KeyMF# = Mass Framework #

GRADE 3 6-17-09

Earth & Space Standards

The Water Cycle

MF# Learning Standard Ideas for DevelopingInvestigations and

Learning Experiences

T1 T2 T3

10 Describe how water onearth cycles in differentforms and in differentlocations, includingunderground and in theatmosphere.

Draw a diagram of the watercycle. Label evaporation,condensation, andprecipitation. Explain whathappens during each process.

11 Give examples of how thecycling of water, both inand out of the atmosphere,has an effect on climate.

The Earth in the Solar System

MF# Learning Standard Ideas for DevelopingInvestigations and

Learning Experiences

T1 T2 T3

13 Recognize that the earth ispart of a system called the“solar system” thatincludes the sun (a star),planets, and many moons.The earth is the thirdplanet from the sun in oursolar system.

Create a proportional modelof the solar system starting onthe school playground andextending as far as possible.Demonstrate the size ofobjects (use a pea for thesmallest planet, and differentsized balls for other) and thedistance between them.

14 Recognize that the earthrevolves around (orbits)the sun in a year’s time adthat earth rotates on itsaxis once approximatelyevery 24 hours. Makeconnections between therotation of the earth andday/night, and theapparent movement of thesun, moon, and starsacross the sky.

Observe and discuss changesin length and direction ofshadows during the course ofa day.

rotation of the earth andday/night, and theapparent movement of thesun, moon, and starsacross the sky.

15 Describe the changes thatoccur in the observableshape of the moon over thecourse of a month.

Observe the sky every nightfor 30 days. Record everynight the shape of the moonand its relative locationacross the sky (record thedate of the month and thetime of observation each timeas well).

Life Science (Biology) Standards

Characteristics of Plants and Animals

MF# Learning Standard Ideas for DevelopingInvestigations and

Learning Experiences

T1 T2 T3

1 Classify plants andanimals according to thephysical characteristicsthat they share.

• Sort plant and animalpictures based on physicalcharacteristics.

• Use a dichotomous key toidentify plants.

Structures and Functions

4 Describe the major stagesthat characterize the lifecycle of the frog andbutterfly as they go throughmetamorphosis.

Using either live organisms orpictures/models, observe thechanges in form that occurduring the life cycle of abutterfly or frog.

Adaptations of Living Things

MF# LearningStandard

Ideas for DevelopingInvestigations and Learning

Experiences

T1 T2 T3

6 Give examples of howinherited characteristicsmay change over time asadaptations to changes inthe environment thatenable organisms tosurvive, e.g., shape of beakor feet, placement of eyeson head, length of neck,shape of teeth, color.

Compare and contrast thephysical characteristics ofplants or animals from widelydifferent environments (e.g.,desert vs. tropical plants,aquatic vs. terrestrialanimals). Explore how each isadapted to its environment.

adaptations to changes inthe environment thatenable organisms tosurvive, e.g., shape of beakor feet, placement of eyeson head, length of neck,shape of teeth, color.

different environments (e.g.,desert vs. tropical plants,aquatic vs. terrestrialanimals). Explore how each isadapted to its environment.

Physical Sciences (Chemistry and Physics) Standards

Magnetic Energy

MF# Learning Standard Ideas for DevelopingInvestigations and

Learning Experiences

T1 T2 T3

9 Recognize that magnetshave poles that repel andattract each other.

Balance ring magnets on apencil. Note: The shape of aring magnet obscures thelocation of its poles.

10 Identify and classifyobjects and materials thata magnet will attract andobjects and materials thata magnet will not attract.

Test a variety of materialswith assorted magnets.Include samples of pure iron,magnetic steel, and non-magnetic metals in thematerial tested. Mention thetwo other magnetic metals:pure cobalt and pure nickel.Test a U.S. five-cent coin toanswer the question “Is a U.S.nickel coin made of purenickel?”

States of Matter

MF# Learning Standard Ideas for DevelopingInvestigations and

Learning Experiences

T1 T2 T3

2 Compare and contrastsolids, liquids, and gasesbased on the basicproperties of each of thesestates of matter.

Design several stations, eachof which demonstrates a stateof matter (e.g., water tableballoon and fan table, sandand block table).

based on the basicproperties of each of thesestates of matter.

of matter (e.g., water tableballoon and fan table, sandand block table).

3 Describe how water canbe changed from one stateto another by adding ortaking away heat.

Do simple investigations toobserve evaporation,condensation, freezing, andmelting. Confirm that waterexpands upon freezing.

Technology/Engineering Standards

Materials and Tools

MF# Learning Standard Ideas for DevelopingInvestigations and

Learning Experiences

T1 T2 T3

1.1 Identify material used toaccomplish a design taskbased on a specificproperty, e.g., strength,hardness, and flexibility.

1.2 Identify and explain theappropriate material andtools (e.g., hammer,screwdriver, pliers, tapemeasure, screws, nails,and other mechanicalfasteners) to construct agiven prototype safely.

Engineering Design

MF# Learning Standard Ideas for DevelopingInvestigations and

Learning Experiences

T1 T2 T3

2.1 Identify a problem thatreflects the need forshelter, storage, orconvenience.

2.2 Describe different ways inwhich a problem can berepresented, e.g., sketches,diagrams, graphicorganizers, and lists.

2.3 Identify relevant designfeatures (e.g., size, shape,weight) for building aprototype of a solution to agiven problem.

2.4 Compare natural systemwith mechanical systemsthat are designed to servesimilar purposes, e.g., abird’s wings as comparedto an airplane’s wings.