Pushes, pulls, and magnets
Students test what happens when they push and pull objects, and notice patterns in how things move. They explore how magnets can pull or push without touching, then use that idea to solve a small design problem.
What does a student learn in
This is the year science becomes about evidence. Students run tests on pushes and pulls, watch how magnets act at a distance, and use patterns in motion to predict what happens next. They study why some animals live in groups, what fossils tell us about the past, and how a baby plant or animal grows up looking a lot like its parents but not exactly. By spring, students can plan a fair test, record what they see in a chart, and back up a claim with what they found.
- Forces and motion
- Magnets
- Life cycles
- Inherited traits
- Animal survival
- 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.
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- 2
Life cycles and inherited traits
Students compare how plants and animals are born, grow, have young, and die. They look at how children resemble parents, where siblings differ, and how food, sunlight, or exercise can shape traits too.
- 3
Surviving in a habitat
Students study why some animals live in groups and how small differences help an individual find food or a mate. They look at fossils as clues to past environments and argue why certain plants and animals thrive in one habitat but not another.
- 4
Weather, climate, and change
Students chart daily weather and graph what each season usually looks like. They compare climates around the world and weigh design ideas that protect people from storms, floods, or other weather hazards.
- 5
Solving a design problem
Students take on a real problem with clear rules about materials, time, or cost. They sketch several possible solutions, run fair tests that change one thing at a time, and use what fails to make the next version better.
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 test what happens to a moving object when forces push or pull it equally from both sides (balanced) versus unevenly (unbalanced). They plan the experiment, collect results, and use what they find as evidence.
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Make observations and/or measurements of an object's motion to provide evidence…
3-PS2-2Students watch a moving object, like a ball rolling down a ramp, 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 investigate how magnets and static electricity can push or pull objects without touching them. They ask questions about what causes these forces and what happens as a result.
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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 a magnet could help solve, then describe what the solution needs to do. They connect what they know about how magnets attract and repel to a simple design idea.
| Standard | Definition | Code |
|---|---|---|
| Plan and conduct an investigation to provide evidence of the effects of… | Students test what happens to a moving object when forces push or pull it equally from both sides (balanced) versus unevenly (unbalanced). They plan the experiment, collect results, and use what they find as evidence. | 3-PS2-1 |
| Make observations and/or measurements of an object's motion to provide evidence… | Students watch a moving object, like a ball rolling down a ramp, 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 investigate how magnets and static electricity can push or pull objects without touching them. They ask questions about what causes these forces and what happens as a result. | 3-PS2-3 |
| Define a simple design problem that can be solved by applying scientific ideas… | Students think of a real problem a magnet could help solve, then describe what the solution needs to do. They connect what they know about how magnets attract and repel to a simple design idea. | 3-PS2-4 |
Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms
Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms
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Construct an argument that some animals form groups that help members survive
3-LS2-1Animals like wolves and elephants live in groups instead of alone. Students look at evidence and explain how grouping up helps 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, such as a swamp, a forest, or a shallow sea.
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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, while others struggle or cannot 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 pick a real-world solution to habitat loss or environmental change, then explain why that solution helps plants and animals survive. They back up their choice with evidence, not just opinion.
| Standard | Definition | Code |
|---|---|---|
| Construct an argument that some animals form groups that help members survive | Animals like wolves and elephants live in groups instead of alone. Students look at evidence and explain how grouping up helps 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, such as a swamp, a forest, or a shallow sea. | 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, while others struggle or cannot live there at all. | 3-LS4-3 |
| Make a claim about the merit of a solution to a problem caused when the… | Students pick a real-world solution to habitat loss or environmental change, then explain why that solution helps plants and animals survive. They back up their choice with evidence, not just opinion. | 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 is born, grows, reproduces, and dies. Students study how that cycle plays out differently across animals and plants, comparing life spans and stages to see what living things share and where they differ.
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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 get traits from their parents. Not every puppy, plant, or chick looks identical, even within the same family or species.
