Forces, motion, and magnets
Students push and pull on objects to see what makes them speed up, slow down, or change direction. They notice patterns in how things move and explore how magnets can pull on objects without touching them.
What does a student learn in
This is the year science shifts from noticing the world to testing it. Students push and pull objects to see how forces change motion, and they experiment with magnets without touching what they move. They look at fossils, animal groups, and family traits to figure out why some living things thrive in a place and others do not. By spring, students can run a simple fair test, record what happens in a chart, and use the results to back up a claim.
- Forces and motion
- Magnets
- Life cycles
- Inherited traits
- Fossils and habitats
- Weather and climate
- Fair tests
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Life cycles and inherited traits
Students study how plants and animals are born, grow, have young, and die. They look at why kids often resemble their parents and why brothers and sisters are not identical.
- 3
Animals, habitats, and fossils
Students look at how animals work together in groups to stay safe and find food. They read clues from fossils to picture what plants and animals lived long ago and what their world looked like.
- 4
Survival and changing environments
Students figure out why some animals thrive in a habitat while others struggle. They weigh ideas for helping plants and animals when their home changes from things like fires, floods, or new buildings.
- 5
Weather, climate, and hazards
Students track temperature, rain, and wind across the seasons and put the numbers into tables and bar graphs. They compare weather in different parts of the world and design ways to stay safer in storms.
- 6
Engineering design challenges
Students take a real problem, list what a good answer needs to do, and sketch a few ways to solve it. They build a simple model, run fair tests, and improve the parts that did not work.
Mastery Learning Standards
The required skills a student should display by the end of Grade 3.
Forces and Interactions
Forces and Interactions
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Plan and conduct an investigation to provide evidence of the effects of…
3-PS2-1Students push, pull, or stack objects to test what happens when forces are equal (the object stays still) versus unequal (the object moves). They run the experiment themselves and record what they observe.
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Make observations and/or measurements of an object's motion to provide evidence…
3-PS2-2Students watch how an object moves, such as a rolling ball or a swinging pendulum, and record what they notice. Then they use that pattern to predict what the object will do next.
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Ask questions to determine cause and effect relationships of electric or…
3-PS2-3Students ask questions about why magnets attract or repel each other without touching, and why a balloon rubbed on hair can pull a piece of paper toward it without making contact.
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Define a simple design problem that can be solved by applying scientific ideas…
3-PS2-4Students think of a real problem that a magnet could fix, then explain how the magnet's push or pull would solve it. The goal is connecting how magnets work to a practical use.
| Standard | Definition | Code |
|---|---|---|
| Plan and conduct an investigation to provide evidence of the effects of… | Students push, pull, or stack objects to test what happens when forces are equal (the object stays still) versus unequal (the object moves). They run the experiment themselves and record what they observe. | 3-PS2-1 |
| Make observations and/or measurements of an object's motion to provide evidence… | Students watch how an object moves, such as a rolling ball or a swinging pendulum, and record what they notice. Then they use that pattern to predict what the object will do next. | 3-PS2-2 |
| Ask questions to determine cause and effect relationships of electric or… | Students ask questions about why magnets attract or repel each other without touching, and why a balloon rubbed on hair can pull a piece of paper toward it without making contact. | 3-PS2-3 |
| Define a simple design problem that can be solved by applying scientific ideas… | Students think of a real problem that a magnet could fix, then explain how the magnet's push or pull would solve it. The goal is connecting how magnets work to a practical use. | 3-PS2-4 |
Interdependent Relationships in Ecosystems
Interdependent Relationships in Ecosystems
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Construct an argument that some animals form groups that help members survive
3-LS2-1Students look at real examples of animals that live in groups, like wolves or fish, and explain why the group helps those animals find food, stay safe, or raise young.
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Analyze and interpret data from fossils to provide evidence of the organisms…
3-LS4-1Fossils are clues about the past. Students study fossil evidence to figure out what ancient plants and animals looked like and what kind of place they lived in.
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Construct an argument with evidence that in a particular habitat some organisms…
3-LS4-3Students look at a specific habitat and use evidence to explain why some animals and plants thrive there, others barely get by, and others could not live there at all.
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Make a claim about the merit of a solution to a problem caused when the…
3-LS4-4Students look at a real problem, like a forest fire or a drought, and argue whether a proposed fix would actually help the plants and animals living there.
| Standard | Definition | Code |
|---|---|---|
| Construct an argument that some animals form groups that help members survive | Students look at real examples of animals that live in groups, like wolves or fish, and explain why the group helps those animals find food, stay safe, or raise young. | 3-LS2-1 |
| Analyze and interpret data from fossils to provide evidence of the organisms… | Fossils are clues about the past. Students study fossil evidence to figure out what ancient plants and animals looked like and what kind of place they lived in. | 3-LS4-1 |
| Construct an argument with evidence that in a particular habitat some organisms… | Students look at a specific habitat and use evidence to explain why some animals and plants thrive there, others barely get by, and others could not live there at all. | 3-LS4-3 |
| Make a claim about the merit of a solution to a problem caused when the… | Students look at a real problem, like a forest fire or a drought, and argue whether a proposed fix would actually help the plants and animals living there. | 3-LS4-4 |
Inheritance and Variation of Traits: Life Cycles and Traits
Inheritance and Variation of Traits: Life Cycles and Traits
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Develop models to describe that organisms have unique and diverse life cycles…
3-LS1-1Every living thing goes through the same four stages: birth, growth, reproduction, and death. Students learn how those stages look different across animals and plants, comparing life cycles to see what changes and what stays the same.
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Analyze and interpret data to provide evidence that plants and animals have…
3-LS3-1Students look at data about plants and animals to show that offspring inherit traits from their parents. They also notice that siblings in the same family or species don't all look exactly alike.
