Pennsylvania

Earth and Space Sciences

• Earth's Systems

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

    • Read a thermometer (3-S.1)
    • Compare temperatures on thermometers (3-S.2)
    • Collect and graph temperature data (3-S.3)
    • Use climate data to make predictions (3-S.7)
    • Use data to describe U.S. climates (3-S.8)
    • Use data to describe world climates (3-S.9)

  • 2 Obtain and combine information to describe climates in different regions of the world.

    • What's the difference between weather and climate? (3-S.4)
    • Weather and climate around the world (3-S.5)
    • Weather or climate? Cite text (3-S.6)
    • Use climate data to make predictions (3-S.7)
    • Use data to describe U.S. climates (3-S.8)
    • Use data to describe world climates (3-S.9)

• Earth and Human Activity

  • 1 Make a claim supported by evidence about the merit of a design solution that reduces the impacts of a weather-related hazard.

    • Evaluate multiple design solutions to prevent flooding (3-V.2)
    • Identify the best design solution to prevent hurricane damage (3-V.3)

Life Science

• From Molecules to Organisms: Structures and Processes

  • 1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

    • Read animal life cycle diagrams (3-K.1)
    • Construct animal life cycle diagrams (3-K.2)
    • 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)
    • How do flowering plants make new plants? (3-L.5)

• Ecosystems: Interactions, Energy, and Dynamics

  • 1 Construct an argument that some animals form groups that help members survive.

    • Benefits of group behavior: North American caribou (3-K.5)
    • Benefits of group behavior: African wild dogs (3-K.6)
    • Benefits of group behavior: leaf-cutter ants (3-K.7)

• Heredity: Inheritance and Variation of Traits

  • 1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

    • What affects traits? Use observations to support a hypothesis (3-M.2)
    • Match offspring to parents using inherited traits (3-O.1)
    • Identify inherited and acquired traits (3-O.2)
    • Read a plant pedigree chart (3-O.4)
    • Read an animal pedigree chart (3-O.5)

  • 2 Use evidence to support the explanation that traits can be influenced by the environment.

    • What affects traits? Use observations to support a hypothesis (3-M.2)
    • Inherited and acquired traits: use evidence to support a statement (3-O.3)

• Biological Evolution: Unity and Diversity

  • 1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

    • Introduction to fossils (3-R.1)
    • Compare fossils to modern organisms (3-R.2)
    • Compare ancient and modern organisms: use observations to support a hypothesis (3-R.3)

  • 2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

  • 3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

    • Introduction to adaptations (3-N.1)
    • Animal adaptations: beaks, mouths, and necks (3-N.2)
    • Animal adaptations: feet and limbs (3-N.3)
    • Animal adaptations: skins and body coverings (3-N.4)
    • Identify ecosystems (3-P.1)
    • Describe ecosystems (3-P.2)

  • 4 Make a claim supported by evidence about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Physical Science

• Motion and Stability: Forces and Interactions

  • 1 Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

    • Identify pushes and pulls (3-G.1)
    • How do balanced and unbalanced forces affect motion? (3-G.2)
    • How do mass and force affect motion? (3-G.3)

  • 2 Make and communicate observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.

  • 3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

    • Introduction to static electricity and charged objects (3-H.1)
    • Identify magnets that attract or repel (3-I.1)
    • Label magnets that attract or repel (3-I.2)
    • Compare strengths of magnetic forces (3-I.3)

  • 4 Define a simple design problem that can be solved by applying scientific ideas about magnets.

    • Solve problems using magnets (3-V.1)

Environmental Literacy and Sustainability

• Agricultural and Environmental Systems and Resources

  • 1 Analyze how living organisms, including humans, affect the environment in which they live, and how their environment affects them.

  • 2 Make a claim about the environmental and social impacts of design solutions and civic actions, including their own actions.

    • Solve problems using magnets (3-V.1)
    • Evaluate multiple design solutions to prevent flooding (3-V.2)
    • Identify the best design solution to prevent hurricane damage (3-V.3)

• Environmental Literacy Skills

  • 1 Investigate how perspectives over the use of resources and the development of technology have changed over time and resulted in conflict over the development of societies and nations.