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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 decided by genes alone. Students look at real examples to explain how food, sunlight, or other surroundings can shape 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 in a group look or act slightly different from each other. Students study how those differences can help certain animals survive longer or raise more offspring.
| Standard | Definition | Code |
|---|---|---|
| Develop models to describe that organisms have unique and diverse life cycles… | Every living thing is born, grows, reproduces, and dies. Students study how that cycle plays out differently across animals and plants, comparing life spans and stages to see what living things share and where they differ. | 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 get traits from their parents. Not every puppy, plant, or chick looks identical, even within the same family or species. | 3-LS3-1 |
| Use evidence to support the explanation that traits can be influenced by the… | Traits like height or leaf size are not decided by genes alone. Students look at real examples to explain how food, sunlight, or other surroundings can shape how a living thing grows and looks. | 3-LS3-2 |
| Use evidence to construct an explanation for how the variations in… | Some animals in a group look or act slightly different from each other. Students study how those differences can help certain animals survive longer or raise more 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 charts and graphs to show what weather a season typically brings, like cold and snowy winters or hot and dry summers.
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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 describe what the weather is like year-round in places around the world, such as rainforests, deserts, or polar regions.
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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 a wind-resistant roof) and explain, with evidence, why it does or doesn't protect people from 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 charts and graphs to show what weather a season typically brings, like cold and snowy winters or hot and dry summers. | 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 describe what the weather is like year-round in places around the world, such as rainforests, deserts, or polar regions. | 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 a wind-resistant roof) and explain, with evidence, why it does or doesn't protect people from 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, then spell out what a good solution must do and what limits they have to work within, like how much time or money they can spend.
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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 their ideas to see which solution 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 broke or fell short. Then they use what they found 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, then spell out what a good solution must do and what limits they have to work within, like how much time or money they can spend. | 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 their ideas to see which solution 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 broke or fell short. Then they use what they found to make the design better. | 3-5-ETS1-3 |
Common Questions
What science will students learn this year?
Students study four big topics: how forces like pushes, pulls, and magnets move objects, how animals and plants survive in their habitats, how living things pass traits to their young, and how weather and climate work. They also try simple engineering projects to solve problems.
How can families help with science at home?
Notice the science already around the house. Watch how a magnet sticks to the fridge but not a spoon, track the weather for a week on a calendar, or compare a puppy to its parents. Ask students what they noticed and what they think caused it.
Does a student need to memorize a lot of facts?
Not really. The focus is on noticing patterns, asking good questions, and backing up ideas with evidence. Memorizing terms matters less than being able to explain why a magnet pulls a paperclip or why a polar bear has thick fur.
What does mastery look like by the end of the year?
By spring, students should predict how an object will move based on a pattern they observed, explain how a trait helps an animal survive, read a simple weather graph, and sketch a fair test for a design idea. Explanations should include evidence, not just a guess.
How should the year be sequenced?
Many teachers start with forces and motion because the investigations are concrete and hook students fast. Life cycles, traits, and ecosystems fit well in the middle and connect to each other. Weather and climate land nicely in spring, with engineering woven through every unit.
Which topics usually need the most reteaching?
Cause and effect with magnets and static electricity trips students up because the force is invisible. Inherited versus environmental traits also gets muddled. Plan extra hands-on time and sorting activities for both, and use local examples like sled dogs or salmon to make traits stick.
What is a fair test and why does it matter?
A fair test changes one thing at a time and keeps everything else the same. It matters because it shows what actually caused the result. At home, families can try this by rolling a toy car down a ramp at different heights while keeping the car and ramp the same.
How do I know a student is ready for fourth grade science?
A ready student can plan a simple investigation, record data in a table or graph, and use that data to back up a claim. They should also be able to describe how living things change over a life cycle and how weather patterns differ by season and region.
What is one quick science activity to try at home?
Put a few small objects on the table and predict which a magnet will pick up. Test each one and sort them into two piles. Then ask what the magnetic objects have in common. Five minutes of this builds the same thinking used in class.