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Ohio's Academic Content Standards in Science
By the end of grade 3Return to grade list| | | | Earth and Space Sciences | | Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the Universe, the Solar System and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the Solar System, and the Universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. | | Indicators for grade 3 | | 1. | Compare distinct properties of rocks (e.g., color, layering, texture). (ORC Resources) | | 2. | Observe and investigate that rocks are often found in layers. (ORC Resources) | | 3. | Describe that smaller rocks come from the breakdown of larger rocks through the actions of plants and weather. (ORC Resources) | | 4. | Observe and describe the composition of soil (e.g., small pieces of rock and decomposed pieces of plants and animals, and products of plants and animals). (ORC Resources) | | 5. | Investigate the properties of soil (e.g., color, texture, capacity to retain water, ability to support plant growth). (ORC Resources) | | 6. | Investigate that soils are often found in layers and can be different from place to place. (ORC Resources) |
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| | | | Life Sciences | | Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure, and function of cells, of organisms and of living systems are developed as well as a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students also demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences. | | Indicators for grade 3 | | 1. | Compare the life cycles of different animals including birth to adulthood, reproduction and death (e.g., egg-tadpole-frog, egg-caterpillar-chrysalis-butterfly). (ORC Resources) | | 2. | Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies). (ORC Resources) | | 3. | Classify animals according to their characteristics (e.g., body coverings and body structure). (ORC Resources) | | 4. | Use examples to explain that extinct organisms may resemble organisms that are alive today. (ORC Resources) | | 5. | Observe and explore how fossils provide evidence about animals that lived long ago and the nature of the environment at that time. (ORC Resources) | | 6. | Describe how changes in an organism's habitat are sometimes beneficial and sometimes harmful. (ORC Resources) |
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| | | | Physical Sciences | | Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy, as well as motion and the forces affecting motion, the nature of waves and interactions of matter and energy. Students also demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences. | | Indicators for grade 3 | | 1. | Describe an objects position by locating it relative to another object or the background. (ORC Resources) | | 2. | Describe an objects motion by tracing and measuring its position over time. (ORC Resources) | | 3. | Identify contact/noncontact forces that affect motion of an object (e.g., gravity, magnetism, collision). (ORC Resources) | | 4. | Predict the changes when an object experiences a force (e.g., a push or pull, weight, friction). (ORC Resources) |
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| | | | Science and Technology | | Students should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks, and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and to understand that problems may be solved in several ways. | | Indicators for grade 3 | | 1. | Describe how technology can extend human abilities (e.g., to move things, to extend senses). (ORC Resources) | | 2. | Describe ways that using technology can have helpful and/or harmful results. (ORC Resources) | | 3. | Investigate ways that the results of technology may affect the individual, family and community. (ORC Resources) | | 4. | Use a simple design process to solve a problem (e.g., identify a problem, identify possible solutions, design a solution). (ORC Resources) | | 5. | Describe possible solutions to a design problem (e.g., how to hold down paper in the wind). (ORC Resources) |
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| | | | Scientific Inquiry | | Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions, and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others. | | Indicators for grade 3 | | 1. | Select the appropriate tools and use relevant safety procedures to measure and record length and weight in metric and English units. (ORC Resources) | | 2. | Discuss observations and measurements made by other people. (ORC Resources) | | 3. | Read and interpret simple tables and graphs produced by self/others. (ORC Resources) | | 4. | Identify and apply science safety procedures. (ORC Resources) | | 5. | Record and organize observations (e.g., journals, charts, tables). (ORC Resources) | | 6. | Communicate scientific findings to others through a variety of methods (e.g., pictures, written, oral and recorded observations). (ORC Resources) |
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| | | | Scientific Ways of Knowing | | Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world. | | Indicators for grade 3 | | 1. | Describe different kinds of investigations that scientists use depending on the questions they are trying to answer. (ORC Resources) | | 2. | Keep records of investigations and observations and do not change the records that are different from someone else's work. (ORC Resources) | | 3. | Explore through stories how men and women have contributed to the development of science. (ORC Resources) | | 4. | Identify various careers in science. (ORC Resources) | | 5. | Discuss how both men and women find science rewarding as a career and in their everyday lives. (ORC Resources) |
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