What does a student learn in StateNevada,GradeGrade 3,SubjectScience?

Students learn how pushes and pulls make objects speed up, slow down, or change direction. They also explore what keeps objects steady or balanced.

Students study how living things are built and how they function. They look at what plants and animals need to survive and how their bodies are structured to meet those needs.

Students study how animals and plants depend on each other and their surroundings to survive. They look at what happens when those relationships change.

Students learn why young animals and plants look similar to their parents but not identical. They explore how traits like eye color or leaf shape get passed down and why siblings from the same parents can still look different.

Students learn why living things look and behave differently from one another, and how those differences help some survive while others don't. They also explore what fossils tell us about creatures that no longer exist.

Students study weather patterns across seasons, reading temperature records and rainfall data to spot how conditions change throughout the year.

Students learn how weather hazards like floods and tornadoes affect communities, and how people prepare for them. The focus is on what humans can do to reduce the damage extreme weather causes.

Students learn to spot a problem, come up with ideas to solve it, and build and test a simple solution. They also compare their design to others and improve it based on what they find out.

Students plan a simple test to see how balanced and unbalanced forces change the way an object moves. They observe what happens when pushes or pulls are equal and when one side is stronger.

Students watch a moving object, like a swinging pendulum or a rolling ball, and record what they notice. Then they use that pattern to predict where the object will go next.

Students explore why a magnet can push or pull another object without touching it, or why a balloon rubbed on hair can attract small bits of paper. They ask questions and look for patterns in what causes these invisible forces to act.

Students think up a real problem a magnet could solve, like keeping a door closed or sorting metal pieces from a pile, then explain why magnetism makes it work.

Living things go through the same basic stages: they are born, they grow, they reproduce, and they die. Students study how that pattern plays out differently across animals and plants.

Students look at real animals like wolves or penguins and explain why living in a group helps those animals find food, stay safe, or survive harsh conditions.

Students look at real data about plants and animals to show that offspring get traits from their parents. They also notice that siblings in the same species don't all look identical.

Traits like height or leaf color are not decided by genes alone. Students use real examples to explain how sunlight, food, or other surroundings can shape how a living thing grows and looks.

Fossils are clues left behind by ancient plants and animals. Students study fossil shapes and features to figure out what creatures looked like millions of years ago and what kind of place they lived in.

Some animals in a group are faster, better camouflaged, or built differently than others. Students study real examples to explain how those differences can help certain animals survive and have offspring.

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.

Students look at a real problem (like a flood or drought changing a habitat) and argue whether a proposed fix would actually help the plants and animals survive there.

Students collect weather data across a season and organize it into a table or chart. The goal is to spot patterns, like which months tend to be cold and wet or warm and dry.

Students compare weather patterns across different parts of the world to understand what makes each region's climate distinct. They pull information from sources like maps and nonfiction books to describe places that are hot and dry, cold and snowy, or warm and rainy year-round.

Students pick a real-weather problem (a flood, a blizzard, a hurricane) and argue whether a proposed solution actually helps. They back up their opinion with evidence about how well the design works.

Students pick a real problem to solve, then set the rules for what a good solution looks like, including limits on what materials or time they can use.

Students come up with more than one way to solve a problem, then compare their ideas to see which solution best fits the rules and limits they were given.

Students test a model or prototype by changing one thing at a time and watching what breaks or falls short. Then they use what they learned to figure out what to fix.