3-ESS3-1)

Science is a Human Endeavor

Science affects everyday life. (3-ESS3-1)

Disciplinary Core Ideas

ESS2.D: Weather and Climate

Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)

Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. (3-ESS2-2)

(NYSED) Earth’s processes continuously cycle water, contributing to weather and climate. (3-ESS2-3)

ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3-ESS3-1) (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2)

Science and Engineering Practices

Planning and Carrying Out Investigations

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-ESS2-3)

Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (3-ESS2-3)

Analyzing and Interpreting Data

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

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

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