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  • 3rd Grade

    Weather and Climate

Students who demonstrate understanding can:

Performance Expectations

  1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 3-ESS2-1

    Clarification Statement and Assessment Boundary
  2. Obtain and combine information to describe climates in different regions of the world. 3-ESS2-2

    Clarification Statement and Assessment Boundary
  3. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. 3-ESS3-1

    Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Engaging in Argument from Evidence

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

Planning Curriculum

Common Core State Standards Connections

ELA/Literacy

  • RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-ESS2-2), (3-ESS3-1)
  • RI.3.9 - Compare and contrast the most important points and key details presented in two texts on the same topic. (3-ESS2-2)
  • W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-ESS3-1)
  • W.3.7 - Conduct short research projects that build knowledge about a topic. (3-ESS3-1)
  • W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-ESS2-2)

Mathematics

  • 3.MD.A.2 - Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3-ESS2-1)
  • 3.MD.B.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. (3-ESS2-1)
  • MP.2 - Reason abstractly and quantitatively. (3-ESS2-1), (3-ESS2-2), (3-ESS3-1)
  • MP.4 - Model with mathematics. (3-ESS2-1), (3-ESS2-2), (3-ESS3-1)
  • MP.5 - Use appropriate tools strategically. (3-ESS2-1)

Resources & Lesson Plans

  • Coming Soon!
    A team of teacher curators are working now to find, review, and vet online resources that support the standard. Stay tuned for these targeted resources coming to you from NSTA later this Spring.

Planning Curriculum gives connections to other areas of study for easier curriculum creation.