3.S.1A: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

3.S.1A.1: Ask questions that can be

3.S.1A.1.1: answered using scientific investigations or

 Hearing: Frequency and Volume
 Pendulum Clock

3.S.1A.1.2: used to refine models, explanations, or designs.

 Hearing: Frequency and Volume

3.S.1A.2: Develop, use, and refine models to

3.S.1A.2.1: understand or represent phenomena, processes, and relationships,

 Color Absorption
 Phases of Water

3.S.1A.2.2: test devices or solutions, or

 Circuit Builder

3.S.1A.2.3: communicate ideas to others.

 Color Absorption
 Phases of Water

3.S.1A.3: Plan and conduct scientific investigations to answer questions, test predictions and develop explanations:

3.S.1A.3.1: formulate scientific questions and predict possible outcomes,

 Circuit Builder

3.S.1A.3.2: identify materials, procedures, and variables,

 Circuit Builder
 Hearing: Frequency and Volume

3.S.1A.3.3: select and use appropriate tools or instruments to collect qualitative and quantitative data, and

 Triple Beam Balance

3.S.1A.3.4: record and represent data in an appropriate form. Use appropriate safety procedures.

 Heat Absorption

3.S.1A.4: Analyze and interpret data from observations, measurements, or investigations to understand patterns and meanings.

 Measuring Motion
 Pendulum Clock

3.S.1A.5: Use mathematical and computational thinking to

3.S.1A.5.1: express quantitative observations using appropriate English or metric units,

 Heat Absorption
 Measuring Motion
 Triple Beam Balance

3.S.1A.5.2: collect and analyze data, or

 Measuring Motion
 Triple Beam Balance

3.S.1A.5.3: understand patterns, trends and relationships.

 Heat Absorption
 Measuring Motion
 Pendulum Clock

3.S.1A.6: Construct explanations of phenomena using

3.S.1A.6.1: scientific evidence and models,

 Phases of Water

3.S.1A.6.2: conclusions from scientific investigations,

 Phases of Water

3.S.1A.6.3: predictions based on observations and measurements, or

 Circuit Builder

3.S.1A.7: Construct scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.

 Building Pangaea

3.S.1A.8: Obtain and evaluate informational texts, observations, data collected, or discussions to

3.S.1A.8.1: generate and answer questions,

 Summer and Winter

3.S.1A.8.3: develop models, or

 Color Absorption

3.S.1B: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.

3.S.1B.1: Construct devices or design solutions to solve specific problems or needs:

3.S.1B.1.4: build and test devices or solutions,

 Pendulum Clock

3.P.2A: Matter exists in several different states and is classified based on observable and measurable properties. Matter can be changed from one state to another when heat (thermal energy) is added or removed.

3.P.2A.1: Analyze and interpret data from observations and measurements to describe and compare the physical properties of matter (including length, mass, temperature, and volume of liquids).

 Mineral Identification
 Phases of Water

3.P.2A.2: Construct explanations using observations and measurements to describe how matter can be classified as a solid, liquid or gas.

 Phases of Water

3.P.2A.3: Plan and conduct scientific investigations to determine how changes in heat (increase or decrease) change matter from one state to another (including melting, freezing, condensing, boiling, and evaporating).

 Phases of Water

3.P.2A.4: Obtain and communicate information to compare how different processes (including burning, friction, and electricity) serve as sources of heat energy.

 Heat Absorption

3.P.2A.5: Define problems related to heat transfer and design devices or solutions that facilitate (conductor) or inhibit (insulator) the transfer of heat.

 Conduction and Convection

3.P.3A: Energy can be transferred from place to place by electric currents. Electric currents flowing through a simple circuit can be used to produce motion, sound, heat, or light. Some materials allow electricity to flow through a circuit and some do not.

3.P.3A.1: Obtain and communicate information to develop models showing how electrical energy can be transformed into other forms of energy (including motion, sound, heat, or light).

 Energy Conversions

3.P.3A.2: Develop and use models to describe the path of an electric current in a complete simple circuit as it accomplishes a task (such as lighting a bulb or making a sound).

 Circuit Builder

3.P.3A.3: Analyze and interpret data from observations and investigations to classify different materials as either an insulator or conductor of electricity.

 Circuit Builder

3.P.3B: Magnets can exert forces on other magnets or magnetizable materials causing energy transfer between them, even when the objects are not touching. An electromagnet is produced when an electric current passes through a coil of wire wrapped around an iron core. Magnets and electromagnets have unique properties.

3.P.3B.1: Develop and use models to describe and compare the properties of magnets and electromagnets (including polarity, attraction, repulsion, and strength).

 Magnetism

3.E.4A: Earth is made of materials (including rocks, minerals, soil, and water) that have distinct properties. These materials provide resources for human activities.

3.E.4A.1: Analyze and interpret data from observations and measurements to describe and compare different Earth materials (including rocks, minerals, and soil) and classify each type of material based on its distinct physical properties.

 Mineral Identification

3.L.5A: The characteristics of an environment (including physical characteristics, temperature, availability of resources, or the kinds and numbers of organisms present) influence the diversity of organisms that live there. Organisms can survive only in environments where their basic needs are met. All organisms need energy to live and grow. This energy is obtained from food. The role an organism serves in an ecosystem can be described by the way in which it gets its energy.

3.L.5A.2: Develop and use a food chain model to classify organisms as producers, consumers, and decomposers and to describe how organisms obtain energy.

 Forest Ecosystem
 Prairie Ecosystem

Correlation last revised: 6/8/2018

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.