| (a) Introduction.
(1) In Grade 3, students learn that the study of science
uses appropriate tools and safe practices in planning and implementing
investigations, asking and answering questions, collecting data by
observing and measuring, and using models to support scientific inquiry
about the natural world.
(A) Within the physical environment, students recognize
that patterns, relationships, and cycles exist in matter. Students
will investigate the physical properties of matter and will learn
that changes occur. They explore mixtures and investigate light, sound,
and thermal energy in everyday life. Students manipulate objects by
pushing and pulling to demonstrate changes in motion and position.
(B) Within the natural environment, students investigate
how the surface of Earth changes and provides resources that humans
use. As students explore objects in the sky, they describe how relationships
affect patterns and cycles on Earth. Students will construct models
to demonstrate Sun, Earth, and Moon system relationships.
(C) Within the living environment, students explore
patterns, systems, and cycles within environments by investigating
characteristics of organisms, life cycles, and interactions among
all components of the natural environment. Students examine how the
environment plays a key role in survival. Students know that when
changes in the environment occur organisms may thrive, become ill,
or perish.
(2) Science, as defined by the National Academy of
Sciences, is the "use of evidence to construct testable explanations
and predictions of natural phenomena, as well as the knowledge generated
through this process."
(3) Recurring themes are pervasive in sciences, mathematics,
and technology. These ideas transcend disciplinary boundaries and
include patterns, cycles, systems, models, and change and constancy.
(4) The study of elementary science includes planning
and safely implementing classroom and outdoor investigations using
scientific practices, analyzing information, making informed decisions,
and using tools to collect and record information while addressing
the content and vocabulary in physical, earth, and life sciences.
Districts are encouraged to facilitate classroom and outdoor investigations
for at least 60% of instructional time.
(5) Statements containing the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Scientific investigation and reasoning. The student
conducts classroom and outdoor investigations following home and school
safety procedures and environmentally appropriate practices. The student
is expected to:
(A) demonstrate safe practices as described in Texas
Education Agency-approved safety standards during classroom and outdoor
investigations using safety equipment as appropriate, including safety
goggles or chemical splash goggles, as appropriate, and gloves; and
(B) make informed choices in the use and conservation
of natural resources by recycling or reusing materials such as paper,
aluminum cans, and plastics.
(2) Scientific investigation and reasoning. The student
uses scientific practices during laboratory and outdoor investigations.
The student is expected to:
(A) plan and implement descriptive investigations,
including asking and answering questions, making inferences, and selecting
and using equipment or technology needed, to solve a specific problem
in the natural world;
(B) collect and record data by observing and measuring
using the metric system and recognize differences between observed
and measured data;
(C) construct maps, graphic organizers, simple tables,
charts, and bar graphs using tools and current technology to organize,
examine, and evaluate measured data;
(D) analyze and interpret patterns in data to construct
reasonable explanations based on evidence from investigations;
(E) demonstrate that repeated investigations may increase
the reliability of results; and
(F) communicate valid conclusions supported by data
in writing, by drawing pictures, and through verbal discussion.
(3) Scientific investigation and reasoning. The student
knows that information, critical thinking, scientific problem solving,
and the contributions of scientists are used in making decisions.
The student is expected to:
(A) analyze, evaluate, and critique scientific explanations
by using evidence, logical reasoning, and experimental and observational
testing;
(B) represent the natural world using models such as
volcanoes or the Sun, Earth, and Moon system and identify their limitations,
including size, properties, and materials; and
(C) connect grade-level appropriate science concepts
with the history of science, science careers, and contributions of
scientists.
(4) Scientific investigation and reasoning. The student
knows how to use a variety of tools and methods to conduct science
inquiry. The student is expected to collect, record, and analyze information
using tools, including cameras, computers, hand lenses, metric rulers,
Celsius thermometers, wind vanes, rain gauges, pan balances, graduated
cylinders, beakers, spring scales, hot plates, meter sticks, magnets,
collecting nets, notebooks, and Sun, Earth, and Moon system models;
timing devices; and materials to support observation of habitats of
organisms such as terrariums and aquariums.
(5) Matter and energy. The student knows that matter
has measurable physical properties and those properties determine
how matter is classified, changed, and used. The student is expected
to:
(A) measure, test, and record physical properties of
matter, including temperature, mass, magnetism, and the ability to
sink or float;
(B) describe and classify samples of matter as solids,
liquids, and gases and demonstrate that solids have a definite shape
and that liquids and gases take the shape of their container;
(C) predict, observe, and record changes in the state
of matter caused by heating or cooling such as ice becoming liquid
water, condensation forming on the outside of a glass of ice water,
or liquid water being heated to the point of becoming water vapor;
and
(D) explore and recognize that a mixture is created
when two materials are combined such as gravel and sand or metal and
plastic paper clips.
(6) Force, motion, and energy. The student knows that
forces cause change and that energy exists in many forms. The student
is expected to:
(A) explore different forms of energy, including mechanical,
light, sound, and thermal in everyday life;
(B) demonstrate and observe how position and motion
can be changed by pushing and pulling objects such as swings, balls,
and wagons; and
(C) observe forces such as magnetism and gravity acting
on objects.
(7) Earth and space. The student knows that Earth consists
of natural resources and its surface is constantly changing. The student
is expected to:
(A) explore and record how soils are formed by weathering
of rock and the decomposition of plant and animal remains;
(B) investigate rapid changes in Earth's surface such
as volcanic eruptions, earthquakes, and landslides; and
(C) explore the characteristics of natural resources
that make them useful in products and materials such as clothing and
furniture and how resources may be conserved.
(8) Earth and space. The student knows there are recognizable
patterns in the natural world and among objects in the sky. The student
is expected to:
(A) observe, measure, record, and compare day-to-day
weather changes in different locations at the same time that include
air temperature, wind direction, and precipitation;
(B) describe and illustrate the Sun as a star composed
of gases that provides light and thermal energy;
(C) construct models that demonstrate the relationship
of the Sun, Earth, and Moon, including orbits and positions; and
(D) identify the planets in Earth's solar system and
their position in relation to the Sun.
(9) Organisms and environments. The student knows and
can describe patterns, cycles, systems, and relationships within the
environments. The student is expected to:
(A) observe and describe the physical characteristics
of environments and how they support populations and communities of
plants and animals within an ecosystem;
(B) identify and describe the flow of energy in a food
chain and predict how changes in a food chain affect the ecosystem
such as removal of frogs from a pond or bees from a field; and
(C) describe environmental changes such as floods and
droughts where some organisms thrive and others perish or move to
new locations.
(10) Organisms and environments. The student knows
that organisms undergo similar life processes and have structures
that help them survive within their environments. The student is expected
to:
(A) explore how structures and functions of plants
and animals allow them to survive in a particular environment; and
(B) investigate and compare how animals and plants
undergo a series of orderly changes in their diverse life cycles such
as tomato plants, frogs, and lady beetles.
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