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

Students measure how fast and far objects move, then test how pushes, pulls, and magnets change that motion. They use what they find to design something that puts magnetic force to work.

Students set up tests with real objects to see what happens when forces on something are equal (it stays put) or unequal (it moves). The goal is to collect actual evidence, not just make a guess.

Students watch how an object moves, such as a ball rolling down a ramp, then use that pattern to predict where it will go next. Repeated observations make the prediction more reliable.

Students ask questions about why magnets push or pull each other without touching, or why a balloon rubbed on hair can make things stick to a wall without any glue.

Students identify a real problem that magnets could solve, then describe a simple device or fix that uses magnetic push or pull to solve it.

Students model and compare the stages animals and plants go through from birth to death, such as egg to tadpole to frog, or seed to flower. The goal is to spot what life cycles have in common and where they differ.

Students draw and label the life cycles of different animals and plants, showing how every living thing is born, grows, reproduces, and dies. The details differ by species, but that four-part pattern holds across all of them.

Students sort traits they were born with (like eye color or fur pattern) from traits they picked up over time (like a scar or a learned skill), then use that knowledge to explain why some variations help an animal survive and have offspring.

Plants and animals get their looks from their parents, but not every offspring looks identical. Students study real data to see which traits pass down and how much those traits can vary within the same species.

Living things don't just inherit their looks from parents. Where an animal or plant grows up, what it eats, and what surrounds it can all shape how it turns out. Students find real examples that show how environment changes traits.

Some animals in a group look slightly different from others, and those differences can help certain ones survive or find a mate. Students study real examples to explain why variation within a species matters.

Students study how an animal's body features and behaviors help it survive in a specific place, like how a duck's webbed feet suit a pond. They also look at what happens when that environment changes and how living things adapt or struggle.

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

Fossils are clues about ancient life. Students study fossil evidence to figure out what plants and animals looked like millions of years ago and what kind of place they lived in.

Some animals and plants thrive in a habitat, others just get by, and some cannot live there at all. Students study real examples to explain why a habitat's conditions determine which organisms survive.

Students pick a real-world problem caused by a changing environment and argue whether a proposed solution would actually help the plants and animals living there.

Students study weather patterns across seasons and locations, then use real data and simple models to explain why some places are rainy, dry, hot, or cold.

Students record temperature, rainfall, and other weather patterns in charts or graphs to show what weather is typical in each season, like cold and snowy in winter or warm and rainy in spring.

Students gather facts from books, maps, and other sources to compare weather patterns across different parts of the world, like why some regions stay hot and dry year-round while others get cold winters and snowy seasons.

Students look at real tools and designs people have made to handle tough weather, then compare how well each one works. The goal is to figure out which solution does the best job solving the problem.

Students look at real designs (like seawalls, storm drains, or wind-resistant roofs) and explain whether the design actually helps protect people from storms, floods, or other dangerous weather.

Students figure out how to solve a real problem by designing and testing a solution, then using what they learned to make it better. They track what worked, what didn't, and why.

Students research a local environmental problem, gather information from multiple sources, and work with classmates and community members to build a real solution for their area.

Students pick something on their school grounds (a parking lot, a garden, a drain) and study whether it helps or harms the local environment. They collect real data, then explain what they found.

Students look at real information about their local environment, like air, water, or land, and figure out what they and their community can do to keep it healthy now and in the future.