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Skills available for Michigan third-grade science standards

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Michigan K-12 Standards Michigan K-12 Standards
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Science Processes

S.IP Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.
- S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.
  - S.IP.03.11 Make purposeful observation of the natural world using the appropriate senses.
  - S.IP.03.12 Generate questions based on observations.
    - Observe and compare traits (3-M.1)
    - What affects traits? Use observations to support a hypothesis (3-M.2)
  - S.IP.03.13 Plan and conduct simple and fair investigations.
  - S.IP.03.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer).
  - S.IP.03.15 Make accurate measurements with appropriate units (centimeters, meters, Celsius, grams, seconds, minutes) for the measurement tool.
    - Read a thermometer (3-S.1)
    - Compare temperatures on thermometers (3-S.2)
  - S.IP.03.16 Construct simple charts and graphs from data and observations.
S.IA Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology.
- S.IA.E.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations.
  - S.IA.03.11 Summarize information from charts and graphs to answer scientific questions.
  - S.IA.03.12 Share ideas about science through purposeful conversation in collaborative groups.
  - S.IA.03.13 Communicate and present findings of observations and investigations.
  - S.IA.03.14 Develop research strategies and skills for information gathering and problem solving.
  - S.IA.03.15 Compare and contrast sets of data from multiple trials of a science investigation to explain reasons for differences.
S.RS Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology.
- S.RS.E.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.
  - S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.
  - S.RS.03.14 Use data/samples as evidence to separate fact from opinion.
  - S.RS.03.15 Use evidence when communicating scientific ideas.
  - S.RS.03.16 Identify technology used in everyday life.
  - S.RS.03.17 Identify current problems that may be solved through the use of technology.
  - S.RS.03.18 Describe the effect humans and other organisms have on the balance of the natural world.
  - S.RS.03.19 Describe how people have contributed to science throughout history and across cultures.

Physical Science

P.FM Develop an understanding that the position and/or motion of an object is relative to a point of reference. Understand forces affect the motion and speed of an object and that the net force on an object is the total of all of the forces acting on it. Understand the Earth pulls down on objects with a force called gravity. Develop an understanding that some forces are in direct contact with objects, while other forces are not in direct contact with objects.
- P.FM.E.2 Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground no matter where the object is on the Earth.
  - P.FM.03.22 Identify the force that pulls objects towards the Earth.
- P.FM.E.3 A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is related to the size of the force. The change is also related to the weight (mass) of the object on which the force is being exerted. When an object does not move in response to a force, it is because another force is being applied by the environment.
  - P.FM.03.35 Describe how a push or a pull is a force.
    - Identify pushes and pulls (3-G.1)
  - P.FM.03.36 Relate a change in motion of an object to the force that caused the change of motion.
    - Identify pushes and pulls (3-G.1)
  - P.FM.03.37 Demonstrate how the change in motion of an object is related to the strength of the force acting upon the object and to the mass of the object.
    - How do mass and force affect motion? (3-G.3)
  - P.FM.03.38 Demonstrate when an object does not move in response to a force, it is because another force is acting on it.
- P.FM.E.4 An object is in motion when its position is changing. The speed of an object is defined by how far it travels in a standard amount of time.
  - P.FM.03.41 Describe the motion of objects in terms of direction.
  - P.FM.03.42 Identify changes in motion (change direction, speeding up, slowing down).
  - P.FM.03.43 Relate the speed of an object to the distance it travels in a standard amount of time.
P.EN Develop an understanding that there are many forms of energy (such as heat, light, sound, and electrical) and that energy is transferable by convection, conduction, or radiation. Understand energy can be in motion, called kinetic; or it can be stored, called potential. Develop an understanding that as temperature increases, more energy is added to a system. Understand nuclear reactions in the sun produce light and heat for the Earth.
- P.EN.E.1 Heat, electricity, light, and sound are forms of energy.
  - P.EN.03.11 Identify light and sound as forms of energy.
- P.EN.E.2 Light travels in a straight path. Shadows result from light not being able to pass through an object. When light travels at an angle from one substance to another (air and water), it changes direction.
  - P.EN.03.21 Demonstrate that light travels in a straight path and that shadows are made by placing an object in a path of light.
  - P.EN.03.22 Observe what happens to light when it travels from air to water (a straw half in the water and half in the air looks bent).
- P.EN.E.3 Vibrating objects produce sound. The pitch of sound varies by changing the rate of vibration.
  - P.EN.03.31 Relate sounds to their sources of vibrations (for example: a musical note produced by a vibrating guitar string, the sounds of a drum made by the vibrating drum head).
  - P.EN.03.32 Distinguish the effect of fast or slow vibrations as pitch.
P.PM Develop an understanding that all matter has observable attributes with physical and chemical properties that are described, measured, and compared. Understand that states of matter exist as solid, liquid, or gas; and have physical and chemical properties. Understand all matter is composed of combinations of elements, which are organized by common attributes and characteristics on the Periodic Table. Understand that substances can be classified as mixtures or compounds and according to their physical and chemical properties.
- P.PM.E.5 Objects vary to the extent they absorb and reflect light energy and conduct heat and electricity.
  - P.PM.03.51 Demonstrate how some materials are heated more than others by light that shines on them.
  - P.PM.03.52 Explain how we need light to see objects: light from a source reflects off objects and enters our eyes.

