Courses of Study : Science

Number of Standards matching query: 15
Motion and Stability: Forces and Interactions
Science (2015)
Grade(s): 3
All Resources: 11
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 7
1 ) Plan and carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time, including number, size, direction, speed, position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box, producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and communicate these findings graphically.


NAEP Framework
NAEP Statement::
P4.13: An object is in motion when its position is changing. The speed of an object is defined by how far it travels divided by the amount of time it took to travel that far.

NAEP Statement::
P4.14: The motion of objects can be changed by pushing or pulling. The size of the change is related to the size of the force (push or pull) and the weight (mass) of the object on which the force is exerted. When an object does not move in response to a push or a pull, it is because another push or pull (friction) is being applied by the environment.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.1- Identify the effect of a force (e.g., push, pull, gravity) applied to an object.


Science (2015)
Grade(s): 3
All Resources: 5
Lesson Plans: 1
Classroom Resources: 4
2 ) Investigate, measure, and communicate in a graphical format how an observed pattern of motion (e.g., a child swinging in a swing, a ball rolling back and forth in a bowl, two children teetering on a see-saw, a model vehicle rolling down a ramp of varying heights, a pendulum swinging) can be used to predict the future motion of an object.


NAEP Framework
NAEP Statement::
P4.13: An object is in motion when its position is changing. The speed of an object is defined by how far it travels divided by the amount of time it took to travel that far.

NAEP Statement::
P4.14: The motion of objects can be changed by pushing or pulling. The size of the change is related to the size of the force (push or pull) and the weight (mass) of the object on which the force is exerted. When an object does not move in response to a push or a pull, it is because another push or pull (friction) is being applied by the environment.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.2- Recognize patterns of motion (e.g., straight, back and forth, zigzag, fast, slow, falling, rolling); predict the motion of a common object when a force (push, pull, gravity) is applied.


Science (2015)
Grade(s): 3
All Resources: 4
Lesson Plans: 1
Classroom Resources: 3
3 ) Explore objects that can be manipulated in order to determine cause-and-effect relationships (e.g., distance between objects affecting strength of a force, orientation of magnets affecting direction of a magnetic force) of electric interactions between two objects not in contact with one another (e.g., force on hair from an electrically charged balloon, electrical forces between a charged rod and pieces of paper) or magnetic interactions between two objects not in contact with one another (e.g., force between two permanent magnets or between an electromagnet and steel paperclips, force exerted by one magnet versus the force exerted by two magnets).


NAEP Framework
NAEP Statement::
P4.5: Magnets can repel or attract other magnets. They can also attract certain nonmagnetic objects at a distance.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.3- Recognize cause-and-effect relationships of magnetic interactions between two objects (opposite poles attract, similar poles repel).


Science (2015)
Grade(s): 3
All Resources: 6
Lesson Plans: 2
Classroom Resources: 4
4 ) Apply scientific ideas about magnets to solve a problem through an engineering design project (e.g., constructing a latch to keep a door shut, creating a device to keep two moving objects from touching each other such as a maglev system).*


NAEP Framework
NAEP Statement::
P4.5: Magnets can repel or attract other magnets. They can also attract certain nonmagnetic objects at a distance.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.4- Apply scientific ideas about magnets to solve a problem. (e.g., using a magnet to pick up an object, using a magnet to push or pull an object)


From Molecules to Organisms: Structures and Processes
Science (2015)
Grade(s): 3
All Resources: 14
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 12
5 ) Obtain and combine information to describe that organisms are classified as living things, rather than nonliving things, based on their ability to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.


NAEP Framework
NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

NAEP Statement::
L4.5: Plants and animals have life cycles. Both plants and animals begin life and develop into adults, reproduce, and eventually die. The details of this life cycle are different for different organisms.

NAEP Statement::
L8.7: The number of organisms and populations an ecosystem can support depends on the biotic resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.5- Classify common objects as living, rather than nonliving, based on their ability to obtain and use resources, grow, reproduce, and adapt to the environment.


Science (2015)
Grade(s): 3
All Resources: 15
Learning Activities: 3
Classroom Resources: 12
6 ) Create representations to explain the unique and diverse life cycles of organisms other than humans (e.g., flowering plants, frogs, butterflies), including commonalities such as birth, growth, reproduction, and death.


NAEP Framework
NAEP Statement::
L4.5: Plants and animals have life cycles. Both plants and animals begin life and develop into adults, reproduce, and eventually die. The details of this life cycle are different for different organisms.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.6- Observe and recognize the major stages (birth, growth, reproduction, and death) in the life cycles of organisms other than humans (e.g., flowering plants, frogs, butterflies).


Heredity: Inheritance and Variation of Traits
Science (2015)
Grade(s): 3
All Resources: 5
Classroom Resources: 5
7 ) Examine data to provide evidence that plants and animals, excluding humans, have traits inherited from parents and that variations of these traits exist in groups of similar organisms (e.g., flower colors in pea plants, fur color and pattern in animal offspring).


NAEP Framework
NAEP Statement::
L4.6: Plants and animals closely resemble their parents.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.7- Recognize similarities between traits of plant and animal (other than human) parents and their offspring.


