Oklahoma
Skills available for Oklahoma third-grade science standards
Standards are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.
Show alignments for:
- Oklahoma Academic Standards Oklahoma Academic Standards
- Oklahoma Academic Standards (2014) Oklahoma Academic Standards (2014)
- Oklahoma Priority Academic Student Skills (PASS) Oklahoma Priority Academic Student Skills (PASS)
Actions
Science Processes and Inquiry
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1 Observing is the first action taken by the learner to acquire new information about an object, organism, or event. Opportunities for observation are developed through the use of a variety of scientific tools. Measurement allows observations to be quantified. The student will accomplish these objectives to meet this process standard.
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1 Observe and measure objects, organisms, and/or events using developmentally appropriate International System of Units (SI) (i.e., meters, centimeters, grams, and degrees Celsius).
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2 Compare and contrast similar and/or different characteristics in a given set of simple objects, familiar organisms, and/or observable events.
- Compare properties of objects (3-A.2)
- Compare properties of materials (3-A.3)
- Compare stages of an animal's life cycle (3-K.3)
- Compare different animals' life cycles (3-K.4)
- Compare fossils to modern organisms (3-R.2)
- Compare ancient and modern organisms: use observations to support a hypothesis (3-R.3)
- Compare temperatures on thermometers (3-S.2)
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2 Classifying establishes order. Objects, organisms, and events are classified based on similarities, differences, and interrelationships. The student will accomplish these objectives to meet this process standard.
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1 Classify a set of simple objects, familiar organisms, and/or observable events by observable properties (e.g., graphic organizers, t-charts, tables, and Venn diagrams).
- Classify matter as solid, liquid, or gas (3-B.1)
- Identify solids, liquids, and gases (3-B.2)
- Sort solids, liquids, and gases (3-B.3)
- Identify physical and chemical changes (3-E.1)
- Identify mixtures (3-F.1)
- Identify living and nonliving things (3-J.1)
- Identify plants and animals (3-J.2)
- Identify mammals, birds, fish, reptiles, and amphibians (3-J.3)
- Identify vertebrates and invertebrates (3-J.4)
- Classify rocks and minerals by color, shape, and texture (3-Q.1)
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2 Arrange simple objects, familiar organisms, and/or observable events in a serial order (e.g., least to greatest, order of steps, and smallest to largest).
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3 Experimenting is a method of discovering information. It requires making observations and measurements to test ideas. Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe phenomena. The student will accomplish these objectives to meet this process standard.
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1 Ask a question about objects, organisms, or events in the environment.
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2 Plan and conduct a simple investigation.
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3 Employ simple equipment and tools such as magnifiers, thermometers, and rulers to gather data.
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4 Recognize potential hazards and practice safety procedures in all science activities.
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4 Interpreting is the process of recognizing patterns in collected data by making inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these objectives to meet this process standard.
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1 Interpret tables, pictorial, and/or simple bar graphs.
- Change-of-state diagrams: solid, liquid, and gas (3-C.1)
- Predict heat flow (3-D.1)
- Read animal life cycle diagrams (3-K.1)
- Compare stages of an animal's life cycle (3-K.3)
- Compare different animals' life cycles (3-K.4)
- Read and construct flowering plant life cycle diagrams (3-L.4)
- What affects traits? Use observations to support a hypothesis (3-M.2)
- Read a plant pedigree chart (3-O.4)
- Read an animal pedigree chart (3-O.5)
- Compare fossils to modern organisms (3-R.2)
- Compare ancient and modern organisms: use observations to support a hypothesis (3-R.3)
- Use data to describe U.S. climates (3-S.8)
- Use data to describe world climates (3-S.9)
- Water on Earth (3-T.1)
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2 Recognize and describe patterns, then make predictions based on patterns.
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3 Communicate the results of a simple investigation using drawings, tables, graphs, and/or written and oral language.
- Construct animal life cycle diagrams (3-K.2)
- Read and construct flowering plant life cycle diagrams (3-L.4)
- What affects traits? Use observations to support a hypothesis (3-M.2)
- Compare fossils to modern organisms (3-R.2)
- Compare ancient and modern organisms: use observations to support a hypothesis (3-R.3)
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Physical Science
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1 Describe characteristics of objects based on physical properties such as size, shape, color, or texture. Vibration of materials causes sound. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:
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1 Objects can be described in terms of the materials of which they are made. Mixtures and solutions can be separated (i.e., sand and marbles, salt and water).
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2 Sound is produced by vibrations (i.e., pitch and loudness).
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3 Sound travels through air, water, and/or solids.
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Life Science
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2 All living things have structures that enable them to function in unique and specific ways to obtain food, reproduce, and survive. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:
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1 Plants and animals have features (i.e., breathing structures, limbs, skin covering, seed dispersal, roots, stems, and leaves) that help them live in different environments such as air, water, or land.
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2 Each plant or animal has different structures that serve different functions in growth and survival (i.e., the way it moves, type of food it needs, and where it lives).
- Pollinator: ruby-throated hummingbird (2-J.4)
- Pollinator: Indian flying fox (2-J.5)
- Pollinator: painted lady butterfly (2-J.6)
- Seed disperser: Eurasian red squirrel (2-J.7)
- Seed disperser: African elephant (2-J.8)
- Seed disperser: common ostrich (2-J.9)
- Classify fruits and vegetables as plant parts (3-L.1)
- Identify plant parts and their functions (3-L.2)
- How do plants make food? (3-L.3)
- How do flowering plants make new plants? (3-L.5)
- What affects traits? Use observations to support a hypothesis (3-M.2)
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3 All animals depend on plants. Some animals eat plants for food. Other animals consume animals that eat the plants.
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a The primary source of energy in a food chain is the sun.
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b Animals can be classified by the type of food they eat.
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Earth/Space Science
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3 Earth materials consist of rock, soils, water, and air. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:
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1 Rocks and minerals have similarities and differences (i.e., size of particles, color pattern, and layering).
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2 Soils have properties of color and texture, capacity to retain water, and ability to support the growth of many kinds of plants and animals, including those in our food supply.
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3 Earth exerts a force called gravity which attracts objects, pulling them toward Earth's center.
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