Standards are the floor. Mastery and understanding are the goal.

Explore how each subject becomes a coherent sequence of knowledge, reasoning, practice, and transfer—not a disconnected checklist.

Grade 3 Science

26 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Scientific Practices · Science and Engineering Practice: Analyzing and Interpreting Data

Make Scientific Observations

Given a scientific object, image, model, or data display, the student will distinguish direct observations from interpretations or unsupported conclusions.

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Make Scientific Observations: observation, evidence, classification.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to Given a scientific object, image, model, or data display, the student will distinguish direct observations from interpretations or unsupported conclusions..
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Scientific Practices · Science and Engineering Practice: Constructing Explanations

Distinguish Observation From Inference

Given scientific evidence, the student will identify which statements are direct observations and which are inferences based on those observations.

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Distinguish Observation From Inference: observation, inference, evidence.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to Given scientific evidence, the student will identify which statements are direct observations and which are inferences based on those observations..
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Scientific Practices · Science and Engineering Practice: Engaging in Argument From Evidence

Use Evidence to Support a Scientific Claim

Given a simple scientific question, claim, and set of observations or data, the student will identify relevant evidence and explain how it supports the claim.

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Use Evidence to Support a Scientific Claim: evidence, claim, reasoning.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to Given a simple scientific question, claim, and set of observations or data, the student will identify relevant evidence and explain how it supports the claim..
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Life Science · 3-LS3-1

Classify Organisms Using Observable Traits

Given a set of organisms or organism descriptions, the student will classify them using observable traits and explain the classification rule.

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Classify Organisms Using Observable Traits: classification, traits, observation.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to Given a set of organisms or organism descriptions, the student will classify them using observable traits and explain the classification rule..
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Life Science · 3-LS4-2

Explain How Traits Can Affect Survival

Given an organism, an observable trait, and an environmental condition, the student will use evidence and reasoning to explain how the trait could affect survival.

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Explain How Traits Can Affect Survival: traits, survival, environment.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to Given an organism, an observable trait, and an environmental condition, the student will use evidence and reasoning to explain how the trait could affect survival..
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Scientific Practices · Science and Engineering Practice: Constructing Explanations

Construct Explanations from Evidence

construct a scientific explanation that connects a claim with relevant observations and evidence

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Construct Explanations from Evidence: evidence, explanation, reasoning.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to construct a scientific explanation that connects a claim with relevant observations and evidence.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Forces and Interactions · 3-PS2-1

Investigate Balanced and Unbalanced Forces

plan and conduct an investigation showing how balanced and unbalanced forces affect motion

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Investigate Balanced and Unbalanced Forces: force, motion, evidence.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to plan and conduct an investigation showing how balanced and unbalanced forces affect motion.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Forces and Interactions · 3-PS2-2

Observe Patterns of Motion

use observations and measurements to provide evidence of predictable motion

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Observe Patterns of Motion: motion, patterns, measurement.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to use observations and measurements to provide evidence of predictable motion.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Forces and Interactions · 3-PS2-3

Ask Questions About Electric and Magnetic Forces

ask questions that determine cause-and-effect relationships of electric or magnetic interactions

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Ask Questions About Electric and Magnetic Forces: force, cause-effect, questions.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to ask questions that determine cause-and-effect relationships of electric or magnetic interactions.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Forces and Interactions · 3-PS2-4

Define a Magnetic Design Problem

define a simple design problem that can be solved using magnets

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Define a Magnetic Design Problem: engineering, force, design.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to define a simple design problem that can be solved using magnets.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Life Cycles and Traits · 3-LS1-1

Model Plant and Animal Life Cycles

develop models showing that organisms have unique and diverse life cycles

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Model Plant and Animal Life Cycles: life-cycle, sequence, organisms.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to develop models showing that organisms have unique and diverse life cycles.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Life Cycles and Traits · 3-LS2-1

Explain Benefits of Group Living

construct an argument that some animals form groups that help members survive

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Explain Benefits of Group Living: survival, behavior, evidence.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to construct an argument that some animals form groups that help members survive.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Life Cycles and Traits · 3-LS3-1