Life Science

L.OL Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions.
- L.OL.E.3 Organisms have different structures that serve different functions in growth, survival, and reproduction.
  - L.OL.03.31 Describe the function of the following plant parts: flower, stem, root, and leaf.
    - Identify plant parts and their functions (3-L.2)
  - L.OL.03.32 Identify and compare structures in animals used for controlling body temperature, support, movement, food-getting, and protection (for example: fur, wings, teeth, scales).
- L.OL.E.4 Organisms can be classified on the basis of observable characteristics.
  - L.OL.03.41 Classify plants on the basis of observable physical characteristics (roots, leaves, stems, and flowers).
  - L.OL.03.42 Classify animals on the basis of observable physical characteristics (backbone, body coverings, limbs).
    - Identify mammals, birds, fish, reptiles, and amphibians (3-J.3)
    - Identify vertebrates and invertebrates (3-J.4)
L.EV Develop an understanding that plants and animals have observable parts and characteristics that help them survive and flourish in their environments. Understand that fossils provide evidence that life forms have changed over time and were influenced by changes in environmental conditions. Understand that life forms either change (evolve) over time or risk extinction due to environmental changes and describe how scientists identify the relatedness of various organisms based on similarities in anatomical features.
- L.EV.E.1 Different kinds of organisms have characteristics that help them to live in different environments.
  - L.EV.03.11 Relate characteristics and functions of observable parts in a variety of plants that allow them to live in their environment (leaf shape, thorns, odor, color).
  - L.EV.03.12 Relate characteristics and functions of observable body parts to the ability of animals to live in their environment (sharp teeth, claws, color, body coverings).