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Use evidence to support the explanation that traits can be influenced by the…
3-LS3-2Traits like height or leaf size are not just inherited. Students use observations and data to show how sunlight, water, or other conditions can change how a living thing grows and looks.
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Use evidence to construct an explanation for how the variations in…
3-LS4-2Some animals are faster, better camouflaged, or stronger than others of their kind. Students study how those differences can help certain individuals survive long enough to have offspring.
| Standard | Definition | Code |
|---|---|---|
| Develop models to describe that organisms have unique and diverse life cycles… | Every living thing goes through the same four stages: birth, growth, reproduction, and death. Students learn how those stages look different across animals and plants, comparing life cycles to see what changes and what stays the same. | 3-LS1-1 |
| Analyze and interpret data to provide evidence that plants and animals have… | Students look at data about plants and animals to show that offspring inherit traits from their parents. They also notice that siblings in the same family or species don't all look exactly alike. | 3-LS3-1 |
| Use evidence to support the explanation that traits can be influenced by the… | Traits like height or leaf size are not just inherited. Students use observations and data to show how sunlight, water, or other conditions can change how a living thing grows and looks. | 3-LS3-2 |
| Use evidence to construct an explanation for how the variations in… | Some animals are faster, better camouflaged, or stronger than others of their kind. Students study how those differences can help certain individuals survive long enough to have offspring. | 3-LS4-2 |
Weather and Climate
Weather and Climate
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Represent data in tables and graphical displays to describe typical weather…
3-ESS2-1Students record temperature, rainfall, and other weather data in tables and charts to show what a typical winter, spring, summer, or fall looks like in their area.
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Obtain and combine information to describe climates in different regions of the…
3-ESS2-2Students gather facts from books, maps, and other sources to compare weather patterns across different parts of the world, such as why one region stays hot and rainy year-round while another gets cold and snowy winters.
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Make a claim about the merit of a design solution that reduces the impacts of a…
3-ESS3-1Students look at a real design (like a flood barrier or wind-resistant roof) and explain, with evidence, why it does or does not protect people from storms, floods, or other dangerous weather.
| Standard | Definition | Code |
|---|---|---|
| Represent data in tables and graphical displays to describe typical weather… | Students record temperature, rainfall, and other weather data in tables and charts to show what a typical winter, spring, summer, or fall looks like in their area. | 3-ESS2-1 |
| Obtain and combine information to describe climates in different regions of the… | Students gather facts from books, maps, and other sources to compare weather patterns across different parts of the world, such as why one region stays hot and rainy year-round while another gets cold and snowy winters. | 3-ESS2-2 |
| Make a claim about the merit of a design solution that reduces the impacts of a… | Students look at a real design (like a flood barrier or wind-resistant roof) and explain, with evidence, why it does or does not protect people from storms, floods, or other dangerous weather. | 3-ESS3-1 |
Engineering Design
Engineering Design
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Define a simple design problem reflecting a need or a want that includes…
3-5-ETS1-1Students pick a real problem to solve and spell out what a good solution looks like before building anything. They also name the limits they have to work within, like how much time, money, or materials they can use.
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Generate and compare multiple possible solutions to a problem based on how well…
3-5-ETS1-2Students come up with more than one way to solve a problem, then compare those ideas to see which one best fits the rules and limits they were given.
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Plan and carry out fair tests in which variables are controlled and failure…
3-5-ETS1-3Students test a prototype, change one thing at a time, and look for what breaks or falls short. Then they use what they find to make the design better.
| Standard | Definition | Code |
|---|---|---|
| Define a simple design problem reflecting a need or a want that includes… | Students pick a real problem to solve and spell out what a good solution looks like before building anything. They also name the limits they have to work within, like how much time, money, or materials they can use. | 3-5-ETS1-1 |
| Generate and compare multiple possible solutions to a problem based on how well… | Students come up with more than one way to solve a problem, then compare those ideas to see which one best fits the rules and limits they were given. | 3-5-ETS1-2 |
| Plan and carry out fair tests in which variables are controlled and failure… | Students test a prototype, change one thing at a time, and look for what breaks or falls short. Then they use what they find to make the design better. | 3-5-ETS1-3 |
Common Questions
What does science look like this year?
Students study four big topics: pushes and pulls, weather and climate, how living things grow and pass on traits, and how animals and plants survive in their habitats. They also try simple engineering projects, like designing something useful with magnets.
How can I help with science at home?
Talk about what students notice outside. Watch the weather for a week and keep a simple chart. Play with magnets on the fridge and ask what sticks and what does not. Look at family photos and talk about which traits got passed down.
Does my child need to memorise a lot of facts?
Not really. Students are learning to ask questions, run small tests, and back up what they say with evidence. Knowing a few key words helps, but explaining how they figured something out matters more than reciting facts.
How should I sequence the units across the year?
Forces and motion works well in the fall because the investigations are short and concrete. Life cycles and traits fit the spring when students can watch plants grow. Weather and climate can run alongside any unit as a long data collection.
Which ideas usually need the most reteaching?
Balanced versus unbalanced forces trips students up, especially when an object is sitting still. The difference between weather and climate is another sticky one. Plan a second pass on both before moving on.
What is an investigation at this age?
Students ask a question, plan a fair test, collect data, and explain what they found. Keep the variables simple: one thing changes, everything else stays the same. A ramp and a toy car is plenty.
My child asks a lot of why questions. Is that science?
Yes. Curiosity is the start of every investigation. When students ask why magnets pull or why some animals live in groups, help them turn the question into a small test or a search for evidence.
How do I know students are ready for next year?
By spring, students should be able to plan a fair test, record data in a table or graph, and explain a claim with evidence. They should also use cause and effect to describe what they see, not just say what happened.