Science (2015)
Grade(s): 3
All Resources: 6
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 4
8 ) Engage in argument from evidence to justify that traits can be influenced by the environment (e.g., stunted growth in normally tall plants due to insufficient water, change in an arctic fox's fur color due to light and/or temperature, stunted growth of a normally large animal due to malnourishment).


NAEP Framework
NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.8- Recognize that living things have specific needs (water, light, temperature, food, shelter) to live and grow in an environment.


Unity and Diversity
Science (2015)
Grade(s): 3
All Resources: 5
Classroom Resources: 5
9 ) Analyze and interpret data from fossils (e.g., type, size, distribution) to provide evidence of organisms and the environments in which they lived long ago (e.g., marine fossils on dry land, tropical plant fossils in arctic areas, fossils of extinct organisms in any environment).


NAEP Framework
NAEP Statement::
E8.3: Fossils provide important evidence of how life and environmental conditions have changed in a given location.

NAEP Statement::
E8.4: Earth processes seen today, such as erosion and mountain building, make it possible to measure geologic time through methods such as observing rock sequences and using fossils to correlate the sequences at various locations.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.9- Match a fossil to the organism from which it was formed.


Science (2015)
Grade(s): 3
All Resources: 8
Learning Activities: 2
Lesson Plans: 1
Classroom Resources: 5
10 ) Investigate how variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing (e.g., plants having larger thorns being less likely to be eaten by predators, animals having better camouflage coloration being more likely to survive and bear offspring).


NAEP Framework
NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

NAEP Statement::
L4.7: Different kinds of organisms have characteristics that enable them to survive in different environments. Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.10- Sort common plants and animals by observable characteristics needed for survival.


Science (2015)
Grade(s): 3
All Resources: 23
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 19
11 ) Construct an argument from evidence to explain the likelihood of an organism's ability to survive when compared to the resources in a certain habitat (e.g., freshwater organisms survive well, less well, or not at all in saltwater; desert organisms survive well, less well, or not at all in woodlands).

a. Construct explanations that forming groups helps some organisms survive.

b. Create models that illustrate how organisms and their habitats make up a system in which the parts depend on each other.

c. Categorize resources in various habitats as basic materials (e.g., sunlight, air, freshwater, soil), produced materials (e.g., food, fuel, shelter), or as nonmaterial (e.g., safety, instinct, nature-learned behaviors).


NAEP Framework
NAEP Statement::
L4.1: Organisms need food, water, and air; a way to dispose of waste; and an environment in which they can live.*

NAEP Statement::
L4.2: Organisms have basic needs. Animals require air, water, and a source of energy and building material for growth and repair. Plants also require light.

NAEP Statement::
L4.3: Organisms interact and are interdependent in various ways, including providing food and shelter to one another. Organisms can survive only in environments in which their needs are met. Some interactions are beneficial; others are detrimental to the organism and other organisms.

NAEP Statement::
L8.7: The number of organisms and populations an ecosystem can support depends on the biotic resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.11- Match common plants and animals with their best environment for growth and survival.


Science (2015)
Grade(s): 3
All Resources: 3
Lesson Plans: 1
Classroom Resources: 2
12 ) Evaluate engineered solutions to a problem created by environmental changes and any resulting impacts on the types and density of plant and animal populations living in the environment (e.g., replanting of sea oats in coastal areas due to destruction by hurricanes, creating property development restrictions in vacation areas to reduce displacement and loss of native animal populations).*


NAEP Framework
NAEP Statement::
E4.11: Humans depend on their natural and constructed environment. Humans change environments in ways that can either be beneficial or detrimental for themselves and other organisms.

NAEP Statement::
L4.4: When the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

NAEP Statement::
L8.7: The number of organisms and populations an ecosystem can support depends on the biotic resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.12- Predict the effect of a simple change in habitat on a plant or animal (e.g., lack of water, lack of plants).


Earth's Systems
Science (2015)
Grade(s): 3
All Resources: 11
Lesson Plans: 1
Classroom Resources: 10
13 ) Display data graphically and in tables to describe typical weather conditions expected during a particular season (e.g., average temperature, precipitation, wind direction).


NAEP Framework
NAEP Statement::
E4.8: Weather changes from day to day and during the seasons.

NAEP Statement::
E4.9: Scientists use tools for observing, recording, and predicting weather changes from day to day and during the seasons.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.13- Use a graph or pictograph to answer questions about weather.


Science (2015)
Grade(s): 3
All Resources: 6
Lesson Plans: 3
Classroom Resources: 2
Unit Plans: 1
14 ) Collect information from a variety of sources to describe climates in different regions of the world.


Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.14- Identify differences in climate regions (e.g., desert, oceans).


Earth and Human Activity
Science (2015)
Grade(s): 3
All Resources: 8
Learning Activities: 1
Lesson Plans: 3
Classroom Resources: 2
Unit Plans: 2
15 ) Evaluate a design solution (e.g., flood barriers, wind resistant roofs, lightning rods) that reduces the impact of a weather-related hazard.*


NAEP Framework
NAEP Statement::
E4.11: Humans depend on their natural and constructed environment. Humans change environments in ways that can either be beneficial or detrimental for themselves and other organisms.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.15- Identify practices that keep people safe during severe weather.