Analyze Inherited Trait Data

analyze evidence that plants and animals have traits inherited from parents and traits that vary

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Analyze Inherited Trait Data: traits, inheritance, data.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to analyze evidence that plants and animals have traits inherited from parents and traits that vary.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Life Cycles and Traits · 3-LS3-2

Explain Environmental Effects on Traits

use evidence to explain how environmental conditions influence traits

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Explain Environmental Effects on Traits: environment, traits, cause-effect.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to use evidence to explain how environmental conditions influence traits.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Adaptation and Environments · 3-LS4-1

Analyze Fossil Evidence

analyze fossil data to describe organisms and environments from long ago

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Analyze Fossil Evidence: fossils, evidence, change-over-time.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to analyze fossil data to describe organisms and environments from long ago.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Adaptation and Environments · 3-LS4-2

Use Evidence About Trait Variation

use evidence to explain how variation can provide survival advantages

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Use Evidence About Trait Variation: variation, survival, evidence.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to use evidence to explain how variation can provide survival advantages.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Adaptation and Environments · 3-LS4-3

Reason About Habitat Survival

construct an argument that organisms vary in how well they survive in a habitat

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Reason About Habitat Survival: habitat, survival, argument.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to construct an argument that organisms vary in how well they survive in a habitat.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Adaptation and Environments · 3-LS4-4

Evaluate Solutions to Environmental Change

make a claim about the merit of a solution to an environmental change

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Evaluate Solutions to Environmental Change: environment, engineering, evidence.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to make a claim about the merit of a solution to an environmental change.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Weather and Climate · 3-ESS2-1

Represent Seasonal Weather Data

represent data in tables and graphs to describe typical weather conditions

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Represent Seasonal Weather Data: weather, data, patterns.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to represent data in tables and graphs to describe typical weather conditions.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Weather and Climate · 3-ESS2-2

Compare Regional Climates

obtain and combine information to describe climates in different regions

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Compare Regional Climates: climate, geography, comparison.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to obtain and combine information to describe climates in different regions.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Weather and Climate · 3-ESS3-1

Evaluate Weather Hazard Solutions

make a claim about a design solution that reduces impacts of a weather hazard

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Evaluate Weather Hazard Solutions: weather, hazards, engineering.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to make a claim about a design solution that reduces impacts of a weather hazard.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Engineering Design · 3-5-ETS1-1

Define an Engineering Problem

define a design problem with criteria for success and constraints

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Define an Engineering Problem: engineering, criteria, constraints.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to define a design problem with criteria for success and constraints.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Engineering Design · 3-5-ETS1-2

Compare Design Solutions

compare possible solutions based on how well each meets criteria and constraints

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Compare Design Solutions: engineering, comparison, evidence.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to compare possible solutions based on how well each meets criteria and constraints.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Engineering Design · 3-5-ETS1-3

Plan Fair Design Tests

plan and carry out fair tests that control variables and identify failure points

Component progression

  1. 1I can identify, describe, and distinguish the prerequisite concepts for Plan Fair Design Tests: engineering, investigation, variables.
  2. 2I can recognize examples and nonexamples, interpret a representation, and model the reasoning required to plan and carry out fair tests that control variables and identify failure points.
  3. 3I can apply each part in a guided task, explain the evidence used, and correct a representative misconception before independent transfer.
Computer Science · EEP-CS.3

Design and debug modular programs

Independently design, trace, and debug a program made from events, sequences, loops, and reusable parts across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to trace how an event starts a sequence of commands using a concrete computing example.
  2. 2I can apply how to create a reusable procedure for a repeated task using a traced example or representation.
  3. 3I can independently use a trace to locate, explain, and correct a bug in a new computing context and explain the evidence that the solution works.
Ai Literacy · EEP-AI.3

Use AI as a coach, not a substitute

Independently choose ai requests that support learning while preserving the learner's own reasoning and final work across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to compare requests for a hint, example, feedback, and a finished answer with an age-appropriate ai-use scenario.
  2. 2I can apply how to turn an answer-seeking request into a learning-focused request by comparing responsible and irresponsible choices.
  3. 3I can independently verify the help and produce an independent response in a new learning context while preserving the learner's own thinking and responsibility.
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