Earth Science

E.ES Develop an understanding of the warming of the Earth by the sun as the major source of energy for phenomenon on Earth and how the sun's warming relates to weather, climate, seasons, and the water cycle. Understand how human interaction and use of natural resources affects the environment.
- E.ES.E.4 The supply of many natural resources is limited. Humans have devised methods for extending their use of natural resources through recycling, reuse, and renewal.
  - E.ES.03.41 Identify natural resources (metals, fuels, fresh water, fertile soil, and forests).
  - E.ES.03.42 Classify renewable (fresh water, fertile soil, forests) and non-renewable (fuels, metals) resources.
  - E.ES.03.43 Describe ways humans are protecting, extending, and restoring resources (recycle, reuse, reduce, renewal).
  - E.ES.03.44 Recognize that paper, metal, glass, and some plastics can be recycled.
- E.ES.E.5 Humans depend on their natural and constructed environment. Humans change environments in ways that are helpful or harmful for themselves and other organisms.
  - E.ES.03.51 Describe ways humans are dependent on the natural environment (forests, water, clean air, earth materials) and constructed environments (homes, neighborhoods, shopping malls, factories, and industry).
  - E.ES.03.52 Describe helpful or harmful effects of humans on the environment (garbage, habitat destruction, land management, renewable and non-renewable resources).
E.SE Develop an understanding of the properties of earth materials and how those properties make materials useful. Understand gradual and rapid changes in earth materials and features of the surface of Earth. Understand magnetic properties of Earth.
- E.SE.E.1 Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Some Earth materials have properties which sustain plant and animal life.
  - E.SE.03.13 Recognize and describe different types of Earth materials (mineral, rock, clay, boulder, gravel, sand, soil, water, and air).
  - E.SE.03.14 Recognize that rocks are made up of minerals.
- E.SE.E.2 The surface of Earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.
  - E.SE.03.22 Identify and describe natural causes of change in the Earth's surface (erosion, glaciers, volcanoes, landslides, and earthquakes).
- E.SE.E.3 Some Earth materials have properties that make them useful either in their present form or designed and modified to solve human problems. They can enhance the quality of life as in the case of materials used for building or fuels used for heating and transportation.
  - E.SE.03.31 Identify Earth materials used to construct some common objects (bricks, buildings, roads, glass).
  - E.SE.03.32 Describe how materials taken from the Earth can be used as fuels for heating and transportation.

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Science Processes

S.IP Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.

S.IP.E.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.

S.IP.03.11 Make purposeful observation of the natural world using the appropriate senses.

S.IP.03.12 Generate questions based on observations.

S.IP.03.13 Plan and conduct simple and fair investigations.

S.IP.03.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer).

S.IP.03.15 Make accurate measurements with appropriate units (centimeters, meters, Celsius, grams, seconds, minutes) for the measurement tool.

S.IP.03.16 Construct simple charts and graphs from data and observations.

S.IA Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology.

S.IA.E.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations.

S.IA.03.11 Summarize information from charts and graphs to answer scientific questions.

S.IA.03.12 Share ideas about science through purposeful conversation in collaborative groups.

S.IA.03.13 Communicate and present findings of observations and investigations.

S.IA.03.14 Develop research strategies and skills for information gathering and problem solving.

S.IA.03.15 Compare and contrast sets of data from multiple trials of a science investigation to explain reasons for differences.

S.RS.E.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.

S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

S.RS.03.14 Use data/samples as evidence to separate fact from opinion.

S.RS.03.15 Use evidence when communicating scientific ideas.

S.RS.03.16 Identify technology used in everyday life.

S.RS.03.17 Identify current problems that may be solved through the use of technology.

S.RS.03.18 Describe the effect humans and other organisms have on the balance of the natural world.

S.RS.03.19 Describe how people have contributed to science throughout history and across cultures.

Physical Science

P.FM.E.2 Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground no matter where the object is on the Earth.

P.FM.03.22 Identify the force that pulls objects towards the Earth.

P.FM.03.35 Describe how a push or a pull is a force.

P.FM.03.36 Relate a change in motion of an object to the force that caused the change of motion.

P.FM.03.37 Demonstrate how the change in motion of an object is related to the strength of the force acting upon the object and to the mass of the object.

P.FM.03.38 Demonstrate when an object does not move in response to a force, it is because another force is acting on it.

P.FM.E.4 An object is in motion when its position is changing. The speed of an object is defined by how far it travels in a standard amount of time.

P.FM.03.41 Describe the motion of objects in terms of direction.

P.FM.03.42 Identify changes in motion (change direction, speeding up, slowing down).

P.FM.03.43 Relate the speed of an object to the distance it travels in a standard amount of time.

P.EN.E.1 Heat, electricity, light, and sound are forms of energy.

P.EN.03.11 Identify light and sound as forms of energy.

P.EN.E.2 Light travels in a straight path. Shadows result from light not being able to pass through an object. When light travels at an angle from one substance to another (air and water), it changes direction.

P.EN.03.21 Demonstrate that light travels in a straight path and that shadows are made by placing an object in a path of light.

P.EN.03.22 Observe what happens to light when it travels from air to water (a straw half in the water and half in the air looks bent).