  • 2 Develop a model to demonstrate how local environmental issues are connected to larger local environment and human systems.

• Sustainability and Stewardship

  • 1 Critique ways that people depend on and change the environment.

  • 2 Examine ways you influence your local environment and community by collecting and displaying data.

  • 3 Construct an argument to support whether action is needed on a selected environmental issue and propose possible solutions.

Technology and Engineering

• Applying, Maintaining, and Assessing Technological Products and Systems

  • 1 Follow directions to complete a technological task.

  • 2 Use appropriate symbols, numbers and words to communicate key ideas about technological products and systems.

    • Abbreviate time and length units (3-W.4)
    • Abbreviate mass and volume units (3-W.5)

  • 3 Identify why a product or system is not working properly.

  • 4 Examine information to assess the trade-offs of using a product or system.

• Core Concepts of Technology and Engineering

  • 1 Describe how a subsystem is a system that operates as a part of another larger system.

  • 2 Illustrate how, when parts of a system are missing, it may not work as planned.

  • 3 Identify the resources needed to get a technical job done, such as people, materials, capital, tools, machines, knowledge, energy, and time.

  • 4 Describe the properties of different materials.

    • Compare properties of materials (3-A.3)

  • 5 Demonstrate how tools and machines extend human capabilities, such as holding, lifting, carrying, fastening, separating, and computing.

  • 6 Describe requirements of designing or making a product or system.

  • 7 Create a new product that improves someone's life.

• Design in Technology and Engineering Education

  • 1 Illustrate that there are multiple approaches to design.

    • Evaluate multiple design solutions to prevent flooding (3-V.2)
    • Identify the best design solution to prevent hurricane damage (3-V.3)

  • 2 Demonstrate essential skills of the engineering design process.

  • 3 Evaluate designs based on criteria, constraints, and standards.

    • Evaluate multiple design solutions to prevent flooding (3-V.2)

  • 4 Interpret how good design improves the human condition.

    • Identify the best design solution to prevent hurricane damage (3-V.3)

  • 5 Apply universal principles and elements of design.

  • 6 Evaluate the strengths and weaknesses of existing design solutions, including their own solutions.

    • Evaluate multiple design solutions to prevent flooding (3-V.2)
    • Identify the best design solution to prevent hurricane damage (3-V.3)

  • 7 Practice successful design skills.

    • Solve problems using magnets (3-V.1)

  • 8 Apply tools, techniques, and materials in a safe manner as part of the design process.

• History of Technology

  • 1 Create representations of the tools people made, how they cultivated to provide food, made clothing, and built shelters to protect themselves.

• Impacts of Technology

  • 1 Describe the helpful and harmful effects of technology.

  • 2 Judge technologies to determine the best one to use to complete a given task or meet a need.

  • 3 Classify resources used to create technologies as either renewable or nonrenewable.

  • 4 Explain why responsible use of technology requires sustainable management of resources.

  • 5 Predict how certain aspects of their daily lives would be different without given technologies.

• Influence of Society on Technological Development

  • 1 Determine factors that influence changes in a society's technological systems or infrastructure.

  • 2 Explain how technologies are developed or adapted when individual or societal needs and wants change.

• Integration of Knowledge, Technologies, and Practices

  • 1 Demonstrate how simple technologies are often combined to form more complex systems.

  • 2 Explain how various relationships can exist between technology and engineering and other content areas.

• Nature and Characteristics of Technology and Engineering

  • 1 Compare how things found in nature differ from things that are human-made, noting differences and similarities in how they are produced and used.

    • Natural resources (3-T.2)

  • 2 Describe the unique relationship between science and technology, and how the natural world can contribute to the human-made world to foster innovation.

  • 3 Differentiate between the role of scientists, engineers, technologists, and others in creating and maintaining technological systems.

  • 4 Design solutions by safely using tools, materials, and skills.

  • 5 Explain how solutions to problems are shaped by economic, political, and cultural forces.

    • Evaluate multiple design solutions to prevent flooding (3-V.2)
    • Identify the best design solution to prevent hurricane damage (3-V.3)