P.EN.E.3 Vibrating objects produce sound. The pitch of sound varies by changing the rate of vibration.

P.EN.03.31 Relate sounds to their sources of vibrations (for example: a musical note produced by a vibrating guitar string, the sounds of a drum made by the vibrating drum head).

P.EN.03.32 Distinguish the effect of fast or slow vibrations as pitch.

P.PM.E.5 Objects vary to the extent they absorb and reflect light energy and conduct heat and electricity.

P.PM.03.51 Demonstrate how some materials are heated more than others by light that shines on them.

P.PM.03.52 Explain how we need light to see objects: light from a source reflects off objects and enters our eyes.

Life Science

L.OL.E.3 Organisms have different structures that serve different functions in growth, survival, and reproduction.

L.OL.03.31 Describe the function of the following plant parts: flower, stem, root, and leaf.

L.OL.03.32 Identify and compare structures in animals used for controlling body temperature, support, movement, food-getting, and protection (for example: fur, wings, teeth, scales).

L.OL.E.4 Organisms can be classified on the basis of observable characteristics.

L.OL.03.41 Classify plants on the basis of observable physical characteristics (roots, leaves, stems, and flowers).

L.OL.03.42 Classify animals on the basis of observable physical characteristics (backbone, body coverings, limbs).

L.EV.E.1 Different kinds of organisms have characteristics that help them to live in different environments.

L.EV.03.11 Relate characteristics and functions of observable parts in a variety of plants that allow them to live in their environment (leaf shape, thorns, odor, color).

L.EV.03.12 Relate characteristics and functions of observable body parts to the ability of animals to live in their environment (sharp teeth, claws, color, body coverings).

Earth Science

E.ES Develop an understanding of the warming of the Earth by the sun as the major source of energy for phenomenon on Earth and how the sun's warming relates to weather, climate, seasons, and the water cycle. Understand how human interaction and use of natural resources affects the environment.

E.ES.E.4 The supply of many natural resources is limited. Humans have devised methods for extending their use of natural resources through recycling, reuse, and renewal.

E.ES.03.41 Identify natural resources (metals, fuels, fresh water, fertile soil, and forests).

E.ES.03.42 Classify renewable (fresh water, fertile soil, forests) and non-renewable (fuels, metals) resources.

E.ES.03.43 Describe ways humans are protecting, extending, and restoring resources (recycle, reuse, reduce, renewal).

E.ES.03.44 Recognize that paper, metal, glass, and some plastics can be recycled.

E.ES.E.5 Humans depend on their natural and constructed environment. Humans change environments in ways that are helpful or harmful for themselves and other organisms.

E.ES.03.51 Describe ways humans are dependent on the natural environment (forests, water, clean air, earth materials) and constructed environments (homes, neighborhoods, shopping malls, factories, and industry).

E.ES.03.52 Describe helpful or harmful effects of humans on the environment (garbage, habitat destruction, land management, renewable and non-renewable resources).

E.SE Develop an understanding of the properties of earth materials and how those properties make materials useful. Understand gradual and rapid changes in earth materials and features of the surface of Earth. Understand magnetic properties of Earth.

E.SE.E.1 Earth materials that occur in nature include rocks, minerals, soils, water, and the gases of the atmosphere. Some Earth materials have properties which sustain plant and animal life.

E.SE.03.13 Recognize and describe different types of Earth materials (mineral, rock, clay, boulder, gravel, sand, soil, water, and air).

E.SE.03.14 Recognize that rocks are made up of minerals.

E.SE.E.2 The surface of Earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.

E.SE.03.22 Identify and describe natural causes of change in the Earth's surface (erosion, glaciers, volcanoes, landslides, and earthquakes).

E.SE.E.3 Some Earth materials have properties that make them useful either in their present form or designed and modified to solve human problems. They can enhance the quality of life as in the case of materials used for building or fuels used for heating and transportation.

E.SE.03.31 Identify Earth materials used to construct some common objects (bricks, buildings, roads, glass).

E.SE.03.32 Describe how materials taken from the Earth can be used as fuels for heating and transportation.